Teaching At URI
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These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014

These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014

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  • TODAY’S MEET – ORANGE HIGHLIGHT
  • <br /> Motivation can be broadly implemented across a course, a program. It not only happens at the beginning of an activity or lesson but elements are woven throughout (hence the double arrows in our URI Teach Sheet) <br /> <br />
  • The previous activity we did in small groups is an example of how to contextualize and make relevant how we are spending our time here today. We are interested in your needs, concerns and questions, and we can now customize how we move through our time together informed by your voice(s). Doing this in your courses is an essential element to ensuring students engage with you, your course, your materials, etc. <br />
  • TIME 2: http://goo.gl/FW6vLD
  • RELEVANCE: Connect to authentic, real-world practices (Why am I learning this? How is this information useful?) what motivates you (the instructor) most about your discipline? Enthusiasm can be contagious. <br /> CHOICE: Give students choice in how they focus their attention (options in seeking answers to questions posed by students related to learning objective), how they represent their learning (options in assignment topics or formats), or the materials they use (options in readings). <br /> COLLABORATION: Encourage students to work together to gain meaning, represent their thinking about complex problems in your discipline, appreciate differences in what each person can contribute to the process. <br /> FEEDBACK: give frequent feedback that enables learners to be successful, involve students in setting goals and self-monitoring the quality of their work and their peer’s work <br /> CHALLENGE: Create challenging problems for students to grapple with. (setting up a carefully scaffolded problem > letting the students try to solve it > anticipating where students might struggle > be prepared to jump in with explicit modeling > then encourage students to practice and be successful) <br /> <br /> <br />
  • Slide wording does not exactly match the Teach Sheet wording
  • Think about what you might say
  • TODAY’S MEET = GREEN HIGHLIGHT
  • Formative assessments are most appropriate at those steps where students are likely to struggle – and these can greatly inform our efforts to know whether and at what point to provide additional support. Then it’s a matter of HOW to RESPOND?
  • Useful for seminar discussions and feedback
  • Useful for seminar discussions and feedback

