Yikes Blc2010
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Yikes Blc2010

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Kathy Williams BLC7 presentation

Kathy Williams BLC7 presentation

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Yikes Blc2010 Yikes Blc2010 Presentation Transcript

  • Yikes! Engaging students in writing rubrics and learning outcomes Kathy Williams Pearson - BLC VII 2010
  • Please complete the short form
    • Select a reporter to look at the responses and be ready to share summary of results for your table.
    • Is there a pattern of responses by course type?
    • Place slips in the envelope.
    (One “R” and One “O” per course type)
  • What we hope for …
  • What’s the point?
  • What we hope for …
    • Increase engagement
    • Empower students to be responsible for their learning (metacognition)
  • UD Elective - “Coevolution” Course Design
    • Overarching Course Goals/Objectives
    • Objectives for each “module” or chapter, (e.g., Mimicry and Coevolution)
  • UD Elective - “Coevolution” Course Design Text Chapters Text Chapter + 2 Journal Articles        (Tues)              (Thurs) Instructor Students (in permanent groups)
  • Rubric for Presentation (~ 15% of ttl pts) Students’ scales … I can live with all of these options! My scale
  • Learning Objectives - of Students
    • Organization
    • Clearly state relevant issues or topics
    • Present arguments and evidence in a logical sequence
    • Introduction
    • Select papers that are appropriate for the topic (coevolution)
    • Give sufficient “set up” to put papers into context with chapter and topic of coevolution
    • Main content of the presentation
    • Restate questions, problems, or issues addressed by authors
    • Describe methods that were presented, relevant to arguments made about coevolution
    • Provide evidence and/or discuss arguments for or against coevolution in each case, and explain whether it supported claims
    • Explain critical terms (those that were not easy to look up)
    • Encourage class to challenge and discuss ideas
    • Engage class in activities to help them better understand the topic
    • Conclusions regarding evolution & coevolution
    • Present conclusions and clearly discuss them.
    • Discuss ideas, issues, and problems in the papers - in terms of text chapter
  • Also …
    • Students provide learning objectives for     their papers to rest of class.
    • Students set expectations for other students!
    Metacognition
  • The Challenge
    • How many of you let your students write SLOs or rubrics?
    • Scaling up -
    •        to large and/or introductory level courses