This document discusses adaptive challenges in theological education from the perspective of a newly tenured professor. It addresses managing attention as key to adaptive action, including managing one's own attention through reflection, managing students' attention through essential questions and rubrics, and managing the institution's attention by paying attention to patterns across the curriculum. The document provides background resources on topics like adaptive action, the courage to teach, and understanding by design to support theological educators in addressing adaptive challenges.
Abbagail Herwing outlines her pledge to education in 12 points. She pledges to prioritize building strong relationships with students and families to create a united learning community. She also pledges to use data to guide instruction and ensure students are prepared for the next grade. Additionally, she pledges to reflect on her own strengths and areas for growth, provide opportunities for student voice, and encourage students to be kind and develop their minds. Her overall goal is to shape students' futures through these promises.
Effective group learning presentation (ppt 03) v0.6Jonathan West
This document discusses effective learning in groups for adult instruction. It covers types of group learning, meaningful learning, and strategies for effective group learning. These strategies include eliminating bias against group activities, ensuring group participation, establishing ground rules, creating a climate for learning, and applying a readiness assurance process. The document concludes by asking how readers will apply key ideas about meaningful group learning in their own practice.
This document is Amanda White's teaching portfolio for her Composition I course. It includes 4 sections: a statement of a common writing concern among her students regarding organization, an account of a successful in-class activity addressing that concern, an account of a troubling situation with a student disputing a grade, and her teaching philosophy statement. Her experiences teaching helped shape her philosophy of using practical, collaborative classroom activities to help students learn and practice composition skills.
This document discusses developing learning and earning environments through group forming and mutual learning. It covers topics like the stages of group formation, factors affecting group decisions, characteristics of effective groups, benefits of group work, stages in group work, mutual learning, learning environments and processes, and how groups can be used to develop learning and earning. The key points are that groups go through forming, storming, norming, performing, and adjourning stages; effective groups have high commitment, clear understanding, open communication, idea sharing, and constructive criticism; benefits of group work include increased productivity, skills development, and self-knowledge; and students can learn content, group functioning, deeper understanding, decision making, and interpersonal skills through collaborative group
A learning community is a group of people who share common values and beliefs and actively learn from each other. Learning communities can exist in higher education, be residential or professional, and also online. The core ideas of learning communities began in the 1980s with an emphasis on collaboration, continuous improvement, and focusing on student achievement. Benefits for teachers in learning communities include expanding teaching approaches, strengthening teaching through collaboration, feeling less isolated, and continually improving their practice.
Metacognition refers to thinking about one's own thinking and learning processes. It involves monitoring and assessing one's own learning, and making adjustments to improve learning. To support student self-regulation, teachers can provide opportunities for self-evaluation, create an environment that fosters learning how to learn, and encourage behaviors like questioning, help-seeking, and goal-setting. Specific strategies include think-pair-share activities, reflective prompts, exam wrappers, learning journals, modeling organizational structures, and discussing how activities help students learn.
Collaborative learning involves students working together to achieve a common goal or task. Research shows that people learn more effectively through collaboration, retaining 10-95% more of what they learn depending on the level of interaction. In the past, key skills for employers included reading, writing and computation, but now interpersonal skills, problem solving and teamwork are most important. Collaborative learning develops critical thinking, communication skills and a sense of community. It motivates students and helps them learn more while building confidence, leadership and social skills.
This document discusses adaptive challenges in theological education from the perspective of a newly tenured professor. It addresses managing attention as key to adaptive action, including managing one's own attention through reflection, managing students' attention through essential questions and rubrics, and managing the institution's attention by paying attention to patterns across the curriculum. The document provides background resources on topics like adaptive action, the courage to teach, and understanding by design to support theological educators in addressing adaptive challenges.
Abbagail Herwing outlines her pledge to education in 12 points. She pledges to prioritize building strong relationships with students and families to create a united learning community. She also pledges to use data to guide instruction and ensure students are prepared for the next grade. Additionally, she pledges to reflect on her own strengths and areas for growth, provide opportunities for student voice, and encourage students to be kind and develop their minds. Her overall goal is to shape students' futures through these promises.