Teaching At URI Presentation Transcript

  • 1. Teaching at URI: What All Instructors Need to Know Julie Coiro, School of Education Josh Caulkins, Office of Student Learning, Outcomes Assessment and Accreditation (SLOAA)
  • 2. • Introductions • Notespace • 1:00 http://goo.gl/oLjiqY • 2:30 http://goo.gl/FW6vLD • Overview of URI Teach Sheet (more details in the Course Transformation Guide) • Three areas of teaching for discussion and reflection Welcome – Our Agenda
  • 3. • Who are we? • Who are you? 1. Introduce yourself (position, courses you teach, years experience, etc.) 2. Discuss in your group and come to consensus: What are the top one or two things that you are most interested in learning about teaching your course this fall? Share at https://todaysmeet.com/teachuri Introductions
  • 4. TIME TO…Share your insights AND ask questions
  • 5. 1. How do we motivate our students?
  • 6. • Efforts to motivate students are woven into all parts of a lesson • Contextualize and make relevant your time together, informed by student voices and concerns • What techniques have you used that do NOT appear to motivate college-age students? • A • B • C • D How do we motivate our students?
  • 7. • What teaching techniques have you used to successfully motivate college-age students? • Share on Google Docs Note-taking Space at http://goo.gl/oLjiqY (or Time 2: http://goo.gl/FW6vLD) • What similarities/themes do you see across these practices? How do we motivate our students?
  • 8. Relevance Choice Collaborate Feedback Challenge John Guthrie, 2008 How do we motivate our students?
  • 9. How do we motivate our students?
  • 10. Turn and Talk (Exit Slip): What is one thing you will change or do this fall in one of your courses that reflects these motivational practices? Relevance Choice Collaborate Feedback Challenge How do we motivate our students?
  • 11. 2. How do we ENGAGE our students with challenging content?
  • 12. Guiding Questions For Our Next Activity: • How might you engage your students with the challenging content that you teach? • Where do you anticipate students having trouble and how might you intervene? • DISCUSS: How is being “engaged” different than being “motivated”? How do we engage our students?
  • 13. Refer to your URI Teach Sheet • SHOW • What is required for conceptual mastery of key content in your course? • Show how to apply the knowledge, rather than just the facts. • REMEMBER • Connect to/build on students’ prior knowledge, but also consider their preconceptions • Model expert thinking (especially of steps that might be automatic for you) How do we engage our students?
  • 14. • Cognition: Thinking • Metacognition: Thinking about thinking • Cognitive Apprenticeship: Making these metacognitive thoughts visible How do we engage our students with challenging content?
  • 15. Think-alouds: Deliberately planned commentary and conversational support at points where students might need explanation, elaboration, or connection. • Expectation: I do > We do > You do How do we engage our students with challenging content?
  • 16. Students show their thinking (and confusion) while engaged with literature & math
  • 17. PLANNING FOR A THINK-ALOUD (as a teacher) Step 1. (Think & Write): What is a problem/process from my discipline that students often have difficulty understanding? Step 2. (Think & Write) What steps in this process do I anticipate students might struggle with most? (Try to anticipate preconceptions and misconceptions) Step 3. (Think Aloud) Verbally explain to a partner the steps you might take to work through this problem/process. Step 4. (Clarify) See what questions your partner has about your process or suggestions to fill gaps in understanding. How do we engage our students with challenging content?
  • 18. GOAL OF THINK-ALOUDS: Model and then provide students time to practice and internalize how to “walk the walk” and” talk the talk” in your discipline REFLECTING ON THINK-ALOUDS Reflect on this planning process and the role of think- alouds for engaging your students with challenging content • What are your key takeaways? (post on Today’s Meet) • How might these insights inform or transform your instruction of challenging content? • Questions/concerns? How do we engage our students?
  • 19. 3. How do we RESPOND to our students and their efforts to engage with challenging content?
  • 20. • Formative feedback is most appropriate at those steps where students are likely to struggle. • The process of reflection and giving feedback can inform your students AND your own teaching. • What does formative feedback mean? How do we RESPOND to our students and their efforts to engage with challenging content?
  • 21. Refer to your URI Teach Sheet • SHOW – Explain how to improve with detailed, constructive feedback; highlight precisely where in the process students can improve and give guiding suggestions for how to improve • REMEMBER – Give points for what you value (e.g., quality, quantity) as these define your expectations – Foster value in the process, not just points How do we respond to our students and their efforts?
  • 22. • What are some specific examples of activities you have used that apply some of these underlying principles for practice and feedback? (discuss and if time, note briefly on the Google Docs Notes page) • When should formative feedback happen to improve student outcomes/performance? • How can we involve students in the feedback process? • What are some barriers to giving formative feedback? How do we respond to our students and their efforts?
  • 23. Formative Feedback: Two Stars & A Wish
  • 24. • What is the most significant thing you’ve learned today? • What question do you have at the end of today’s class? • (Or…give a small task to solve) • Helps evaluate your success in engaging students with content in a way that is clear and memorable • Quote 1-2 responses to begin conversation in next class • Good practice for future essay questions These are great because… Formative Feedback: One Minute Essay
  • 25. Formative Feedback: Task Based Scoring Guides
  • 26. Formative Feedback: Double Entry Reflection Journals From the text From your head
  • 27. Formative Feedback: Conversation Calendars/Seminar Journals Student Teacher
  • 28. • Record your feedback in a podcast (AudioNote on your iphone) rather than in writing. • Think-aloud and critique work from a previous year; critique another example with students • Involve students in developing/refining a rubric or scoring guide and then work through improving a specific example together to meet criteria Formative Feedback: Other Ideas
  • 29. • Introductions • URI Teach Sheet • Your insights and questions about three areas of teaching for discussion and reflection Wrapping Up
  • 30. • Resources Available From Today – Today’s Meet • 1:00 https://todaysmeet.com/teachuri • 2:30 https://todaysmeet.com/teachuri2 – Google Notes • 1:00 http://goo.gl/oLjiqY • 2:30 http://goo.gl/FW6vLD – Sakai Resources – Josh Caulkins -- caulkins@uri.edu – Julie Coiro -- jcoiro@mail.uri.edu Thank you!