This document discusses using clickers (audience response systems) in humanities and social science classes. It examines the rationale for using clickers to develop critical thinking skills. Some key benefits mentioned are increasing student engagement, attendance, and participation. The document also provides strategies and best practices for clicker use, such as relating clicker questions to learning objectives and using the responses to guide discussion. Examples of clicker question types from an East Asian studies class are also presented, along with a template for designing effective clicker questions.
This document outlines strategies for effective online discussions, focusing on the three C's: Community, Construction, and Coaching. It discusses establishing a sense of community through first impressions, online presence, and netiquette. For construction, it addresses deciding the role, purpose, and practical elements like group size and format of discussions. For coaching, it provides techniques for advancing discussions through probing questions, timely feedback, and addressing weak participation. The overall message is that online instructors should focus on engaging students and fostering intellectual development through their discussion facilitation approaches.
The document discusses best practices for online discussions, focusing on the three C's of community, construction, and coaching. It provides guidance on building community through establishing a welcoming online presence and netiquette. For construction, it offers tips on structuring discussions, such as using small groups, various question formats, and rubrics for assessment. Regarding coaching, it suggests techniques for facilitating higher-order thinking, providing timely feedback, and addressing weak discussions or incorrect information. The overall goal is to foster student engagement, intellectual development, and connections through strategic use of online discussion tools and facilitation techniques.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
This document outlines strategies for effective online discussions, focusing on the three C's: Community, Construction, and Coaching. It discusses establishing a sense of community through first impressions, online presence, and netiquette. For construction, it addresses deciding the role, purpose, and practical elements like group size and format of discussions. For coaching, it provides techniques for advancing discussions through probing questions, timely feedback, and addressing weak participation. The overall message is that online instructors should focus on engaging students and fostering intellectual development through their discussion facilitation approaches.
The document discusses best practices for online discussions, focusing on the three C's of community, construction, and coaching. It provides guidance on building community through establishing a welcoming online presence and netiquette. For construction, it offers tips on structuring discussions, such as using small groups, various question formats, and rubrics for assessment. Regarding coaching, it suggests techniques for facilitating higher-order thinking, providing timely feedback, and addressing weak discussions or incorrect information. The overall goal is to foster student engagement, intellectual development, and connections through strategic use of online discussion tools and facilitation techniques.
Asking Good Questions: A Hands-On Clicker WorkshopDerek Bruff
This document provides guidance on how to create effective clicker questions for classroom use. It recommends asking rhetorical, evaluative, and objective-aligned questions and basing answer choices on common misconceptions. Instructors should predict student responses, revise questions over time, and be flexible. The document also includes prompts to help write high-quality questions, such as considering what context students need and which cognitive skills the question requires.
Here are some suggestions for what to do if those situations occur:
- If there is no response, give students more time to think and don't call on anyone right away. You can also rephrase the question.
- If the same people keep raising their hands, call on others randomly using names or have students discuss in groups first before opening it up.
- If answers are called out, remind students to wait until everyone has had time to think and not call out answers.
- If answers take too long, have student groups discuss first to generate ideas before bringing it back to the whole class.
- For wrong answers, thank the student for sharing and have other students explain the right answer respectfully without
This document provides information about an English 102 course taught by instructor Jeremiah Akin. The course focuses on expository and argumentative essay writing, including summaries, critiques, and syntheses of texts. Key goals for students by the end of the course include accurately assessing audiences, comprehending and analyzing authors' ideas, presenting their own ideas clearly, writing critical analyses, and conducting research. The class will use popular culture as its theme and focus on discussion. Major assignments include papers on a pop culture icon, constructing an icon's public image, and an advertising campaign research paper. The class uses a discussion-based format and expects respectful participation. Grades are based on assignments, attendance, and participation.
Essential Questions are key to the learning experience as they help students and teachers develop guidance for complex topics. E.Q.s promote original thinking by sparking investigations and research rather than just facts. They are best used by matching them to higher levels of Bloom's Taxonomy like analysis and synthesis so students are engaging in critical thinking. E.Q.s provide benefits throughout students' education and lives by teaching important questioning skills.