Effective group learning presentation (ppt 03) v0.6Jonathan West
This document discusses effective learning in groups for adult instruction. It covers types of group learning, meaningful learning, and strategies for effective group learning. These strategies include eliminating bias against group activities, ensuring group participation, establishing ground rules, creating a climate for learning, and applying a readiness assurance process. The document concludes by asking how readers will apply key ideas about meaningful group learning in their own practice.
This document is Amanda White's teaching portfolio for her Composition I course. It includes 4 sections: a statement of a common writing concern among her students regarding organization, an account of a successful in-class activity addressing that concern, an account of a troubling situation with a student disputing a grade, and her teaching philosophy statement. Her experiences teaching helped shape her philosophy of using practical, collaborative classroom activities to help students learn and practice composition skills.
This document discusses developing learning and earning environments through group forming and mutual learning. It covers topics like the stages of group formation, factors affecting group decisions, characteristics of effective groups, benefits of group work, stages in group work, mutual learning, learning environments and processes, and how groups can be used to develop learning and earning. The key points are that groups go through forming, storming, norming, performing, and adjourning stages; effective groups have high commitment, clear understanding, open communication, idea sharing, and constructive criticism; benefits of group work include increased productivity, skills development, and self-knowledge; and students can learn content, group functioning, deeper understanding, decision making, and interpersonal skills through collaborative group
A learning community is a group of people who share common values and beliefs and actively learn from each other. Learning communities can exist in higher education, be residential or professional, and also online. The core ideas of learning communities began in the 1980s with an emphasis on collaboration, continuous improvement, and focusing on student achievement. Benefits for teachers in learning communities include expanding teaching approaches, strengthening teaching through collaboration, feeling less isolated, and continually improving their practice.
Metacognition refers to thinking about one's own thinking and learning processes. It involves monitoring and assessing one's own learning, and making adjustments to improve learning. To support student self-regulation, teachers can provide opportunities for self-evaluation, create an environment that fosters learning how to learn, and encourage behaviors like questioning, help-seeking, and goal-setting. Specific strategies include think-pair-share activities, reflective prompts, exam wrappers, learning journals, modeling organizational structures, and discussing how activities help students learn.
Collaborative learning involves students working together to achieve a common goal or task. Research shows that people learn more effectively through collaboration, retaining 10-95% more of what they learn depending on the level of interaction. In the past, key skills for employers included reading, writing and computation, but now interpersonal skills, problem solving and teamwork are most important. Collaborative learning develops critical thinking, communication skills and a sense of community. It motivates students and helps them learn more while building confidence, leadership and social skills.
The Art of Courageous Conversations Workshop. Experiential workshop looking towards personal development to stay in conversation and create powerful relationships that produce results.
Intro to Courageous Conversations - Creating Powerful Conversations to Achie...Diane Boivie
In this presentation you will learn:
> Foundational Components of Courageous Conversations
> Business Costs of Avoidance
> Diagnose Current Level of Comfort & Skill
> Exercises to Use with Your Teams
Conversations about conflict provide parties with the opportunity to examine their own actions and
reactions. This process of reexamination inevitably evokes people’s natural defensive mechanisms.
Defensiveness prevents people from learning and blocks the potential for transformation to occur. This
workshop will look at the internal and external causes of defensiveness, as well as ways that mediators can
intentionally work with this natural phenomena.
5 Ways to Give Feedback that Elicits Real ChangeBambooHR
Employees want to receive feedback, but the way that managers interpret this widely varies. This slideshare helps define a feedback process that drives organizational success and allows for real change.
This document outlines lessons for teaching fifth grade human sexuality. It provides guidance for teachers on preparing and structuring the unit. The unit includes 5 lessons:
1. Applying courageous conversation skills and principles to discuss puberty, identity, and sexuality respectfully.
2. Students watch a puberty video for their gender, then ask anonymous questions.
3. Students discuss vocabulary words related to puberty changes, placing them in categories of whether they apply to boys, girls, or both.
