Mary C. Schaffer
California State University, Northridge
BEA IGNITE
3-2-1 In Class Assignment
3-2-1 In-Class Assignment
Mary C. Schaffer
Associate Professor
California State University, Northridge
mary.c.schaffer@csu...
3-2-1
The Problem:
Did the students….
• Comprehend the lecture?
• Understand the core concepts?
• What didn’t the students...
3-2-1
The Students Become the Solution
•At the end of the class session
I ask the students to write the following
• What a...
3-2-1
The Students Become the Solution
Ten minutes before the class ends…
• Distribute paper to the students
• Use pages f...
3-2-1
The Students Become the Solution
• When they finish, they turn the papers in
with their names on the paper
• This al...
3-2-1 Library Research Lecture
Laura G.
• I never knew how to start and navigate through
the databases in the library unti...
3-2-1 Library Research Lecture
Laura G.
• I would like more information on how to use
EndNote Web. It was confusing when i...
3-2-1 Library Research Lecture
Laura G.
• This needs to be two lectures. There was way too
much material that we covered i...
3-2-1 Library Research Class
Solutions:
• We scheduled two additional sessions with the librarian. She offered these
durin...
3-2-1 Copyright Lecture
• A few years ago, I took a screenwriting class, and the professor told
us that we could use poor ...
3-2-1 Copyright Lecture
• I still don’t understand the issue of Fair Use. When can I
use something without getting permiss...
3-2-1 Copyright Lecture
Brian P.
• Why doesn’t CTVA have an entire class regarding
copyright. Since we all are majoring in...
3-2-1 Copyright Lecture
Solutions:
• I created a hand-out/check list on Fair Use, asked the
students to read it before cla...
3-2-1
Outcomes:
• I used the students responses throughout the semester in my
lectures. It helped to reinforce the key lea...
3-2-1
Outcomes:
• Students feel they have a “voice” in the class.
• This provides continuing classroom assessment.
• Provi...
3-2-1
• Please take out a piece of paper and complete a
3-2-1 exercise for this session.
• This will reinforce what you ha...
3-2-1
Thank you!
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WJEC Ignite: Mary C. Schaffer

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WJEC Ignite: Mary C. Schaffer

  1. 1. Mary C. Schaffer California State University, Northridge BEA IGNITE 3-2-1 In Class Assignment
  2. 2. 3-2-1 In-Class Assignment Mary C. Schaffer Associate Professor California State University, Northridge mary.c.schaffer@csun.edu +1-818-512-4880
  3. 3. 3-2-1 The Problem: Did the students…. • Comprehend the lecture? • Understand the core concepts? • What didn’t the students understand? • Are there additional items the students want to discuss?
  4. 4. 3-2-1 The Students Become the Solution •At the end of the class session I ask the students to write the following • What are things that you learned from today’s instruction? • What are things you still want to learn from this instruction? • What thing you would change about this instruction? 3 2 1
  5. 5. 3-2-1 The Students Become the Solution Ten minutes before the class ends… • Distribute paper to the students • Use pages from used green books • A good lesson in recycling • All the pages are the same size making it easier to read
  6. 6. 3-2-1 The Students Become the Solution • When they finish, they turn the papers in with their names on the paper • This also becomes attendance for the day • Ten percent of the course grade is based on in-class assignments & forum postings • Encourages students to attend lectures
  7. 7. 3-2-1 Library Research Lecture Laura G. • I never knew how to start and navigate through the databases in the library until today. • The importance of key words when searching. I was amazed that if you change one word in the search query or simply add a word, it can make a world of difference and either broaden or narrow your search. • The database called “Ethnic News Watch”. I have always found it very difficult to find anything on minorities and this database is great. And I can even get articles in Spanish.
  8. 8. 3-2-1 Library Research Lecture Laura G. • I would like more information on how to use EndNote Web. It was confusing when it was explained. • Also, more information on Interlibrary loan. How long does it take to get an article from Interlibrary loan?
  9. 9. 3-2-1 Library Research Lecture Laura G. • This needs to be two lectures. There was way too much material that we covered in this one class. I need to review all my notes. I am a senior and have never been given a lesson on how to use the library. Why didn’t I learn this my freshman year?
  10. 10. 3-2-1 Library Research Class Solutions: • We scheduled two additional sessions with the librarian. She offered these during non-class time and students voluntarily attended. We discovered that those students developed a relationship with our librarian. • When the semester was over, students sent me additional emails. • “I graduate this semester. I really wished that I had learned how to use the library earlier in my college career. I’m really going to miss have access to all of this great material.” • “I learned that our library is a “first class” library. I always thought you had to go to someplace like Harvard or USC to have a great library. Our library is just as good as theirs.”
  11. 11. 3-2-1 Copyright Lecture • A few years ago, I took a screenwriting class, and the professor told us that we could use poor man's copyright to copyright our screenplays. It was interesting to find out that it won't hold up in a court of law. Now I know that I need to register my scripts with the WGA. • I was very surprised to learn that Clyde Stubblefield was sampled from so much. I was surprised that he does not own the copyright for his work, but that James Brown owns it. Now I better understand what “work for hire” means. • For years I have had peers and teachers explain different ways of using media in your work, such as, using under 30 seconds of a song in educational work is okay. I now know that they were just telling me their version of fair use, and that fair use doesn't necessarily mean legal. I've now retrained myself to think that I cannot use any copyrighted material in my work unless I have the permission or if it doesn't matter due to the means of distribution. Brian P.
  12. 12. 3-2-1 Copyright Lecture • I still don’t understand the issue of Fair Use. When can I use something without getting permission from the copyright holder? If I use something for a school project, is it consider Fair Use? This is confusing to me. • How can we find out how to negotiate copyright issues? I am producing a documentary and I think I want to enter it into festivals. You said that we could get “festival rights” which is different than “all purpose rights”. I don’t understand how you negotiate this. Can you explain more about it? Brian P.
  13. 13. 3-2-1 Copyright Lecture Brian P. • Why doesn’t CTVA have an entire class regarding copyright. Since we all are majoring in film, television, and multimedia and we all are going to be working with intellectual property, why doesn’t the department have an entire class devoted to legal issues. We need to not only understand copyright, we need to understand trademark, patent, parody, as well as other legal issues. You gave us a definition of each and how they differ, but I would really like to learn more about this and I think the department should offer a class on legal issues.
  14. 14. 3-2-1 Copyright Lecture Solutions: • I created a hand-out/check list on Fair Use, asked the students to read it before class. We spent 15 minutes discussing Fair Use a week later. • Invite a guest lecturer on Rights and Clearances. This individual spends approximately 15 minutes providing an overview and then we spent an hour answering questions from the students.
  15. 15. 3-2-1 Outcomes: • I used the students responses throughout the semester in my lectures. It helped to reinforce the key learning objectives. • 3-2-1 allowed students who didn’t speak in class (because of shyness or other reasons) have their voice heard. • I use the responses from the previous semester to tweak my syllabus for the next semester. • I use the responses to reinforce specific points the following semester.
  16. 16. 3-2-1 Outcomes: • Students feel they have a “voice” in the class. • This provides continuing classroom assessment. • Provides excellent feedback for me, the instructor.
  17. 17. 3-2-1 • Please take out a piece of paper and complete a 3-2-1 exercise for this session. • This will reinforce what you have learned.
  18. 18. 3-2-1 Thank you!
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