How to Deal with Cheating and Plagiarism in Foreign LanguagesMai Txinha
This document discusses how to deal with cheating and plagiarism in academia. It defines plagiarism and cheating and outlines some common instances that occur, such as students not properly citing sources or using online translators. The document then discusses how not all instances may be intentional and provides examples of clear plagiarism. It recommends steps faculty can take to prevent, detect, and address cheating and plagiarism, such as being specific with assignments, using plagiarism detection software, and reporting all cases to the proper authorities, even if it appears unintentional, as this helps students learn.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
These are the slides I used to organize a two-day faculty retreat with the faculty of Lutheran Theological Southern Seminary in Columbia, SC in May of 2014
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Students learn about the process of writing history through a staged classroom event. They then discuss reasons why history is studied by analyzing a reading passage. The objectives are to:
1) Investigate what history is and why it should be studied through reconstructing a staged event. This teaches how historians interpret the past.
2) Analyze a reading about history to rank and discuss reasons for studying it such as understanding the present and learning life lessons.
3) Learn key terms like primary source, secondary source, and historical interpretation which are used when writing history.
This document discusses using Accountable Talk to promote literacy in ESL students. Accountable Talk involves students leading class discussions and justifying their ideas with evidence. It shifts the focus from students answering the teacher to discussing information together. Research shows peer interaction is critical for literacy development and engagement. The document provides examples of how teachers can support ESL students' participation, such as using sentence frames to scaffold discussions. Teachers should present language objectives and provide prompts to help ESL students engage in academic conversations.
This document presents a workshop on promoting literacy through classroom conversations using the teaching method of Accountable Talk. Accountable Talk refers to student-centered discussions where students discuss and justify their ideas to each other, rather than teacher-centered lectures. Research shows that allowing students to talk to each other about ideas and work is critical for their literacy development and engagement. The workshop discusses the benefits of Accountable Talk for developing students' reading, writing, listening and speaking skills and preparing them for college and careers. Examples of student-centered questioning techniques that elicit higher-level thinking are provided.
This document discusses various techniques for effective teaching and classroom management. It begins by outlining the objectives of the chapter, which are related to motivation, questioning strategies, discussion, and handling student responses. It then provides details on motivation, discussion, effective questioning using Bloom's Taxonomy, valuing student perspectives, and handling responses. Specific question word types for different levels of thinking are identified. The document concludes with some general classroom instructional techniques like scaffolding, communication, routines, and formative assessment.
Teaching Techniques for Immediate Impactcatapultlearn
This document provides an overview of teaching techniques for immediate impact, focusing on the Common Core shifts in English Language Arts and math. It discusses asking text-dependent questions to facilitate evidence-based conversations and keeping students focused on the text. For math, it emphasizes developing a deep understanding of concepts. The document also provides examples of creating text-dependent questions, engaging students in discussions, and questioning techniques to involve all learners.
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
The document discusses strategies for promoting accountable talk in elementary classrooms. It suggests using gradual release of responsibility to model conversation skills for students. Interactive read-alouds are recommended where students discuss their reactions to stories and justify their responses. Sample discussion prompts are provided to guide student conversations, such as "I wonder why..." and "I disagree because...". Evaluating student participation and allowing self-assessment is also proposed.
This document discusses challenges with facilitating online discussions in human services courses. It addresses issues like students bringing personal experiences to class, motivating thoughtful responses, and navigating difficult scenarios like offensive comments or non-validation of peers' views. The author emphasizes listening to understand different perspectives, reframing issues respectfully, modeling appropriate responses, and privately addressing issues to maintain a constructive learning environment.
Questioning for critical and creative thinkingNorazlina Lyn
The document discusses strategies for using questioning to promote critical and creative thinking in teaching. It outlines the importance of questioning, principles for preparing and using different types of questions, and techniques for teacher questioning. Questions can be used to actively engage students, provide feedback, and expand their critical and creative skills. Teachers should consider students' backgrounds and abilities when forming questions at various cognitive levels.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
This document discusses using online conversations as a means of active learning in information literacy. It presents the structure of a blended learning intervention for a core module that incorporated small group work, online discourse between students and tutors, and formal assessment. Students participated in online peer assessments of draft essays. Analysis found that students significantly improved their grades between the first and final assignments. Students reported that the feedback from peers and tutors through this process helped improve their work. The study provides evidence that online discourse can support information literacy learning and be used to assess that learning.