4. An optional additional puberty video is shown.
5. A lesson on gender identity is provided.
The document provides objectives, teaching steps, and national standards for each lesson. It aims
Courageous Conversations St Helens ChamberJohn Drysdale
This document discusses performance management and having courageous conversations. It provides tools and guidance for setting objectives, identifying motivators and demotivators, and giving feedback. Sample conversation structures are given for discussing low performance, high performance, behaviors, and follow-ups. The purpose is to devise meaningful goals, align people with company strategy, and help people grow through regular feedback conversations handled assertively but supportively.
This document discusses Susan Scott's book "Fierce Conversations" and its key ideas. The book promotes having meaningful one-on-one conversations to build personal and professional success. It outlines seven principles for such conversations, including coming out from behind yourself, being fully present, letting silence do the heavy lifting, and taking responsibility for your emotional influence on others. It also describes different types of conversations like confrontations and provides a model for conducting confrontations respectfully by clarifying the issue, listening to different perspectives, and agreeing on resolutions.
Courageous Conversations about Diversity and Multicultural InclusionJulie Connor, Ed.D.
This presentation invites us into courageous conversations about diversity and multicultural inclusion. We must be willing to discuss our unique similarities and differences if we want to authentically engage in collaborative relationships in schools, churches, and businesses.
NAIS President Pat Bassett's Difficult conversations4 1-11Jonathan Martin
The document summarizes key points from three books about having difficult, courageous, and fierce conversations: Difficult Conversations by Douglas Stone, Bruce Patton, and Sheila Heen, Courageous Conversations About Race by Glen E. Singleton and Curtis Linton, and Fierce Conversations by Susan Scott. It discusses strategies for having open and understanding discussions about important issues rather than avoiding them or allowing conversations to be superficial. These include focusing on curiosity, empathy, and problem-solving rather than blame; addressing inequities honestly rather than pretending equal treatment is sufficient; and tackling challenges rather than experiencing burnout from not naming problems.
Chad Dickerson, CEO of Etsy, discusses finding courage through following your dreams and passions. He shares his own story of moving across the country with little money to pursue his dream. He emphasizes that courage comes from taking action, persisting through challenges, learning from mistakes, and following your heart above all else. Etsy sellers also share words of wisdom, stressing the importance of starting wherever you are, getting support from community, and going your own way if needed. Ultimately, finding courage means finding your heart and taking that first step.
Choosing Courage - Life is a Series of Choices. What do you choose?Aliza Sherman
My presentation to Alaska Women's Leadership Forum on the topic of Courage. Courage is a series of choices and once you make a choice, it becomes a series of steps. We all are courageous every day. Choose #courage.
What is growth mindset, and what are its implications for education? What are other ways growth and fixed mindset manifest for girls and women? Discuss how we can support growth-minded girls and women who take on challenges, overcome obstacles, receive critical feedback well, and learn from the success of others.
11 Starter Tips for Marketing Your Private SchoolTravis Allison
This document provides 11 tips for marketing a school. The tips include building a strong foundation by owning your website and making it usable and searchable. Focus on communicating your school's story and why it exists through content marketing and storytelling. Measure your efforts and create landing pages for different initiatives. Engage on social media purposefully and go where potential students and parents are online. Monitor what is said about your school.
Courage is facing fear, danger, or intimidation through acts of bravery. It allows people to confront challenges and overcome struggles in life. While courage is not innate, it can be developed through understanding the origins of fear, having faith in oneself, focusing on strengths over weaknesses, finding solutions to problems, persistence, and stepping forward despite uncertainty. Courage enables people to practice virtues and achieve success through hard work and determination in the face of overwhelming odds.
An overview of academic marketing - Increasing Enrollment using Marketing covers: marketing 101, what marketing says about your school, marketing audits, pictures role in marketing, direct mail and school brochures
This document discusses how to build self-confidence. It explains that self-confidence is important for success and can be learned. It provides tips for preparing yourself, such as reflecting on past achievements, identifying your strengths, setting goals, and managing negative self-talk. Specific strategies are outlined for building self-confidence, including dressing professionally, improving posture and gait, giving motivational self-talks, speaking up in groups, exercising, focusing on contribution over flaws, and sitting in the front row.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by reducing stress levels and promoting relaxation.
