Software Project Management

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Why do weteach???
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Why teach?

• 1.
• 2.
• 3.
• 4.
• 5.

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Reasons

• 1. To Enthuse Students

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Reasons

• 1. To Enthuse Students
• How? Put yourself in their shoes,
• Consider, if youve taught the topic for years...
• Consider, if new to you to do...

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Reasons

• 2. To give students the info they need

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Reasons

• 2. To give students the info they need
• How? Handouts can give 10 times more material,
  but must mix info with other materials (Make sure
  handout has lots of free space)

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Reasons

• 3. To cover the syllabus

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Reasons

• 3. To cover the syllabus
• How? In a meaningfully manner. Give the students
  time to reflect and revise. So stop teaching for
  the last 3 weeks and get students to reflect and
  revise.

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Reasons

• 4. Give the student group a sense of identity

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Reasons

• 4. Give the student group a sense of identity
• How? Group work is vital

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Reasons

• 5. Because its cost-effective - large groups

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Reasons

• 5. Because its cost-effective - large groups
• How? Instead of throwing out questions to
  students (as some may be intimidated) ask student
  to spend next 3 minutes writing down 3 most
  important ideas weve been talking about, and
  spend a minute comparing youve with your
  neighbourlook for 5 volunteers.
• Rather than getting student to asks questions at
  end of class collect on slips of paper and answer
  at start of next class or on-line on discussion
  board.

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Reasons

• 6. To help map curriculum

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Reasons

• 6. To help map curriculum
• How? Signpost the course. Show the students the
  syllabus, included learning outcomes. Number the
  topics instead of bullet pointing them

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Reasons

• 7. To see how the students are doing

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Reasons

• 7. To see how the students are doing
• How? Look at their faces
• How? Handout your slides, with first slide having
  questions about previous lecture - spend 5
  minutes of lecture getting student to answer.

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Reasons

• 8. To change student beliefs

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Reasons

• 8. To change student beliefs
• How? By sharing your experience Expert views
  Existing Theories Other students ideas.
• Make the students learning active, when students
  apply their ideas, it becomes their knowledge.

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Reasons

• 9. To help students learn

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Reasons

• 9. To help students learn
• How? For a few minutes ask the students to
  reflect on HOW they are learning. Share with
  others their approaches, their triumphs and
  disasters.
• How? Stop class for a few minutes and discuss
  their note-making techniques.
• How? Ask student to write down 3 things they
  dont yet know about a topic and want to
  learnamalgamate lists and hand to lecturer

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Reasons

• 10. To help students figure out what the lecturer
  is going to ask in the exam

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Reasons

• 10. To help students figure out what the lecturer
  is going to ask in the exam
• How? Students need to be more strategic about
  assessment, it is an intelligent response to
  their situation. But you just need to help them
  figure out your culture of assessment, not every
  little facet of it.

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What can lecturers do?

• Get a notebook per course.
• Include attendance sheets, handouts, slides, etc.
• After each lecture
• Note down errors in slides and handouts
• Write down key points of lecture
• Tricky issues
• Good examples

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What can lecturers do?

• Include questions after each lecture
• What did I do best?
• What should I avoid?
• What surprised me?
• What were the good student questions?
• What couldnt the students answer?

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Zone of Proximal Development

• Vygotskys term for the range of tasks that are
  too difficult for the child to master alone but
  that can be learned with guidance and assistance
  of adults or more-skilled children.
• The lower limit of ZPD is the level of skill
  reached by the child working independently.
• The upper limit is the level of additional
  responsibility the child can accept with the
  assistance of an able instructor.
• Scaffolding is changing the level of support.
  Over the course of a teaching session, a
  more-skilled person adjusts the amount of
  guidance to fit the childs current performance

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Instructional Design

• Maximise the effectiveness, efficiency and appeal
  of instruction and other learning experiences.
• The process consists of determining the current
  state and needs of the learner, defining the end
  goal of instruction, and creating some
  "intervention" to assist in the transition.
• The outcome of this instruction may be directly
  observable and scientifically measured or
  completely hidden and assumed.

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POP QUIZ
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POP QUIZ

• 1. On average do students prefer to work alone or
  in groups?
• a) in groups
• b) alone
• c) dunno

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POP QUIZ

• 1. On average do students prefer to work alone or
  in groups?
• a) in groups 1
• b) alone -1
• c) dunno 0

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POP QUIZ

• 2. Is it better for students to work
  collaboratively or competitively?
• a) collaboratively
• b) competitively
• c) Equally good for their learning

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POP QUIZ

• 2. Is it better for students to work
  collaboratively or competitively?
• a) collaboratively 1
• b) competitively -1
• c) Equally good for their learning 0

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POP QUIZ

• 3. Do students learn better if you offer a small
  reward?
• a) Yes
• b) No
• c) dunno

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POP QUIZ

• 3. Do students learn better if you offer a small
  reward?
• a) Yes -1
• b) No 1
• c) dunno 0

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POP QUIZ

• 4. Which is better, detailed feedback 3 weeks
  after an assignment in handed up, or a result
  one week later?
• a) Feedback
• b) Percentage
• c) dunno

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POP QUIZ

• 4. Which is better, detailed feedback 3 weeks
  after an assignment in handed up, or a result
  one week later?
• a) Feedback -1
• b) Percentage 1
• c) dunno 0

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POP QUIZ

• 5. How soon after a lecture starts will a
  students attention tend to drift?
• a) 10 mins
• b) 20 mins
• c) 40 mins

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POP QUIZ

• 5. How soon after a lecture starts will a
  students attention tend to drift?
• a) 10 mins 1
• b) 20 mins 0
• c) 40 mins -1

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If you read one book on teaching...

• Lecturing A Practical Guide by Sally Brown and
  Phil Race