1. The document discusses strategies for facilitating online discussions, including asking probing questions, providing feedback, and dealing with lurkers or dominating students.
2. It also covers establishing guidelines for discussion participation like required posts per week and deadlines. Setting clear expectations can encourage participation.
3. Making students responsible for leading certain aspects of the discussion, such as creating questions or facilitating websites, can increase engagement and help students take ownership over their learning.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
The document describes Eurocar, a modular painting system for large metal items up to 14 meters long. The system consists of 6 stages: 1) a loading area, 2) a spray pretreatment tunnel, 3) a drying oven, 4) an electrostatic painting booth, 5) a curing oven, and 6) an unloading area. Items move step-by-step through each phase. The modular design allows for easy configuration to complex technological cycles. The system aims to reduce consumption and respect the environment through various technologies and insulation methods.
The document describes a modular electrostatic painting system consisting of 5 stages: 1) spray pretreatment tunnel, 2) drying oven, 3) automatic painting booth, 4) curing oven, and 5) loading/unloading zone. It provides details on the technical specifications and capabilities of the system, advantages like modularity and quality, and environmental features such as water and energy savings.
Essential Questions are key to the learning experience as they help students and teachers develop guidance for complex topics. E.Q.s promote original thinking by sparking investigations and research rather than just facts. They are best used by matching them to higher levels of Bloom's Taxonomy like analysis and synthesis so students are engaging in critical thinking. E.Q.s provide benefits throughout students' education and lives by teaching important questioning skills.
How to Deal with Cheating and Plagiarism in Foreign LanguagesMai Txinha
This document discusses how to deal with cheating and plagiarism in academia. It defines plagiarism and cheating and outlines some common instances that occur, such as students not properly citing sources or using online translators. The document then discusses how not all instances may be intentional and provides examples of clear plagiarism. It recommends steps faculty can take to prevent, detect, and address cheating and plagiarism, such as being specific with assignments, using plagiarism detection software, and reporting all cases to the proper authorities, even if it appears unintentional, as this helps students learn.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
These are the slides I used to organize a two-day faculty retreat with the faculty of Lutheran Theological Southern Seminary in Columbia, SC in May of 2014
Authentic Learning - Teaching Methods that Engage StudentsTodd_Stanley
Authentic learning engages students and makes them more connected to what they are learning. This is especially pertinent with gifted students who are more likely to become bored with what is going on in the classroom and shutting down as a result.
Students learn about the process of writing history through a staged classroom event. They then discuss reasons why history is studied by analyzing a reading passage. The objectives are to:
1) Investigate what history is and why it should be studied through reconstructing a staged event. This teaches how historians interpret the past.
2) Analyze a reading about history to rank and discuss reasons for studying it such as understanding the present and learning life lessons.
3) Learn key terms like primary source, secondary source, and historical interpretation which are used when writing history.
This document discusses using Accountable Talk to promote literacy in ESL students. Accountable Talk involves students leading class discussions and justifying their ideas with evidence. It shifts the focus from students answering the teacher to discussing information together. Research shows peer interaction is critical for literacy development and engagement. The document provides examples of how teachers can support ESL students' participation, such as using sentence frames to scaffold discussions. Teachers should present language objectives and provide prompts to help ESL students engage in academic conversations.
This document presents a workshop on promoting literacy through classroom conversations using the teaching method of Accountable Talk. Accountable Talk refers to student-centered discussions where students discuss and justify their ideas to each other, rather than teacher-centered lectures. Research shows that allowing students to talk to each other about ideas and work is critical for their literacy development and engagement. The workshop discusses the benefits of Accountable Talk for developing students' reading, writing, listening and speaking skills and preparing them for college and careers. Examples of student-centered questioning techniques that elicit higher-level thinking are provided.
This document discusses various techniques for effective teaching and classroom management. It begins by outlining the objectives of the chapter, which are related to motivation, questioning strategies, discussion, and handling student responses. It then provides details on motivation, discussion, effective questioning using Bloom's Taxonomy, valuing student perspectives, and handling responses. Specific question word types for different levels of thinking are identified. The document concludes with some general classroom instructional techniques like scaffolding, communication, routines, and formative assessment.