The document discusses self-confidence and low self-confidence. It lists traits of those who are self-confident like doing what they believe is right even if criticized, taking risks to achieve more, and admitting and learning from mistakes. Those with low self-confidence are described as governing their behaviors based on others' opinions, avoiding risks for fear of failure, and trying to cover up mistakes. The document also provides 7 steps to developing self-confidence such as removing negative thoughts and liking yourself.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
The document discusses reflective practice and its importance in learning. It provides examples of reflective practices from various institutions, including Pace University, Three Rivers Community College, Tunxis Community College, and Virginia Tech. The practices demonstrate reflection through iterative portfolios, blogging, and comprehensive final reflections that connect past experiences to present learning and future goals. Dewey's criteria of reflection as connection, systematic/disciplined, social pedagogy, and personal growth are also discussed.
The Art of Courageous Conversations Workshop. Experiential workshop looking towards personal development to stay in conversation and create powerful relationships that produce results.
Intro to Courageous Conversations - Creating Powerful Conversations to Achie...Diane Boivie
In this presentation you will learn:
> Foundational Components of Courageous Conversations
> Business Costs of Avoidance
> Diagnose Current Level of Comfort & Skill
> Exercises to Use with Your Teams
Conversations about conflict provide parties with the opportunity to examine their own actions and
reactions. This process of reexamination inevitably evokes people’s natural defensive mechanisms.
Defensiveness prevents people from learning and blocks the potential for transformation to occur. This
workshop will look at the internal and external causes of defensiveness, as well as ways that mediators can
intentionally work with this natural phenomena.
5 Ways to Give Feedback that Elicits Real ChangeBambooHR
Employees want to receive feedback, but the way that managers interpret this widely varies. This slideshare helps define a feedback process that drives organizational success and allows for real change.
This document outlines lessons for teaching fifth grade human sexuality. It provides guidance for teachers on preparing and structuring the unit. The unit includes 5 lessons:
1. Applying courageous conversation skills and principles to discuss puberty, identity, and sexuality respectfully.
2. Students watch a puberty video for their gender, then ask anonymous questions.
3. Students discuss vocabulary words related to puberty changes, placing them in categories of whether they apply to boys, girls, or both.
4. An optional additional puberty video is shown.
5. A lesson on gender identity is provided.
The document provides objectives, teaching steps, and national standards for each lesson. It aims
Courageous Conversations St Helens ChamberJohn Drysdale
This document discusses performance management and having courageous conversations. It provides tools and guidance for setting objectives, identifying motivators and demotivators, and giving feedback. Sample conversation structures are given for discussing low performance, high performance, behaviors, and follow-ups. The purpose is to devise meaningful goals, align people with company strategy, and help people grow through regular feedback conversations handled assertively but supportively.
This document discusses Susan Scott's book "Fierce Conversations" and its key ideas. The book promotes having meaningful one-on-one conversations to build personal and professional success. It outlines seven principles for such conversations, including coming out from behind yourself, being fully present, letting silence do the heavy lifting, and taking responsibility for your emotional influence on others. It also describes different types of conversations like confrontations and provides a model for conducting confrontations respectfully by clarifying the issue, listening to different perspectives, and agreeing on resolutions.
Courageous Conversations about Diversity and Multicultural InclusionJulie Connor, Ed.D.
This presentation invites us into courageous conversations about diversity and multicultural inclusion. We must be willing to discuss our unique similarities and differences if we want to authentically engage in collaborative relationships in schools, churches, and businesses.
NAIS President Pat Bassett's Difficult conversations4 1-11Jonathan Martin
The document summarizes key points from three books about having difficult, courageous, and fierce conversations: Difficult Conversations by Douglas Stone, Bruce Patton, and Sheila Heen, Courageous Conversations About Race by Glen E. Singleton and Curtis Linton, and Fierce Conversations by Susan Scott. It discusses strategies for having open and understanding discussions about important issues rather than avoiding them or allowing conversations to be superficial. These include focusing on curiosity, empathy, and problem-solving rather than blame; addressing inequities honestly rather than pretending equal treatment is sufficient; and tackling challenges rather than experiencing burnout from not naming problems.
