Teaching Guide 2 Pdf

[Brook Mithani]

TheGuide for Inclusive Teaching at Columbia helps instructors answer that question by offering five inclusive teaching principles derived from research and evidence-based practices. In addition, the guide contains practical, accessible, and usable strategies that instructors can use immediately. We invite you to contact the CTL with questions, suggestions, or ideas for collaborating with us on this initiative at colum...@columbia.edu.

The Guide for Inclusive Teaching at Columbia by Columbia University Center for Teaching and Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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We offer this guide to all instructors and teaching teams approaching the topic of generative AI tools in education, whether for the first time or as part of your ongoing engagement with the topic, in response to practical concerns that we heard from instructors like yourself. You don't need to be an expert or have prior experience with generative AI to use this resource, though you should have some understanding of or experience with teaching and learning in higher education contexts. We intend this guide to apply to any disciplinary area or teaching modality and to help you structure the work of integrating AI tools into your teaching practice.

We cannot comprehensively address the complex topic of artificial intelligence in any short guide. Many campus service providers, such as University Information Technology (UIT), Stanford Accelerator for Learning, and the Institute for Human-Centered Artificial Intelligence (HAI), have developed excellent resources that offer insight into AI in terms of technical aspects, innovative new tools, societal impacts, AI research, and so on. We have chosen to focus on the practical and pedagogical aspects of AI tools in the classroom. We will focus on generative AI chatbots in particular, but you may find the content here can also apply to other generative AI tools, such as image, media, or code generators.

Each page of this guide contains one instructional module including content, practice tasks, and assessment activities. We suggest that you complete the activities and suggested readings in each section as a self-directed online lesson. We designed each module as a discrete and complete lesson that you can finish in a relatively short amount of time. You can work through the modules in any order. We encourage you to engage fully with each module, completing the recommended activities to reinforce your learning.

Stanford's Center for Teaching and Learning has also developed do-it-yourself workshop kits inspired by these modules. The kits expand upon the topics and strategies covered in these modules. Each workshop kit typically contains a resource list, sample agenda, promotional materials, slide presentation, facilitator's notes, key strategies, and an evaluation tool to assess learning and gather feedback.

We did not copy and paste any language generated by AI chatbots into this guide. We used AI chatbots, primarily ChatGPT, to generate feedback on the clarity and structure of some of the writing and to clean up some text formatting. We used ChatGPT and other chatbots more extensively in the development of the module "Exploring the pedagogical uses of AI chatbots" to mimic how we thought instructors and students might use them in a course and to better understand the pedagogical potential and challenges of such tools.

We are a team of support staff from different parts of the Office of the Vice Provost for Undergraduate Education (VPUE). Our team created the guide in the summer of 2023 through the collective effort of dedicated colleagues from across the university. We want to thank the following people who contributed to this resource.

You may adapt, remix, or enhance these modules for your own needs. This guide is licensed under Creative Commons BY-NC-SA 4.0 (attribution, non-commercial, share-alike) and should be attributed to Stanford Teaching Commons. If you have any questions, contact us at Teachin...@stanford.edu.

Chart the many dimensions of pedagogical competence that you will need and that employers will look for, take stock of available resources, and make a plan to foster your professional development in your teaching at Cal.

Module 1: GSI Ethics and Professional Responsibilities

Module 2: Promoting Learning through Diversity: The Inclusive Classroom

Module 3: Teaching Students with Disabilities

Module 4: Creating an Educational Environment Free of Sexual Harassment

Module 5: Fostering Academic Integrity

Each teaching guide is a curated collection of content from across the Teaching Commons focusing on a key concept or strategy. Links to more in-depth information are included on each page. We hope that these guides serve as pathways to help you explore the Teaching Commons.

This guide presents research studies and resources related to group work. Links to key articles are accompanied by condensed summaries organized by teaching challenges, and actionable advice is provided in an instructor checklist.

This guide presents research studies and resources related to peer instruction, a pedagogy commonly associated with personal response devices in which students answer questions, engage in peer discussion, and discuss responses with the whole class. Links to key articles are accompanied by condensed summaries organized by teaching challenges, and actionable advice is provided in an instructor checklist.

This guide presents research studies and resources for incorporating models and modeling into their classrooms. The guide discusses modeling as a core scientific practice that enables student development of systems thinking skills and understanding of biological concepts. The guide describes a variety of model types including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models supported by summaries of and links to articles and resources.

This guide presents research studies and resources related to metacognition, which is awareness and control of thinking. The guide describes ways in which instructors can influence student metacognition by supporting student learning strategies, encouraging students to monitor and control their learning, and promoting social metacognition during group work. An instructor checklist and a special collection of four strategies to implement in any course offer practical recommendations for fostering metacognition.

This guide presents research studies and resources related to teaching problem solving. The guide describes theoretical underpinnings for two different approaches to teaching problem solving: instruction followed by problem solving and problem solving followed by instruction, with specific examples described for each. In addition to summaries of and links to articles supporting these approaches, the guide provides an instructor checklist to summarize options.

This guide presents research studies and resources related to learning objectives that serve as the foundation of course design. Done well, they define the focus of assessments, help structure classroom practice, and convey the instructor expectations of what students should know and be able to do after completing a course of study. The guide contains condensed summaries of key research findings organized by recommendations for writing and using LOs, summaries of and links to research articles and other resources, and actionable advice in the form of a checklist for instructors.

We have designed a Mathematical Mindset Guide to help teachers create or strengthen a growth mindset culture. This guide contains five Mathematical Mindset Practices along with links to teaching videos. The videos all show Jo and Cathy teaching middle school students. There are different stages described in each practice to help capture the journey of a mathematical mindset classroom and the evidence teachers may collect along the way for their own reflection or for discussion with colleagues. The guide has been designed for teachers to use in the process of self-reflection, or for coaches or administrators to use to encourage a mindset teaching culture. In the interactive version of the guide on this web page, you can click on the arrow buttons in the Expanding descriptors to see a short extract of Jo/Cathy teaching in the ways described.

Our goal for the guide is to support a mathematical mindset journey of learning and growth. Teachers can work with the guide individually or in collaboration with others. The guide is intended to be non-judgmental, non-evaluative, and iterative in nature. When using the guide consider the classroom community as a whole rather than the teacher alone. It is also important to note that while the goal of the guide is to communicate all aspects of a mathematical mindset classroom, it is not always possible to find evidence of all practices in one lesson. We encourage teachers, coaches, and administrators to use this guide, and our reflection suggestions iteratively over multiple lessons.

You can download the guide here. We have also created a document that contains advice on how the use the guide and an example teacher journal. We would like to thank the Tulare County Office of Education for their help in developing the guide.

We highly recommend this website as a resource for concrete tips and strategies for enhancing your course design and delivery online. Developed by the Association of College and University Educators (ACUE).

This resource guide for UCLA students has been developed by Britney Robinson, DEI Coordinator for Physical Sciences and Lauren Buzzanco, Lead mentor for the Summer BRIDGE Program. Please help spread the word about all of these supportive programs available to our students.

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