Teaching Techniques for Immediate Impactcatapultlearn
This document provides an overview of teaching techniques for immediate impact, focusing on the Common Core shifts in English Language Arts and math. It discusses asking text-dependent questions to facilitate evidence-based conversations and keeping students focused on the text. For math, it emphasizes developing a deep understanding of concepts. The document also provides examples of creating text-dependent questions, engaging students in discussions, and questioning techniques to involve all learners.
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
The document discusses strategies for promoting accountable talk in elementary classrooms. It suggests using gradual release of responsibility to model conversation skills for students. Interactive read-alouds are recommended where students discuss their reactions to stories and justify their responses. Sample discussion prompts are provided to guide student conversations, such as "I wonder why..." and "I disagree because...". Evaluating student participation and allowing self-assessment is also proposed.
This document discusses challenges with facilitating online discussions in human services courses. It addresses issues like students bringing personal experiences to class, motivating thoughtful responses, and navigating difficult scenarios like offensive comments or non-validation of peers' views. The author emphasizes listening to understand different perspectives, reframing issues respectfully, modeling appropriate responses, and privately addressing issues to maintain a constructive learning environment.
Questioning for critical and creative thinkingNorazlina Lyn
The document discusses strategies for using questioning to promote critical and creative thinking in teaching. It outlines the importance of questioning, principles for preparing and using different types of questions, and techniques for teacher questioning. Questions can be used to actively engage students, provide feedback, and expand their critical and creative skills. Teachers should consider students' backgrounds and abilities when forming questions at various cognitive levels.
The document summarizes information from three websites about essential questions. It restates the key points from each website, such as that essential questions develop foundational understandings, arise from people's attempts to learn about the world, and allow exploration of the connection between personal experience and objective dimensions of the world. The document also notes things learned, such as that essential questions are at the boundary of known and unknown. Overall, the summary emphasizes that essential questions motivate meaningful inquiry, provide motivation for research, and help make meaning of life events.
This document discusses using online conversations as a means of active learning in information literacy. It presents the structure of a blended learning intervention for a core module that incorporated small group work, online discourse between students and tutors, and formal assessment. Students participated in online peer assessments of draft essays. Analysis found that students significantly improved their grades between the first and final assignments. Students reported that the feedback from peers and tutors through this process helped improve their work. The study provides evidence that online discourse can support information literacy learning and be used to assess that learning.
1. The document discusses strategies for facilitating online discussions, including asking probing questions, providing feedback, and dealing with lurkers or dominating students.
2. It also covers establishing guidelines for discussion participation like required posts per week and deadlines. Setting clear expectations can encourage participation.
3. Making students responsible for leading certain aspects of the discussion, such as creating questions or facilitating websites, can increase engagement and help students take ownership over their learning.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
The document describes Eurocar, a modular painting system for large metal items up to 14 meters long. The system consists of 6 stages: 1) a loading area, 2) a spray pretreatment tunnel, 3) a drying oven, 4) an electrostatic painting booth, 5) a curing oven, and 6) an unloading area. Items move step-by-step through each phase. The modular design allows for easy configuration to complex technological cycles. The system aims to reduce consumption and respect the environment through various technologies and insulation methods.
The document describes a modular electrostatic painting system consisting of 5 stages: 1) spray pretreatment tunnel, 2) drying oven, 3) automatic painting booth, 4) curing oven, and 5) loading/unloading zone. It provides details on the technical specifications and capabilities of the system, advantages like modularity and quality, and environmental features such as water and energy savings.
Walka o graczy pomiędzy twórcami gier indie przybiera na sile. Rynek ma określoną pojemność, a liczba tytułów wartych zainteresowania wcale nie maleje. Jak zwrócić na siebie uwagę mediów i graczy i zwiększyć swoje szanse na sukces? Podczas wykładu otrzymacie także kilka praktycznych wskazówek, jak prowadzić kampanię PR-ową gry niezależnej.