Chad Dickerson, CEO of Etsy, discusses finding courage through following your dreams and passions. He shares his own story of moving across the country with little money to pursue his dream. He emphasizes that courage comes from taking action, persisting through challenges, learning from mistakes, and following your heart above all else. Etsy sellers also share words of wisdom, stressing the importance of starting wherever you are, getting support from community, and going your own way if needed. Ultimately, finding courage means finding your heart and taking that first step.
Choosing Courage - Life is a Series of Choices. What do you choose?Aliza Sherman
My presentation to Alaska Women's Leadership Forum on the topic of Courage. Courage is a series of choices and once you make a choice, it becomes a series of steps. We all are courageous every day. Choose #courage.
What is growth mindset, and what are its implications for education? What are other ways growth and fixed mindset manifest for girls and women? Discuss how we can support growth-minded girls and women who take on challenges, overcome obstacles, receive critical feedback well, and learn from the success of others.
11 Starter Tips for Marketing Your Private SchoolTravis Allison
This document provides 11 tips for marketing a school. The tips include building a strong foundation by owning your website and making it usable and searchable. Focus on communicating your school's story and why it exists through content marketing and storytelling. Measure your efforts and create landing pages for different initiatives. Engage on social media purposefully and go where potential students and parents are online. Monitor what is said about your school.
Courage is facing fear, danger, or intimidation through acts of bravery. It allows people to confront challenges and overcome struggles in life. While courage is not innate, it can be developed through understanding the origins of fear, having faith in oneself, focusing on strengths over weaknesses, finding solutions to problems, persistence, and stepping forward despite uncertainty. Courage enables people to practice virtues and achieve success through hard work and determination in the face of overwhelming odds.
An overview of academic marketing - Increasing Enrollment using Marketing covers: marketing 101, what marketing says about your school, marketing audits, pictures role in marketing, direct mail and school brochures
This document discusses how to build self-confidence. It explains that self-confidence is important for success and can be learned. It provides tips for preparing yourself, such as reflecting on past achievements, identifying your strengths, setting goals, and managing negative self-talk. Specific strategies are outlined for building self-confidence, including dressing professionally, improving posture and gait, giving motivational self-talks, speaking up in groups, exercising, focusing on contribution over flaws, and sitting in the front row.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by reducing stress levels and promoting relaxation.
The document discusses self-confidence and low self-confidence. It lists traits of those who are self-confident like doing what they believe is right even if criticized, taking risks to achieve more, and admitting and learning from mistakes. Those with low self-confidence are described as governing their behaviors based on others' opinions, avoiding risks for fear of failure, and trying to cover up mistakes. The document also provides 7 steps to developing self-confidence such as removing negative thoughts and liking yourself.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
The document discusses reflective practice and its importance in learning. It provides examples of reflective practices from various institutions, including Pace University, Three Rivers Community College, Tunxis Community College, and Virginia Tech. The practices demonstrate reflection through iterative portfolios, blogging, and comprehensive final reflections that connect past experiences to present learning and future goals. Dewey's criteria of reflection as connection, systematic/disciplined, social pedagogy, and personal growth are also discussed.
This document discusses creating inclusive classroom spaces through participatory pedagogies. It explores challenges like student engagement, diversity, and mental health issues. Developing emotionally intelligent teaching practices can help address these challenges by improving self-awareness, self-regulation, empathy, and social skills. The case study describes transforming a sociology module from traditional lectures to student-led presentations and discussion, with benefits like increased student engagement, ownership, and learning from each other. Reflection on flexibility, control issues, and institutional support can further enhance participatory pedagogies.
