Faculty Development Institute: Programs for Highly Effective Teaching & Learning

Skip to content

Home
Contact Us

Search for:

Protected: 14) Creating Learning Outcomes / Objectives

This content is password protected. To view it please enter your password below:

Password:

43 ONLINE MODULES

FORACADEMIC ADMINISTRATORS
1) The Power of Best Practice Cards

2) Faculty Development Guidelines

3) Class Observation Form / Template

4) Abbreviated Class Observation Form

ESSENTIALS OFEFFECTIVE TEACHING

5) Tendencies of Highly Effective Educators

6) Mindsets for Why & How We Learn

7) Why & How We Learn

8) When & Where We Learn

9) Ten, Key Teaching-Learning Theories

10) Effective Class Management Pyramid

11) Self-Efficacy: The “I can do it!” Belief

PREPARING TO EFFECTIVELYTEACH A COURSE

12) Essentials of Course Design

13) Essentials of Effective Instruction

14) Creating Learning Outcomes / Objectives

15) Creating A Highly Effective Syllabus

16) Creating Highly Effective Lesson Plans

17) Instructional Materials & Resources

18) Creating Effective PowerPoint Presentations

19) 25 Common Teaching Mistakes

TEACHING EFFECTIVELY

20) First Day of Class

21) Common Teaching Mistakes at The Start of Class

22) Motivating Students to Learn

23) Engaging Students in Their Learning

24) Common Mistakes Interacting With Students

25) Enhancing Student Learning

26) Promoting Critical Thinking

27) Common Teaching Mistakes During Your Lesson

28) Ending Each Lesson Effectively

29) Common Teaching Mistakes Ending Your Lesson

30) Creating An Effective Last Day of Class

TEACHINGONLINE COURSES

31) Developing Online Learning Communities

32) Communicating Effectively In Online Courses

33) Discussion Boards & Professor’s Presence

34) Discussion Board Questions

35) Discussion Board Scoring Rubric

ASSESSINGSTUDENTS’ LEARNING

36) Evidence of Learning

37) Common Teaching Mistakes During Q&A

38) Creating & Using Scoring Rubrics

39) Creating Written Tests

40) 80 Strategies for Test Taking

41) Common Teaching Mistakes In Assessments

42) Professor-to-Student Feedback

43) 380 Ways To Say, “Good Work!”

Home

Contact Us

PROGRAM OVERVIEW
Purpose / Objectives

Institute Philosophy

Program Format

Program Options

Learning Materials

Bloom’s Taxonomy

Assessment Options

Resources

Testimonials

Registration

ONLINE FORUMS

Welcome & Introductions

Announcements

Forum Objectives

FOR ACADEMICADMINISTRATORS

1) The Power of
Best Practice Cards

2) Faculty Dev. Guidelines

3) Class Observation Form

4) Abbreviated Class Observation Form

ESSENTIALS OF EFFECTIVE TEACHING

5) Tendencies of Highly
Effective Educators

6) Mindsets for
Why & How We Learn

7) Why & How We Learn

8) When & Where We Learn

9) Ten, Key Teaching –
Learning Theories

10) Effective ClassManagement Pyramid

11) Self-Efficacy

PREPARING TO
EFFECTIVELYTEACH A COURSE

12) Essentials ofCourse Design

13) Essentials of
Effective Instruction

14) Creating Learning
Outcomes / Objectives

15) Creating a Syllabus

16) Creating Lesson Plans

17) Instructional
Materials & Resources

18) Creating Effective
PowerPoint Presentations

19) 25 Teaching Mistakes

TEACHING EFFECTIVELY

20) First Day of Class

21) Start of Class Mistakes

22) Motivating Students

23) Engaging Students

24) Mistakes Interactingwith Students

25) Enhancing Learning

26) Promoting
Critical Thinking

27) Teaching MistakesDuring Your Lesson

28) Ending Each
Lessons Effectively

29) Teaching MistakesEnding Your Lesson

30) The Last Day of Class

TEACHINGONLINE COURSES

31) Developing Online
Learning Communities

32) Communicating in Online Courses

33) Discussion Boards &
Professor’s Presence

34) Disc. Board Questions

35) Disc. Board Rubric

ASSESSING STUDENTS’ LEARNING

36) Evidence of Learning

37) Mistakes During Q & A

38) Creating/Using Rubrics

39) Creating Written Tests

40) Test-Taking Strategies

41) Professor-to-Student
Feedback

Proudly powered by WordPress