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DAY 8De-constructing knowledge&career paths
Dr. Gabriel Hervas (lecturer)
Ms. Airi Kawakami (support)
Center for Research and Development of Higher Education

gabriel@he.u-tokyo.ac.jp

The University of Tokyo

Agenda• Discussion about 2 topics you selected• Career paths• Teaching philosophy statement

Main activities
Fishbowl, peer-feedback5Intended learning outcomes
At the end of the session (with assignments, etc.), participants would be able to(at a fundamental level):• Refer the most relevant roles & the challenges that HE institutions and academics face.
• Reflectively argue about instructional decisions related with the creation of groups and theresponsibility of students’ responsibility over their own learning.
• Sketch a career path to fulfill professional & personal interests & needs.

• Write a teaching philosophy statement exposing in a reflective manner their approach andideas about teaching & learning.
• Use “fishbowl” as a teaching and learning technique.

We have not finished yet but…

Fishbowl. Topics selected1.

You ask your students to complete an assignment before the class (thefollowing class builds on that previous work). For different reasons, a %of students do not complete the assignment. Do you change the designof the following class so everyone can attend & participate?

Participant 1, 2, etc.

2.

We should always group students merging diverse backgrounds
and different learning moments to enhance learning.
Participant 6, 7, etc.

Fishbowl 1. Case
Participant 1, 2, etc.

You ask your students to complete an assignment before the class (thefollowing class builds on that previous work). For different reasons, a % ofstudents do not complete the assignment. Do you change the design of thefollowing class so everyone can attend & participate? Why?

•Think individually (2 min)•Fishbowl discussion (12 min)•Outer circle “debriefing” (4 min): doubts emerged, comments aboutarguments shared, ideas/arguments missing, alternative angles, etc.

Fishbowl 2. Grouping students
Participant 6, 7, etc.

We should always group students merging diverse backgrounds and different
learning moments to enhance learning.

•

Think individually (2 min)•Fishbowl discussion (12 min)•Outer circle “debriefing” (4 min): doubts emerged, comments about
arguments shared, ideas/arguments missing, alternative angles, etc.

Fishbowl. Debriefing•

Overall experience, utility in your fields, difficulties, etc.

•You
could
use
ittowork
on&assesscommunicative/reflective/critical skills (using ideas from yourfield), use of discourse/language, etc.

•You can make students discuss the same or different topics,
allow them to stop the discussion, change during thediscussion, you can include peer-assessment, etc.

Career paths

Research &innovation

Service,management,
governance

Teaching,
advising,
mentoringSelf-assess your professional development/learning needs & interests at present

Writing projects, Leading projects/labs, Open science,
Qualitative & quantitative research, Responsible researchand innovation, leadership, etc.

Research &innovation

T-L strategies, methods, strategies, etc., Assessment,
Course & class design, Guiding students/doctoralstudents, designing interdisciplinary courses, etc.

Teaching,
advising,
mentoring

Managing teams, conducting institutional research,leadership, finding funding, promoting students’
enrollment, institutional organization, etc.

Service,governance,management

Career paths
Step 1.
Goal setting

Step 2.
Self-analysis

Step 3.
Needs analysis

Step 4.
Planning

Where do you want tobe/where do you see yourself in
X years?

Which are so far your mainachievements, skills,
qualifications to get there?

What are your current
needs/gaps to get there? Maindifficulties? Potential help from?

What should you do to getthere?

-

Research & innovation:-

Research & innovation:-

1 year:-Teaching, advising, mentoring:-Teaching, advising, mentoring:-

2 years:-

Service, governance, management:-

Service, governance, management:-

5 years:-Others:-

Others:-

10 years:-

BREAK 1

Career paths
Write them!

Write it!

Consider them & focus on Step 3: gaps, difficulties, help from

Step 1.
Goal setting

Step 2.
Self-analysis

Step 3.
Needs analysis

Step 4.
Planning

Where do you want tobe/where do you see yourself in
X years?

Which are so far your mainachievements, skills,qualifications to get there?

What are your current
needs/gaps to get there? Maindifficulties? Potential help from?

What should you do to getthere?

-

Research & innovation:-

Research & innovation:-

1 year:-Teaching, advising, mentoring:-

Teaching, advising, mentoring:-

2 years:-

Service, governance, management:-

Service, governance, management:-

5 years:-

Others:-Others:-

10 years:-Career paths
G1: Participants 1 to 4 + Observer 1
G2: Participants 5 to 8 + Observer 2
G3: Participants 9 to 13 + Observer 3 & 4
G4: Participants 14 to 17 + Observer 5 & 6•

Individually: 25 minutes•

Share your plans & receive ideas (4 people): 7min/person•

Whole class synthesis of most relevant aspects: 5 minutes

We are on a break… (hope you get the reference)
Until: 15:30

Teaching (or academic) portfolios
WHAT?

•

Organized account of our ideas, goals and experiences (quality and variety of your work,achievements, professional development, etc.), often from a self-reflective (how, why, etc.) stance.

WHY?

•A way to reflect and project ourselves. (a) Hiring, promotion/tenure, etc., (b) self-understanding &improvement

HOW?

••

Decisions: Purpose: self-reflection & improvement, projection; Style (context, purpose, discipline, …);
Teaching or academic•

To consider: (a) Sustainability and “readability”: be selective; (b) Ongoing process: begin early to evince
development; (c) Pay attention to copyright & privacy issues

IDEAS

•
•Synthesis of ideas: https://www.unco.edu/graduate-school/pdf/campus-resources/Teaching-Portfolio-Karron-Lewis.pdf•

Creating a portfolio with Google Sites: https://www.myprimaryparadise.com/2021/03/29/digital-teaching-portfolio/•

E-portfolio examples: https://anriavanzyl2018copy.wordpress.com/ https://www.gretchencseibel.com/

Teaching (or academic) portfolios•

Personal information•

Career timeline / CV•

Personal, professional goals, interests, etc.

