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Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models
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Can't You Just Lecture to Me? Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models

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A keynote presentation by Michelle Pacansky-Brock shared at Mohave Community College's Learning and Teaching with Technology Expo.

A keynote presentation by Michelle Pacansky-Brock shared at Mohave Community College's Learning and Teaching with Technology Expo.

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  • 1. “Can’t You Just Lecture to Me?” Strategies for Supporting Reluctant Students when Implementing New Pedagogical Models Michelle Pacansky-Brock www.TeachingWithoutWalls.com Twitter: @brocansky brocansky@gmail.comImage by Interrobang, CC-BY-NC-SA 2.0
  • 2. YourGoody Bag!http://tiny.cc/Lecture
  • 3. Images copyright Laurie Burruss, used with permission.
  • 4. Image by: dbeck03 on Flickr
  • 5. This is not what you expected.
  • 6. by Lunda DiRimmel on Flickr
  • 7. Check In
  • 8. Images copyright Laurie Burruss, used with permission.
  • 9. Learning 2.0 isteaching with emerging technologies. Pedagogy How tool(s) supports your learning objectives. Mechanics Student How to use tool(s). Success Community, scaffolding, supporting diverse needs, continuous intake of feedback.
  • 10. teaching wi! emerging technologies the golden rule If you don’t believe your students can do it, you’re right.
  • 11. building a foundation forStudent Success 1. Community 2. Privacy 3. Access 4. Scaffolding 5. Feedback
  • 12. building a foundation forStudent Success 1. Community 2. Privacy 3. Access 4. Scaffolding 5. Feedback
  • 13. By Thomas Hawk on Flickr
  • 14. What is community?By Thomas Hawk on Flickr
  • 15. what iscommunity? articulate & model
  • 16. Develop and share community groundrules.Sample Community Groundruleshttp://goo.gl/sfD6d
  • 17. community groundrules1. What is a commmunity?2. As a community member, you agree to...3. Additional Groundrules...(student code of conduct)4. What happens if a member violates a groundrule?
  • 18. safety trustBy Thomas Hawk on Flickr
  • 19. ingredients forStudent Success Community 2. Privacy Access Scaffolding Feedback
  • 20. by Phil H on Flickr
  • 21. by respres on Flickr
  • 22. Student Privacy 1. Understand each tool’s privacy options. 2. Inform students who has access to their contributions. 3. Have student agree to these conditions. 4. Demonstrate the learning benefits. Student Privacy Tips (PDF) 5. Offer options.http://goo.gl/nVGP0 6. Do not share grades. 7. Stress the importance of logging out.
  • 23. Conditions of Participation what you need to know about social media & privacy In this class, you will be expected to use a variety of social media tools. This will involve creating free accounts on several sites and making contributions with them. Openly inform The guide below indicates the privacy settings that will be used for each tool in this class. You will be asked to agree to these conditions in the first week of thestudents about who class through an online survey. will have access to VoiceThread Google Twitter their work. Docs Overview of Has full spectrum Has full spectrum All tweets are public of privacy options: of privacy unless you use a the tools secure, semi- options: secure, protected account. privacy private, and public. semi-private, and public. setting Student Privacy options. Tips (PDF) Privacy Secure. The Semi-private. Public. If you usehttp://goo.gl/nVGP0 VoiceThreads in Content is only Twitter to participate settings used which you will viewable by in our backchannel in this class. participate are those who have in this class (an viewable only by the link to the encouraged but members of our site. Will not be optional activity), class. found through a your tweets will be web search. public. Protected accounts will not work.
  • 24. 5. offer options• Not comfortable • Select an image that sharing a portrait and/ represents something or full name? about you • Use a first name/last initial or pseudonym
  • 25. ingredients forStudent Success Community Privacy 3. Access Scaffolding Feedback
  • 26. Do My Student Have the Required Equipment?
  • 27. Are Campus Labs Equipped to Provide Access to Tools? Is There a Mobile App?Is Content Accessible to All?
  • 28. Survey Your Students! Week One Identify access gaps. Identify special accommodations.Evaluate student feelings/attitudes.
  • 29. Survey Your Students! Week OneIdentify high-risk students.
  • 30. • Google Form ➡• Survey MonkeyAssess student needs,access to technology, feelings/attitudes. Student Survey Template http://goo.gl/pjEd9
  • 31. Privacy Tip #3!
  • 32. In one word, describe how you are feeling about this class.
  • 33. In one word, describe how you are feeling about this class.
  • 34. In one word, describe how you are feeling about this class.
  • 35. ingredients forStudent Success Community Privacy Access 4. Scaffolding Feedback
  • 36. learningVygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
  • 37. learning students actual potential development development level level instructorVygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
  • 38. learning students actual potential development development level level instructorVygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
  • 39. learning students actual potential development development level level instructorVygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
  • 40. learning students actual potential development development level level instructorVygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
  • 41. • Account creation, familiarization of tools. Identify high risk Week 1-3 students and follow up. Include low risk activity/ice breaker. This is a challenging period! Week 3-4 Weeks 5-8Weeks 9-17
  • 42. • Account creation, familiarization of tools. Identify high risk Week 1-3 students and follow up. Include low risk activity/ice breaker. This is a challenging period! • Increase expectations, foster norms. Be active, Week 3-4 supportive contributor. Students begin to feel confident in tool use, norms begin to coalesce. Weeks 5-8Weeks 9-17
  • 43. • Account creation, familiarization of tools. Identify high risk Week 1-3 students and follow up. Include low risk activity/ice breaker. This is a challenging period! • Increase expectations, foster norms. Be active, Week 3-4 supportive contributor. Students begin to feel confident in tool use, norms begin to coalesce. Weeks 5-8 • Begin to introduce intermediate tool skills. Group work, collaboration.Weeks 9-17
  • 44. • Account creation, familiarization of tools. Identify high risk Week 1-3 students and follow up. Include low risk activity/ice breaker. This is a challenging period! • Increase expectations, foster norms. Be active, Week 3-4 supportive contributor. Students begin to feel confident in tool use, norms begin to coalesce. Weeks 5-8 • Begin to introduce intermediate tool skills. Group work, collaboration. • Advanced applications of tools,Weeks 9-17 student-generated content.
  • 45. Week 2 Facilitation: be supportive andencouragement, communicate norms and expectations
  • 46. Week 4 Facilitation: Increase expectations, foster norms, be active contributor.
  • 47. ingredients forStudent Success Community Privacy Access Scaffolding Feedback
  • 48. Build In Opportunities for Student Feedback
  • 49. Build In Opportunities for Feedback
  • 50. Build In Opportunities for Feedback
  • 51. by Valerie Everett on Flickr

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