A learning community is a group that shares common interests and goals around a topic and works collaboratively to build knowledge. Learning communities in higher education involve groups of students taking classes together around a shared theme. Schools can function as learning communities when students and staff work toward the common goal of learning. A professional learning community (PLC) describes a group of school administrators and staff united in student learning through shared vision, collaboration, classroom observations, and decision-making.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
The document summarizes the agenda and objectives for a two-day principals' retreat focused on school culture and collaboration. The retreat aims to develop collaborative culture among principals, revisit norms of collaboration, deepen understanding of focus questions and school improvement plans, and link collaboration to professional development plans. Time is allocated for curriculum, assessment, and instruction discussions in vertical and horizontal teams. Quotes on collaboration are shared to spark reflection, and norms of collaboration are assessed and redefined to guide the principals' work.
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
This document discusses critical reflection in education. It defines critical reflection as the careful consideration of beliefs and knowledge in light of evidence. Educators should use critical reflection to improve their teaching practice through transformative learning. The aims of critical reflection are for teachers to self-reflect on their actions to develop supportive practices. Frameworks can guide critical reflection. Barriers include lack of time, motivation, and fear of criticism. Reflecting allows addressing problems and updating teaching styles.
This document provides an overview of the EDCI 620 School Curriculum course, including introductions, journaling, and discussion activities on the first day. It reviews the syllabus, assignments, and policies. Key topics of the course are developing an understanding of curriculum theories, examining the impact of policies on curriculum and instruction, and understanding the history and societal influences on education. The instructional model is a seminar approach with small and large group discussions. Assignments include class participation, online responses, papers, a group presentation, and a final exam assessing comprehension of course content.
This document outlines an agenda and instructional approach for an ELA classroom using workshop model. It discusses introducing students, establishing norms, reviewing the workshop model involving focused instruction, guided practice, collaborative work and independent work. It provides details on setting up an effective learning environment, developing a community of learners, using gradual release of responsibility, differentiated instruction, and the importance of reflection. The goal is to create an engaging ELA classroom that meets all students' needs through culturally responsive teaching.
Integrated Curriculum Unit for Multicultural Classroom (audia marisol)Marisol Audia
This document presents an integrated curriculum unit for kindergarten students focused on how individual choices impact the world. The unit utilizes workshop models for reading and writing instruction. It incorporates standards for literacy, social studies, and other subject areas. Key activities include reader's and writer's workshop using mini-lessons, conferring, and sharing. Students will compose a persuasive letter and assess how choices affect their community. The unit aims to develop students' comprehension, writing skills, and understanding of their roles and responsibilities within a community.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
This document provides information about the "Take Time Out" conference in March 2013 focused on enhancing classroom learning. The three-day conference for educators includes keynote speakers and workshops on topics like learning principles and feedback. It also outlines three challenges for school leaders around encouraging discussions of learning over performance, providing feedback to help students learn, and enabling student collaboration. The presentation will focus on learning principles, feedback practices, and learning through collaboration, with a sponsored presentation from Neil Richards on leadership's role in enhancing teaching and learning.
Case-in-Point Inspired Pedagogy: Creating a Laboratory for Examining LeadershipCPEDInitiative
This document summarizes a workshop on case-in-point inspired pedagogy for examining leadership. The workshop covers experiential leadership learning theory drawn from constructive developmental theory and adaptive leadership theory. It then discusses the case-in-point pedagogy used, involving failed leadership cases and consultation groups. Finally, it addresses challenges and adaptations of applying this approach in a hybrid online/in-person environment and references additional leadership models and studies.
Similar to Courageous conversations worth having (20)
This document provides the schedule for the Teaching and Learning with Innovative Connections (TILC) 2018 conference taking place May 8-9 at Radford University. The schedule outlines the various presentations, keynotes, lightning talks, and social events during the two-day conference. On Wednesday May 9th, the keynote speaker Jennifer Ferretti will present on "Art is Information: Countering the 'Neutral' Classroom with Pop Culture and Social Justice". Presentation sessions are scheduled throughout the day in various classrooms covering topics such as using audience analysis in instructional design, incorporating poetry in teaching research skills, and exploring genre and scholarship as conversation.