Zobacz prezentację na YouTube: https://www.youtube.com/watch?v=oI7IbN880SA
Mohammed Mahmoud Ibrahim Hassan El-Qadi is an Egyptian clinical psychologist and psychotherapist born in 1977. He received his Bachelor's in General Psychology from Cairo University in 1999 and has since obtained several diplomas and certifications in clinical psychology and cognitive behavioral therapy. El-Qadi has over 15 years of experience working in hospitals and private clinics in Egypt and Saudi Arabia. He is currently the head of the Clinical Psychology Unit at a psychiatry hospital in Cairo. El-Qadi has authored publications, participated in research, and attended numerous international conferences and workshops in the field of psychology.
"Inspiruj i daj się zainspirować" - wykład motywacyjny Konrada Gadziny o samorozwoju, roli inspiracji w osiąganiu celów, znaczeniu społeczności i networkingu w gamedevie.
Zobacz również na YT: http://bit.ly/1Mhck8q
The document discusses Euroimpianti's customized aluminum powder coating systems. It describes their technological cycle which includes pretreatment with washing and drying, powder coating application in a quick color booth, polymerization in an oven, and natural cooling. It then summarizes some of their standard system models like EuroFlex, EuroSpeedUp, and EuroQuadro which vary in size, speed, and productivity. Finally, it provides an overview of Euroimpianti's painting equipment offerings and highlights their research and development, modular design, environmental focus, and local support worldwide.
This document introduces a rubric for assessing how learning-focused a course syllabus is. It discusses the rubric's criteria of learning goals and objectives, assessments, schedule, and learning environment. Faculty are encouraged to use the rubric to examine how well their syllabus communicates course expectations, maps out a logical sequence of topics, and fosters an engaging learning experience for students. Examples are provided to illustrate strong components of learning-focused syllabi.
Tomasz Kaczmarek: Zupa z indyka dla pracownika korpo(racji)GameDesire Academy
Zupa z indyka, czyli coś czego każdy chce spróbować a nie każdemu będzie dane. Jak wygląda obecnie scena niezależnych twórców, dokąd zmierza ona, a dokąd zmierzają korporacje. I co jest lepsze, popełnić seppuku czy zaprzedać kreatywną duszę?
Link do prezentacji na YouTube https://www.youtube.com/watch?v=Mst9ttyQ4aM
Community Foundation of Utah Awards 12 Organizations Engaging in Work to Supp...Jane Marquardt
The Community Foundation of Utah awarded $42,000 in grants to twelve organizations in Utah that support the LGBTQ community. The organizations will use the funding for programs like HIV prevention, transgender conferences, anti-bullying education, art mentoring for youth, homeless shelters, and community events. The grants were awarded from the LGBTQ Community Endowment Fund, which was established in 2011 and has now awarded over $284,000 to organizations in Utah doing work to support the LGBTQ population.
Wojtek Mroczek: Jak nie sprzedać swojej gry - 10 prostych kroków, czyli błędy...GameDesire Academy
Jeśli poważnie myślisz o komercyjnym tworzeniu gier, wcześniej czy później musisz zająć się ich promocją. Najlepiej zanim napiszesz pierwszą linijkę design doca. I już na tym etapie możesz wpaść w wiele pułapek, które staną Twojej grze na drodze do sukcesu. Na szczęście wiele można się nauczyć na cudzych błędach. W prezentacji omówię dziesięć tych, które inni popełniają najczęściej i opowiem co można było zrobić by ich uniknąć. Na zakończenie sformułujemy sobie wspólnie dekalog dobrych praktyk marketingu gier wideo i komercyjnego podejścia do ich tworzenia.
Artur Staszczyk: Optymalizacje i wydajność w grach komputerowych GameDesire Academy
Wydajność - słowo klucz wśród programistów. Jakie ma znaczenie w procesie tworzenia gry? Czy w dzisiejszych czasach, kiedy pamięć i moc obliczeniowa są relatywnie tanie, powinna być decydującym czynnikiem? Podczas prezentacji omówimy konkretny przykład i wspólnie go zoptymalizujemy. Pokażemy kolejne poziomy tego procesu i zastanowimy się, na które z nich trzeba kłaść nacisk. Oprócz tego omówimy takie tematy jak: profiler, cache-miss, wycieki pamięci czy optymalizacja grafik i dźwięków.
