Peer Review Portfolio
Judy Provo-Klimek
  1. Focus Question
  2. Microscopic Anatomy and AP 710
    1. About the subject
    2. Connection with other courses/disciplines
    3. Course design
  3. Teaching Microscopic Anatomy
    1. My teaching style
    2. Personal goals for teaching Microscopic Anatomy, AP710
    3. My syllabus
  4. Implementation
    1. Lecture sessions
    2. Problem Based Learning activities
    3. Laboratory discussions
    4. Time spent outside class
  5. Results
    1. Evidence of student learning
    2. Suggestions from students
  6. Implications
    1. Reflection
    2. Planned changes
  7. Appendices
    1. Appendix A: Sample PBL Exercise
    2. Appendix B: Examinations
    3. Appendix C: Samples of student work
    4. Appendix D: Teaching Evaluation data

 

My Teaching Style

I learned to teach in a very teacher-centered culture. By this, I mean that the lecture was the primary way in which a course was taught. Although I think I am good at lecturing, and in one sense the lecture is very appropriate for the courses I teach, I am trying to incorporate more opportunities into my lectures for students to interact with each other about the material. I have also been experimenting with Classroom Assessment Techniques to monitor student learning on a daily basis in my other course, but have not yet incorporated these types of assessments into microscopic anatomy. Since I usually feel that I don’t have enough time to discuss everything I want to in class, this has been a challenge for me.

I prefer a conceptual approach to teaching. I would describe my style as global; I love to generalize material and help students see trends, concepts, etc., although I recognize that details are necessary at times. Whenever possible, I try to organize necessary facts in such a way as to make them fit into a conceptual framework (for example, by presenting them in an organizational chart). I know that I myself prefer a visual approach to learning as opposed to a read/write approach, and I try to present information visually whenever possible.

In the laboratory (both in this course and in gross anatomy), I constantly try to get students to relate information to what they already know; to "scaffold", or embed their learning in prior knowledge. In practice, this means that if a student asks me a question in the laboratory, I usually turn it around and ask her or him to relate it to something already known. I try with this process to help them become self-learners, which they will have to do for the rest of their lives. My favorite thing about teaching is the chance to discuss a topic with a student one-on-one, looking for the "missing link" in their understanding, and finding some way to explain it that makes sense to that person. This process takes some time, though, and I know some students find it frustrating when they do not get a prompt answer to their questions. I also know that my approach is not unique – many of my colleagues use the same style. However, a few students tell me every year on teaching evaluations that I am not sensitive to their frustration, or that they think I don’t want to answer their questions.

 

Last modified March 13, 2001