Transcript Document

21ST-CENTURY TEACHING INITIATIVE
WORKSHOP 2
Name
School
DR. JEFF LOATS
Department
DEPARTMENT OF PHYSICS
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STRUCTURING THE SALES PITCH
We seek to modify the “invisible contract”
Steadily metered “doses” of explanation
Our discussion today:
• Day 1
• Day 2
• Day 3
• Repeated points
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WARM-UP: FIRST DAY ACTIVITIES
Describe some aspect of what you do on the first
day of class to set the culture and expectations
for your class. Describe the objective you are
aiming for.
~38% → Students “do” something engaging
~25% → Community building
~13% → Talk about expectations explicitly
~13% → Model the goal behavior of the course
Better: What culture and expectations are you
creating for the course based on the first day?
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WARM-UP: FIRST DAY ACTIVITIES
“I spend some time giving my expectations for
the course, the type of assignments frequency
of semester exams, quizzes and numerical grade
for the various exams quizzes and final exam. ”
“I get groups of students into teams with a task
of finding similarities and forming a team name
and cheer based on the similarities found.”
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WARM-UP: FIRST DAY ACTIVITIES
“I have class read the syllabus to themselves for
5-10 minutes. Then break them into groups to
discuss: (1) what works for you in this syllabus?
What do you like being there? (2) What doesn't
work? on what do you need rationale or more
clarification? (3) Which of the Classroom
courtesy items do you think I find most
important and will be more vigilant about
people remembering to follow them?”
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WARM-UP: FIRST DAY ACTIVITIES
“We then have a syllabus scavenger hunt, where
I give them a handout that asks them specifics
from the syllabus and they work in teams to
complete it. There's a "fabulous prize" involved
for the first group with all correct answers, then
we go over it.”
“, I provide a true/false "quiz", where students
answer the questions and then share with a
partner their answers. These quiz questions
focus on common misconceptions about
psychology.”
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WARM-UP: FIRST DAY FEARS
What concerns/questions do your students have
when they sit down in your class on the first day?
Will any new concerns arise when they hear
about the blended learning technique(s)?
~50% → Course: Workload/difficulty?
~38% → Course: Will this be what I fear?
~13% → Them: Are they prepared for this?
~16% → New technique: Extra time/effort?
~16% → New technique: Applicable to exams?
~16% → New technique: Structure/timing?
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WARM-UP: FIRST DAY FEARS
“I imagine their concerns are about me and the
course work.”
“Questions on the tests and formats, the text...”
“Stereotypically, I find the students often want
as much clarification as to how they can get a
good grade […]”
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WARM-UP: FIRST DAY FEARS
“Everyone fears public speaking. I know this and
try to nip it immediately.”
“A lot of my students are terrified of science and
are afraid that they will be completely out of
their league.”
“I think that the anticipation of a math class and
the fear of God is in them because of taking a
math class.”
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WARM-UP: FIRST DAY FEARS
“New concerns about the new learning
technique is how much work will this add to my
already heavy load? They really need to see the
connection between doing the work and better
test scores.”
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WARM-UP: FIRST DAY FEARS
“I'm sure new concerns will arise when they find
out that they have homework due before we've
talked about things in class.”
I suggest you use very distinct terminology
(it matters!)
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DATA ON STUDENT OPINION
330 student survey from Memorial U. (CA)
30 free response
questions on qualities
of effective teachers.
69 characteristics
isolated, distilled into
9 themes.
ONLINE
FACE-TO-FACE
1. Respectful
1. Respectful
2. Responsive
2. Knowledgeable
3. Knowledgeable
3. Approachable
4. Approachable
4. Engaging
5. Communicative
5. Communicative
6. Organized
6. Organized
7. Engaging
7. Responsive
8. Professional
8. Professional
9. Humorous
9. Humorous
Source:
“Students’ Perceptions of Effective Teaching in Higher Education”
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OVERARCHING MESSAGE
Communicating with your students (humans)
• Message (explicit statements)
• Attitude (subtext, body language, etc.)
Consistent subtext:
"I am here to help you learn, and I have thought
about your learning trajectory carefully."
Consistent attitude:
I am comfortable and relaxed about my part of
this partnership.
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DAY 1 – 21-CTI BITS
Describe components of the course
• How each one is graded, and why.
• How each one is important for learning
and/or assessment.