Natalia Dołżycka: Jak promować grę indie bez rozbijania banku?GameDesire Academy
Na wystąpieniu prelegentka pokaże najważniejsze, bardzo praktyczne wskazówki dotyczące działań promocyjnych, możliwych do otworzenia i skutecznego wykorzystania przez twórców gier niezależnych bez wydawania dużych pieniędzy (albo przy minimalnym nakładzie kosztów).
Zobacz prezentację na naszym kanale You Tube -> http://bitly.pl/3kUaT
Make clickers work for you: Faciltiation and question writingStephanie Chasteen
Clickers can make teaching more effective and fun, but how does a teacher best use clickers in the class? In this interactive workshop, we’ll explore research-based ideas for questioning to achieve student engagement and deep learning. We will focus on the use of “peer instruction” in which students discuss challenging questions. We’ll compare example questions, practice writing questions, discuss common challenges, and share tips on getting students to productively reason through them. No software needed.
The document discusses project-based learning, higher-order thinking skills, and student-centered instruction. It provides an overview of Bloom's taxonomy, describes how to support higher-order thinking, and gives examples of complex thinking strategies and curriculum-framing questions. The document also outlines the steps to creating a project, including developing an idea, deciding goals, making a plan, creating an assessment plan, and monitoring/evaluating the project. It discusses using primary sources, resources for project-based learning, and differentiated instruction.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
CU Berkeley Workshop #2: Making it work, Effective Facilitation of Clicker Q...Stephanie Chasteen
So now you’ve got some great questions to use with clickers, but that’s no magic bullet. What might go wrong, and how do we avoid common pitfalls? How do we avoid just giving students the answer, or what if students are reluctant to discuss the questions? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of clickers and peer instruction. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions. Time-depending, participants will also get a chance to practice aspects of teaching through questioning.
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
CTD Sp14 Weekly Workshop: Alternatives to LecturePeter Newbury
Alternatives to Lecture document discusses effective instructional approaches that are more student-centered than traditional lecture. It recommends incorporating activities like peer instruction with clickers, interactive demonstrations, surveys, and videos to engage students and draw out their preconceptions. The key is giving students opportunities to apply their understanding through predictions, discussion with peers, and receiving immediate feedback to confront misconceptions before summative evaluation. While lecture still has its place, most instruction should be interactive to enhance learning and retention.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
The document describes how to transfer the peer instruction technique of using clickers to an asynchronous online environment. It provides examples of online prompts that pose questions to students along with answer choices. Students first privately select their response, then discuss their reasoning in an online threaded discussion. Afterward, students are surveyed on the question again. This allows instructors to assess changes in understanding and observe student thinking. The benefits listed include promoting student engagement, improving learning through discussion, providing feedback to instructors, and engaging students in active learning.
This document outlines the syllabus for an introductory philosophy course. The course will introduce students to major philosophers like Plato, Descartes, and Kant, and cover issues such as the nature of reality, knowledge, ethics, and social and political thought. Students will develop skills in critical analysis and argumentation. They will complete readings, discussions, essays and exams on topics from each of the course's four modules covering areas like metaphysics, epistemology, ethics and political philosophy. The goal is for students to gain foundational knowledge of philosophical issues and the ability to communicate and evaluate philosophical arguments.
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
This document outlines the agenda for a teacher professional development day focused on science instruction. The agenda includes introductions and icebreakers, reviewing student performance outcomes and literacy strategies, sharing lesson plans, and planning for campus implementation. Teachers will discuss challenges in teaching science and strategies to address investigation, perspectives, communication, and taking action performance outcomes.
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3. OBJECTIVES
Examine rationale for using clickers to
develop critical thinking
Discuss strategies and best practices for
clicker use
Review types and examples of clicker
questions
Design questions that could be used for
student engagement and critical thinking
4. I work primarily in the:
A. Humanities
B. Social Sciences
C. Other
5. As an instructor, I have used clickers:
A. Extensively
B. A few times
C. Not at all
D. I’m not an instructor
6. I came here today primarily to:
A. learn about the rationale
for using clickers
B. get ideas for types of
questions
C. get strategies for
incorporating clicker
questions into class
sessions
D. experiment with using
clickers
E. learn the mechanics of
using clickers
F. Other
8. Clickers and Critical Thinking
Critical Thinking (Brookfield 2012)
Hunting assumptions
Checking assumptions
Seeing things from different viewpoints
Taking informed action
Kinds of Assumptions
Causal (What does happen)
Prescriptive (What should happen)
Paradigmatic (framing/structuring)
9. Hunting Assumptions
Read Executive Summary of “Clicker
Resource Guide: An Instructor’s Guide to the
Effective Use of Personal Response Systems
(Clickers) in Teaching.”