The Game Is Afoot: Information Literacy for First-Year Students TheILC
This document describes a study that compared the effects of traditional lecture-based instruction versus games-based instruction for first-year composition students. The researcher taught one section using lectures and one section incorporating a modified version of the Amazing Race game. Students' final papers were analyzed using a rubric to assess the quality, relevance, and accuracy of citations. More papers were submitted from the games-based class than the lecture class. Focus groups were not held due to lack of participation. The study aimed to determine if games-based instruction leads to students learning and retaining more information and citing better sources in their papers.
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement bef...TheILC
This document discusses strategies for pre-class engagement activities to build student involvement. It describes three main types of strategies: activating prior knowledge through examples like analogies or puzzles to trigger memories, facilitating self-assessment with creative activities for students to demonstrate existing knowledge, and building rapport by establishing an approachable and respectful tone. The purpose is to support constructivist learning, maximize instruction time, and set an engaged tone for the class. Examples of specific pre-class activities are provided for each strategy type.
Maximizing “Down Time”: Innovative Strategies to Build Student Engagement bef...TheILC
The document provides strategies for engaging students before class starts to activate their prior knowledge of upcoming lesson topics. Some strategies include playing video clips, displaying questions for students to discuss in pairs or via response tools, and facilitating self-assessment activities using technologies like Socrative or paper-and-pencil options like defining terms in a limited number of words or as an acrostic puzzle. The purpose is to get students thinking about the day's topics before class begins.
Innovating the FYE Proposal: Moving Beyond “Library Week” TheILC
This document discusses developing a First Year Experience (FYE) course focused on the history of Mississippi State University through the university libraries. It provides background on FYE programs, describes the existing FYE program at MSU, and outlines the process used to develop and propose a new library-focused FYE course. This included partnering with library stakeholders, submitting a proposal, and preparing the course syllabus. The proposed course would use information literacy activities and a capstone project to introduce students to the culture and history of MSU through library resources and special collections.
Innvovating handoutInnovating the FYE Proposal: Moving Beyond “Library Week”...TheILC
This document provides best practices for developing a First Year Experience (FYE) proposal focused on the library. It recommends: 1) developing a unique library idea, 2) partnering with stakeholders for input and approval, and 3) creating learning outcomes. Additional tips include knowing deadlines, getting pre-approval from the FYE coordinator, and marketing the program on social media and the library website. Gamification ideas like Plickers, Kahoot, and GooseChase are presented to make instruction interactive. A group activity prompts thinking about how to support the institution and students.
Building a bridge: Using metaphor to teach Information Literacy FunTheILC
This document discusses how metaphors can be used to teach information literacy concepts. It provides examples of common metaphors used in language and how those metaphors influence how we think. The document encourages teachers to use metaphors when instructing students to help connect, illuminate, build, and stick important concepts. Examples of student metaphors for research concepts are given. The document concludes by recommending that teachers have students explore metaphors for information literacy concepts through discussion.
It’s how you play the game: utilizing an online quiz tool to enhance and asse...TheILC
Kahoot is a free game-based learning platform that allows instructors to create interactive quizzes, surveys, and discussions for students to participate in using their phones or computers. The document discusses how two librarians at Western Carolina University used Kahoot to enhance library instruction and assessment for lower-level courses by creating quizzes on topics like scholarly vs. popular sources and primary vs. secondary sources. They found Kahoot engaged students and provided useful assessment data. However, they learned to keep questions simple and be prepared to troubleshoot technical issues. Going forward, they plan to expand their Kahoot library and improve their assessment methods.
One-On-One Research Help: Designing Services that Support Enduring Relationsh...TheILC
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Courageous conversations worth having
1. ( TO ST R E N GT H E N I N ST RU C T I O N P R AC T I C E )
Courageous Conversations
Worth Having:
2. Innovative Library Classroom Conference
Radford University
May 13, 2014
Carroll Wetzel Wilkinson
WVU, Director of Instruction and Information Literacy
West Virginia University Libraries
3. Learning outcomes for this session
See courageous conversations in a new way.
Use the technique of starting conversations about
instructional subjects that matter to you.
Contribute to your organization's workplace climate
for instruction in a positive manner.