Keep justifications short and succinct
Be honest:
"This is my first time using this method, and
there is a lot of data on how and why this is
effective and what the best practices are."
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DAY 1 – FLIPPED & JITT
Flipped teaching & JiTT:
“Today is going to feel pretty ‘normal.’ You’ll get
to see how this works starting next time, after
you’ve done your first warm-up (or watched
your first flipped teaching video).”
It isn’t “more assignments = more work,” but
rather “working in smaller chunks is more
effective and more efficient.”
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DAY 1 – CLASSROOM RESP. BITS
Lender clickers or non-subscription mode
Brief tutorial on how to use it
Practice questions:
• Previous experiences with topic
• Previous experiences with needed skills
• Attitudes toward topic
Explicitly look at responses asking them to
reflect as well.
At least one “real” question by the end of Day 1
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ALLOW TIME
They (probably) won’t “buy it all” on Day 1
Emphasize that you will be consistent and they
will get to see its value over time
“This class is different, and I will say that to you,
but it really is something you will get to
see/experience every day.”
Try to find ways to show them the uniqueness of
your course on Day 1
Consider putting syllabus discussion online?
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DAY 2 – 21-CTI BITS
Spend a little time addressing the evidence-base
and value of the blended learning method.
“You're paying to spend 45 hours with me...
what is the best use of that limited time?”
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DAY 2 – FLIPPED TEACHING
Discuss their first experience with flipped model
Share how many watched the video (if you can)
Discuss live lecture vs. flipped teaching video
Your advice for how they can use the videos
At the very end of class:
“As you leave today, think about how class time
was different due to having watched the video.”
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DAY 2 – JITT BITS
Discuss their first experience with warm-ups
Share how many did them and “time spent” avg.
Remind them of structure:
Release/due times, course value, grading
Remind them of the purpose of warm-ups:
–Student preparation
–Instructor preparation (“Which I’ll show you now!”)
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DAY 2 – CLASSROOM RESP. BITS
Discuss feedback loops in learning
“In a typical class, how soon will you need to be
able to apply what you are hearing about right
now?”
Discuss how they should assess their own
progress in each class and day to day
For Peer Instruction (and other) questions you
can explicitly mention how much of the learning
takes place during peer discussion.
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OTHER TIDBITS?
Other day 2 ideas (of any kind) to share?
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DAY 3 – 21-CTI BITS
Acknowledge that this is different
“This is not what I did as a student, because I
wasn't held accountable. But we know that this
works.”
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DAY 3 – JITT BITS
A different role for you:
• Actively prepare for class by engaging and
being reflective.
(not just reading/watching)
• Be ready to actively engage with the material
in class.
• Take regular “readings” on your experience
with the material compared to classmates.
Make plans accordingly.
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DAY 3 – JITT BITS
A different role for me:
• I will actively prepare for class by engaging
and focusing on you.
(not just going over last year’s notes )
• I will modify the class plan based on what I
see in your preparatory work.
• I will consciously create chances for you to
grapple with the material in an active way.
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RECURRING THEMES
I try to never say “should”.
I am tempted to do so when I want to force them
to do something that is to their advantage.
Change: How can I be positive & relational (Rather
than an authoritarian & “1-up”)?
Notice:
• Can I offer incentives/accountability?
• Can I trust that the action will be clearly
valuable on its own merits?
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RECURRING THEMES
Many chances to fail “model”:
(Flipped)
Repeated viewing at low cost
(JiTT)
Grading on thoughtful effort
(classroom resp.) Grading based on
participation, ongoing
personal comparison
Plus other course components
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BLI CONCERNS
“Looking for more examples of how to balance out
using the technique JiTT with the reduction of material
(content) being able to be covered in the class […]”
“I am concerned about the amount of time investment
for the student and making sure it's not too crazy. […]”
“I need to know the software programs I need to use it”
“My new concern focuses on the above concern of
students - the ability to align the new teaching strategy
with exam outcomes.”
“How to proceed with class once the questions have
been answered and read by me.”
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COMING UP…
Workshop follow-up survey
Next 8 weeks:
• Workshop on JiTT software and technology
• Twice: Meet with Jeff either individually or in
a small groups (~1 hour)
• Work on your own (1 hour a week)
Workshop 3: Sharing & making plans
• Friday, April 11th, 10 AM