Identify paradigmatic assumptions
10. In the text, which of the following assumptions
is paradigmatic?
A. Clicker questions should
help learning
B. Student engagement is
better than passive
reception of content
C. Clicker questions should
lead to discussion
D. Student-student
engagement is valuable
11. Why use clickers?
Increases attendance and participation
Accountability
Anonymity
Shy students
Large classes
12. Why use clickers?
Increases student engagement
Independent thinking
Involved in knowledge production/constructing
knowledge on small scale
Commitment to answer (“Simultaneous reporting”)
Sharing knowledge with peers/different
perspectives
Element of play
Makes class more "personal”
More likely to try out answer and not be as
concerned if “wrong”—learn from mistakes
13. Why use clickers?
Provides frequent feedback
instant feedback
confirm or refute students’ previous understanding
Confidence when see they get question right
Can lead to discussion of implications
Provides basis to change course or correct
misconceptions
Larger % of participation means more accurate
student data
Students can see how they are doing in relation to
others
15. What aspect of using clickers is of
most concern to an instructor?
A. Using multiple choice-
style questioning
B. Integrating clicker
questions into an
existing class
C. Learning the
technology
D. Getting students on
board
E. Other
16. What aspect of using clickers would be
of most concern to students?
A. Having attendance
monitored
B. Having to answer
difficult questions
C. Getting a grade for
clicker answers
D. Encountering technical
difficulties
E. Having to purchase
the clicker
17. Clickers are best NOT to be used for:
A. assessing knowledge
acquisition
B. assessing conceptual
understanding
C. modeling reasoning
process
D. stimulating discussion
E. gathering data
F. reflecting on learning
progress
18. Best Practices
Think of clickers as a tool
clicker technology as secondary to pedagogy and
disciplinary goals
Identify learning objective and intellectual skill
that you want to engage first
structure clicker questions that engage those
skills and objectives
Multiple choice questions aren’t just for exams
Multiple defensible answers
19. Best Practices
Jumping-off point for discussion
Combine with peer teaching/group work
Use answers to guide follow-up questioning
Discuss rationale for clicker use explicitly with
students
Plan for technical mishaps
Don’t try to do everything at once
Consider how/if you will grade answers
21. Chinese Civilization (EAS
160A3)
Large (150-200 students) Tier 1 Gen Ed
Freshmen/Sophomore
Primarily lecture
Primarily informal assessment, opinion polls;
some use for formal assessment
23. Full instructions for Research Project
Assignment #1 (DUE Sept. 26) are in:
A. the syllabus
B. In D2L “Content”
section
C. Will be handed out in
discussion section
Questioning
about upcoming
assignment
25. Which of the following was an innovation that
Confucius introduced to the late Warring States
period?
A. Controlling the people
through the imposition
of laws
B. Writing books about
early Zhou kings
C. Teaching students
about human nature
and the nature of
existence
D. Using education to
prepare people to
serve in government
Review of
Online Quiz
27. What is the main purpose of education
today? Why?
A. Career training
B. Moral development
C. Prepare for citizenship
D. Develop
independence and
critical thinking
E. Cultural literacy
Opinion poll
28. If Zhu Xi came to Tucson in a time machine, he would
__________ with our educational goals today.
A. strongly agree
B. agree
C. be neutral
D. disagree
E. strongly disagree
Applying knowledge of
traditional Chinese
educational philosophy
29. Text and Image Analysis
Interpretation/Differing perspectives
Paraphrase
Re-polling technique
Answer individually without revealing answer
Discuss in small groups
Re-poll and reveal answer
Discuss reasoning in whole class discussion
30. Analects 2:1
The Master said: “One who governs through virtue
may be compared to the polestar, which
occupies its place while the host of other stars
pay homage to it.”