Enrich your own teaching practice.
4.
5. What’s the Context?
“ Any form of organizational change redesign is
planning that begins with a comprehensive inquiry,
analysis and dialogue of an organization’s positive
core, that involves multiple stakeholders and then
links this knowledge to the organization’s strategic
change agenda and priorities.”
-definition of positive change from Cooperrider’s Appreciative
Inquiry: A Positive Revolution in Change, 2005.
6. Why Talk about Conversations at a Library
Instruction Innovation Conference?
You
Another
instruction
librarian
8. Definitions of a courageous conversation
Heifetz et al. 2009, The Practice of Adaptive Leadership
“a dialogue that is designed to resolve
competing priorities and beliefs while
preserving relationships”
9. Courage has a relationship to vulnerability
Brean Brown takes on the myths of vulnerability in her
book entitled: Daring Greatly.
10. Another important perspective
Chapter VI “Learning in Community: The
Conversation of Colleagues” in The Courage to
Teach, Jossey-Bass, San Francisco, California, 1998.
“If we want to grow in our practice, we have two
primary places to go: the inner ground from which
good teaching comes and to the community of
fellow teachers from whom we can learn more
about ourselves and our craft.” (p.141.)
11. A few of Palmer’s questions
Does this person take teaching seriously as signified
by his or her involvement in conversations about it?
What kind of process does this person go through in
designing a course [or lesson]?
Does this person attempt to help colleagues with
issues in their teaching?
How does this person handle critical moments
(learning moments that open up or shut down
depending on how they are handled) in the
classroom?
12. Another relevant definition
“Courage is a pattern of constructive opposition, in
which in an individual stands against social forces in
order to remedy duress in the organization.”
Worline, Monica. C. “ Courage in Organizations: an Integrative Review of the Difficult Virtue.”
Chapter 23 of The Oxford handbook of positive organizational scholarship /Kim
S Cameron; Gretchen M Spreitzer. New York ; Oxford : Oxford University Press. P304-315.
14. Quick work environment assessment questions
Do the instruction librarians in your library get
together to talk about instruction periodically?
What is the climate for those talks? Welcoming,
respectful, encouraging, or other?
When someone needs help in teaching, what happens?
In your library, what’s the norm for expressions of
emotions about teaching?
15. Examples of conversation topics (stuff we’d like
to talk about, but we hesitate)
Real reactions to the assessment of instruction by
librarians, both positive and negative.
Frustration with the lack of impact on student
learning through one shots.
Frustration with some librarians’ attitudes toward
instruction.
Giving up one shots and substituting a new
instructional model
Our reactions to the new framework for
information literacy……
16. The challenge of authenticity: the link between
authentic conversations and change
20. Conclusions
Each of us can start change by talking authentically to
another teaching librarian about something that really
matters to us in teaching.
Courageous conversations are the connective tissue of
growth and change in any context.
Innovation needs to be nurtured and encouraged so
we don’t box ourselves into habit and repetition.
The new Framework for Information Literacy for
Higher Education calls for teaching with ideas…it’s a
great time to start talking holistically, and bravely,
about library instruction innovation!
21. References
Brown, Breann. Daring greatly: how the courage to be vulnerable
transforms the way we live, love, parent, and lead. Gotham
Books/Penguin, New York, 2012.
Heifetz, Ronald et al. The practice of adaptive leadership: tools and
tactics for changing your organization and the world. Cambridge
Leadership Associates, 2009.
Palmer, Parker. The courage to teach: exploring the inner landscape of a
teachers’ life. Jossey-Bass Inc. San Francisco, California, 1998.
Whyte, David David Whyte on courageous conversation.
http://www.hr.com/en/articles/thought-leaders-david-whyte-on-
courageous-conversa_eaj1hqw2.html
Worline, Monica C. Courage in Organizations: An integrative review of
the “difficult virtue.”In The Oxford Handbook of Positive Organizational
Scholarship (Oxford Library of Psychology) by Kim S. Cameron and
Gretchen M. Spreitzer, 2011. (Chapter 23, p304-315.)