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Yikes Blc2010

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Kathy Williams BLC7 presentation

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Yikes Blc2010

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

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