What is the analogy that Confucius is drawing?
31. According to Confucius, a good king should
inspire the admiration of his people by:
A. using force
B. being willing to
compromise
C. using personal charm
D. acting in a kingly way
Paraphrasing
32. According to Confucius, a good king inspire the
admiration of his people by:
A. using force
B. being willing to
compromise
C. using personal charm
D. acting in a kingly way
Re-poll
33. Seven Sages of the Bamboo
Grove
“The Ruans were all great drinkers. When Ruan
Xian arrived at the home of any of the clan for a
gathering, they no longer used ordinary wine
cups. Instead, they would use a large earthenware
vat filled with wine, and sit facing one another all
around it, taking long drafts. One time a herd of
pigs came to drink and went directly up to the vat,
whereupon pigs and men proceeded to drink
together.”
From Liu I-ch’ing, A New Account of
Tales of the World (Shishuo xinyu 世
说新语)
34. What is most surprising about the Ruans’
behavior in this anecdote? Why?
A. They are drinking wine
B. They are using a vat
instead of cups to
drink
C. They let the pigs drink
with them
Personal
interpretation
35. If you were a traditional Confucian hearing this
anecdote, why would you have objected to the
Ruans’ behavior?
A. Drinking leads to
immoral behavior
B. Drinking from a vat
instead of individual
wine cups disregards
distinctions within the
family
C. Letting pigs drink from
the same vat
contaminates the wine
Adopting a
different
perspective
36. Other kinds of questions
Demographic
Past experience
Student-designed
38. Learning Goal
(what do you
want students to
be able to do?)
Goal(s) of the
clicker question
(examples)
Tactic (examples) Question
Bloom’s
Taxonomy of
Learning
Objectives action
verbs (e.g.
explain, interpret,
recognize,
evaluate)
+
Disciplinary Skills
and Concepts
• Promote
discussion
• Analysis and
reasoning
• Multiple defensible
answers
• Identity false
assumption
• Stimulate
cognitive
processes
• Reveal unstated
assumptions
• Disorienting
dilemma
• Diverse
perspectives
• Gather data • Demographic
• Opinion poll
• Raise awareness • Self-reflection
• Connect to the
real world
• Real world problemAdapted from “Clicker Resource Guide: An Instructor’s Guide to the Effective Use of
Personal Response Systems (Clickers) in Teaching”
40. References
Brookfield, Stephen D. 2011. Teaching for Critical Thinking: Tools and Techniques to Help
Students Question Their Assumptions. San Francisco: Jossey-Bass.
Bruff, Derek. 2009. Teaching with Classroom Response Systems: Creating Active
Learning Environments. San Francisco: Jossey-Bass.
———. “Clickers.” Agile Learning: Derek Bruff’s Blog on Teaching and Technology.
http://derekbruff.org/?page_id=2.
Chasteen, Stephanie. 2014. “Using Clickers in Social Sciences and Humanities: No-One-
Right Answer Questions.” iClicker. http://www1.iclicker.com/using-clickers-social-
sciences-humanities-one-right-answer-questions/.
“Clicker Resource Guide: An Instructor’s Guide to the Effective Use of Personal Response
Systems (Clickers) in Teaching.” 2009.
http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf.
Mollborn, Stefanie, and Angel Hoekstra. 2010. “‘A Meeting of Minds’ Using Clickers for
Critical Thinking and Discussion in Large Sociology Classes.” Teaching Sociology 38 (1):
18–27.
Voelker, David J. 2009. “Clicking for Clio: Using Technology to Teach Historical Thinking.”
Perspectives on History, December. http://www.historians.org/publications-and-
directories/perspectives-on-history/december-2009/clicking-for-clio-using-technology-to-
teach-historical-thinking.
Webking, Richard, and Felix Valenzuela. 2006. “Using Audience Response Systems to
Develop Critical Thinking Skills.” In Audience Response Systems in Higher Education:
Applications and Cases, edited by David A. Banks, 127–39. Hershey, PA: Information
Science Publishing.
Editor's Notes
What can you point to in this passage that suggests a concern with the ideals of the Seven Sages?
If you were a traditionalist (Confucian) what might be objectionable about this?