•

Selection of relevant achievements, skills, etc.

•

Teaching dimension: Teaching philosophy statement, samples of “materials” created(syllabi, activities, assessment schemes, lessons, etc.), description of teaching (or otherroles) experience and responsibilities (you can attach your CV), “proofs” of quality teaching(e.g., students’ evaluations of your work, letters of recommendation, etc.), “proofs” of yourprofessional development efforts and interests (this program, for instance), doctoral
dissertations directed, videos teaching, etc.

•Research dimension: research philosophy statement (e.g., about RRI, open science,etc.), abstracts of relevant papers, relevant projects leaded/participated, sample ofconference papers, grants received, editorial boards, referee for journals, etc.

•Service dimension: duties fulfilled, contributions at a committee, department, School,
institutional level, institutional awards, contribution to professional associations, etc.

BREAK 2

When hiring, you might be asked to…

• Present & discuss teaching materials (lessons, syllabi, etc.)• Teach a simulated lesson or act as a guest lecturer• Be interviewed by groups of students• Present a teaching philosophy statement• Be questioned about your use of teaching strategies,

assessment practices, teaching experiences, inclusive strategies,
your balance between teaching and research, etc.
…

Teaching philosophy statement (TPS)• Submitted before day 1• Self-reflective account where we convey our ideas (with examples)

about teaching and learning, portraying us and our philosophy aseducators.
• For us, for students, to apply for a position…
• Main aspects addressed:•

Approach to teaching•

Teaching practice & experience•Ideas for improving T&L

Information (Google Classroom):Teaching philosophy statement (TPS)• Number yourself from 1 to 4: P1, P2, P3, P4, P5• Read your partner’s TPS & take notes for feedback. Focus on the ideas to write a TPS & the participant “highlights” (6 min)• P1 reads P2’s TPS; P2 reads P3’s; P3 reads P4’s; P4 reads P1’s.
• Read your partner’s TPS & take notes for feedback. Focus only on its readability/clarity, excerpts more difficult to understand (3 min)• P1 reads P3’s TPS; P2 reads P4’s; P3 reads P1’s; P4 reads P2’s.
• Feedback:• Feedback for P1 (5 min)• Feedback for P2 (“)• Feedback for P3 (“)• Feedback for P4 (“)

G1: …
G2: …
G3: …

Comments• ¿?

Synthesis of today• Discussion

about grouping students & students’

responsibility and our designs.
• Career paths.
• Teaching philosophy statement.

• Design involving:•

Fishbowl.

•

Peer-feedback.

Synthesis of the course

Addressed (notions, why, implications, creation,…)DAY 1•
••
•
•••
•
•
•
•
•
•
•
•
•
•
•

DAY 2Memories•
Safe environments•
Sense of purpose & belonging•
Beliefs and social engagement•
Building on previous knowledge•
Show relevancy & meaningful practices •Motivation•
Self-regulation•
Co-creation•
Interleaving•
Dual-coding•
Scaffolding & expertise•
Breaks•Desirable level of difficulty•
Retrieving•
Rewards•
Peer-modeling
•
…
••

DAY 3

Groupwork & teamwork (criteria)•
Learner-centered & when to•
Active learning•
Teacher as facilitator•
Interactive lessons or direct instruction •Peer-instruction•
Just-in-time teaching•
Team-based learning•“Case”-based strategies•
Flipped classroom•
Gamification•
Jigsaw/group of experts•
Think-pair-share•
Gallery walk/poster tour•
Fishbowl•
PerUsAll•
Cognitive skills & critical thinking•
Self-assessment…

Multiple-choice questions
Semi-constrained questions
Assessment & evaluation
Purposes of assessment
Classroom assessment techniques
Automatic assessment
Learning analytics
Formative feedback
FeedforwardFeedback alternatives
Self- & peer-assessment & issues
Complains about assessment
Misconduct with assignments
Adjusting on-line exams
Speed-dating
Rubrics…

DAY 4 & 5•
••
•
•
•
•
•
•
•
•
•
••
•
•
••
•

Course formats/modalities
How to review previous sessions
Goals, objectives, & outcomes
Writing learning outcomesBloom’s taxonomy
Diversity/inclusion in the syllabus
To consider for feedback
Self-assess feedbackSyllabus review
Syllabus components
Backward design
Universal design for learning ideas
Constructive alignment practice
Graphic syllabus
Visual syllabus
Bias in course design
Gagné’s 9 events
Potential class sequence…

DAY 6 & 7•••

Class design
Class instruction practicePeer-feedbackNow what?
•You decide:
••
•
•
•

•

peer-observation & feedback
learning & neuroscience seminaralternative techniques & strategies
CV & cover letters
etc.

We have your ideas, interests, but reach us out with your own so
we can improve and organize new initiatives that suit you.
Limit for any pending task (if a few!): July 26th (no further extensions
possible; extension involves a limit on the grade; if most previous tasks
missing, assessment/passing the course might not be possible).
Certificate awarding ceremony (September 15th) & representative (see survey)

Your experience. We’d love to hear your thoughts

Also, survey (August 5th), follow-ups, etc.
Link to survey & QR code

Thank you!
Wherever we find ourselves, if we can lend you ahand with anything, write or come to talk to us!
Or just come by and say hi! ☺

Dr. Gabriel Hervas
gabriel@he.u-tokyo.ac.jp
Center for Research and Development of Higher Education
The University of Tokyo