The Instructional Skills Workshop 　（ＩＳＷ）

找到一個很好的課堂管理建議：

• Use instructional objectives to inform learners about what they are expected to learn;
• Write useful, practical lesson plans;
• Evaluate what has been learned in relation to performance objectives;
• Use simple techniques during your teaching to test for learning;
• Conduct highly participatory classroom sessions;
• Use the common instructional aids competently;
• Use good questioning techniques; and
• Give helpful feedback.

 ……

During the workshop each participant prepares and conducts three 10-minute mini-lessons. The mini-lesson instructors receive feedback for the other workshop participants on the effectiveness of their lessons.

The mini-lesson should be designed as a complete instructional segment and should deal with topics/ideas/content that will provide new learning for the other participants. The “learners” in the lesson should not be playing a role (e.g., “imagine you are in the third week of a course in calculus”), but rather they should be “students” who are really learning something. The Handbook for Participants states that “The mini-lesson for the ISW is built around the following five lesson basics:

·        Bridge-in — explains the value of the lesson to the learner, provides motivation.

·        Objective — what must the learner do? Under what conditions? How well?

·        Pre-test — identifies any prior knowledge and whether or not the learner can already accomplish the objective.

·        Participatory learning — the learner is as actively involved in the learning process as possible.

·        Post-test — determines if the learner has indeed learned…

The ten-minute time limit [that is used in the ISW] forces editing and concise planning. Also, there is more than sufficient data generated during the ten minutes on instruction to provide for feedback. If the lesson were longer, the feedback could not focus as well on a few teaching strengths and areas for growth. The aim is to identify areas for improvement without overloading, and to give [the teacher] the confidence to work toward that improvement…

While the actual instructional time in a mini-lesson is only 10 minutes, the total time needed, including planning and feedback, is 40 minutes.

·        Preparation — 10 minutes. The facilitator consults with instructor to ｓ ｅｌｅｃｔ forms, discuss points to be observed, and reassure; the instructor sets up teaching space in preparation for the lesson.

·        Lesson — 10 minutes. The instructor teaches mini-lesson to other participants; the facilitator videotapes lesson, makes observations, and prepares for feedback session.

·        Written feedback — 7 minutes. Facilitator hands out ｓ ｅｌｅｃｔed feedback forms and gives any required directions.

·        Verbal feedback from learners — 13 minutes. Facilitator conducts oral feedback session, ensuring that the instructor receives and understands the comments of the participants; facilitators records/summarizes feedback for the instructor.” (1993, p. 5-6). [Sometimes the feedback session is also taped so the instructor has the tape of the lesson and the feedback.]

This 40-minute cycle is repeated for each participant three times during the workshop.

（節錄自http://www.hku.hk/caut/scholar/abstracts/062_smith.htm）