Sparking learning in the context of metrics: cast iron or teflon?Tansy Jessop
This document provides an overview of a presentation on metrics and measuring teaching excellence given by Tansy Jessop at the Business Librarians Conference on July 5, 2017. The presentation discusses the limitations of metrics for defining and measuring excellent teaching, and argues that some of the most important aspects of academic culture, like inspiring learning, resist simple quantification. The presentation also provides strategies for sparking learning through academic reading and writing, research-informed teaching, and developing personal connections with students.
Surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses the challenges of massification, marketization, and an over-reliance on summative assessment. Simple strategies are proposed based on the three R's: reducing summative assessment and increasing formative assessment, encouraging more academic reading and writing, and incorporating more research-informed teaching. Research shows learning gains when students read more texts and write more pages. Blogging, developing research skills, and writing reflectively are presented as ways to shift students from a transmission model of learning to a social constructivist model.
This document summarizes key points from a presentation on formative assessment. It discusses four main issues with academic writing and research tasks. It then provides examples of formative assessment activities like in-class writing, research interviews, and biography book clubs. Case studies are presented of different programs that have successfully incorporated more formative assessment. Principles for effective formative assessment include reducing summative assessment, taking a whole-program team approach, using public and collaborative tasks, and linking formative and summative assessment. Common student feedback problems are addressed, like the need for clearer standards and more dialogic feedback.
This document provides guidance on writing for publication. It discusses using examples, anecdotes, scenarios, and figurative language to build arguments and tell stories in academic writing. It also addresses common challenges academics face in balancing teaching and research responsibilities and pressures. Academics are encouraged to view teaching as a private activity and research as more public and a priority for career advancement. While measurement of teaching quality is subjective, research metrics like publications are emphasized as the primary currency of academic work. The document suggests academics consider their own and others' learning, as well as contributing to knowledge and society, as motivations for doing research beyond employment and career goals.
The untapped potential of pedagogic researchTansy Jessop
The document discusses the untapped potential of pedagogic research in higher education. It outlines arguments for the value of pedagogic research such as developing evidence-based teaching practices and illustrating best practices. However, pedagogic research often faces low status compared to disciplinary research. Some reasons discussed include research being too local in scope, over reliance on grand theories, and use of educational jargon. The document provides strategies for improving pedagogic research such as building writing communities, creating dedicated writing spaces, and using more creative research methods.
Surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses the challenges of mass higher education, market pressures, modularization of courses, and emphasis on metrics. It then presents three strategies - reading and writing, research-informed teaching, and renewing teaching through relationships. Specific tactics are provided, such as formative blogging to encourage academic reading, incorporating student research into course design, and peer practice exchanges to refresh teaching approaches. The goal is to make complex learning more accessible to a diverse student population.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Evo research topics to r qs (judith hanks), january 2016 (1)ClassResearchEVO
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
Sparking learning in the context of metrics: cast iron or teflon?Tansy Jessop
This document provides an overview of a presentation on metrics and measuring teaching excellence given by Tansy Jessop at the Business Librarians Conference on July 5, 2017. The presentation discusses the limitations of metrics for defining and measuring excellent teaching, and argues that some of the most important aspects of academic culture, like inspiring learning, resist simple quantification. The presentation also provides strategies for sparking learning through academic reading and writing, research-informed teaching, and developing personal connections with students.
Surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses the challenges of massification, marketization, and an over-reliance on summative assessment. Simple strategies are proposed based on the three R's: reducing summative assessment and increasing formative assessment, encouraging more academic reading and writing, and incorporating more research-informed teaching. Research shows learning gains when students read more texts and write more pages. Blogging, developing research skills, and writing reflectively are presented as ways to shift students from a transmission model of learning to a social constructivist model.
This document summarizes key points from a presentation on formative assessment. It discusses four main issues with academic writing and research tasks. It then provides examples of formative assessment activities like in-class writing, research interviews, and biography book clubs. Case studies are presented of different programs that have successfully incorporated more formative assessment. Principles for effective formative assessment include reducing summative assessment, taking a whole-program team approach, using public and collaborative tasks, and linking formative and summative assessment. Common student feedback problems are addressed, like the need for clearer standards and more dialogic feedback.
This document provides guidance on writing for publication. It discusses using examples, anecdotes, scenarios, and figurative language to build arguments and tell stories in academic writing. It also addresses common challenges academics face in balancing teaching and research responsibilities and pressures. Academics are encouraged to view teaching as a private activity and research as more public and a priority for career advancement. While measurement of teaching quality is subjective, research metrics like publications are emphasized as the primary currency of academic work. The document suggests academics consider their own and others' learning, as well as contributing to knowledge and society, as motivations for doing research beyond employment and career goals.
The untapped potential of pedagogic researchTansy Jessop
The document discusses the untapped potential of pedagogic research in higher education. It outlines arguments for the value of pedagogic research such as developing evidence-based teaching practices and illustrating best practices. However, pedagogic research often faces low status compared to disciplinary research. Some reasons discussed include research being too local in scope, over reliance on grand theories, and use of educational jargon. The document provides strategies for improving pedagogic research such as building writing communities, creating dedicated writing spaces, and using more creative research methods.
Surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses the challenges of mass higher education, market pressures, modularization of courses, and emphasis on metrics. It then presents three strategies - reading and writing, research-informed teaching, and renewing teaching through relationships. Specific tactics are provided, such as formative blogging to encourage academic reading, incorporating student research into course design, and peer practice exchanges to refresh teaching approaches. The goal is to make complex learning more accessible to a diverse student population.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Evo research topics to r qs (judith hanks), january 2016 (1)ClassResearchEVO
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
The document provides an overview of how to conduct a literature review, including searching for relevant sources, reading materials, organizing information, and writing the review. It discusses developing search strategies using keywords, evaluating sources for inclusion, taking notes, identifying themes, and outlining the review. The presentation emphasizes selecting sources that are directly relevant to the research topic and synthesizing information from multiple sources to draw conclusions. It recommends including an introduction to the topic, a discussion of themes supported by evidence from sources, and a conclusion in the literature review.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
The document provides guidance on developing critical analysis skills. It defines critical analysis as standing back to think about all elements of a topic from different perspectives while evaluating information before making a judgment. Students are advised to read widely from different academic sources and routinely question the context, purpose, bias and assumptions of sources. A reading grid is presented as a tool to track reading, analyze sources, and plan how information will be used in writing. Developing critical thinking requires reflecting on analysis and considering how to apply reading to one's own profession.
This insightful slide show is from the Counsellors' Workshop conducted by Dr. Zeenath Reza Khan at the University of Wollongong in Dubai for School Counsellors, that provides helpful overview of academic writing and integrity
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Teaching Super Readers Requires Super Powers: Teaching Gifted Readers in the ...Liz Fogarty
This document provides an overview of strategies for teaching gifted readers in K-1 classrooms. It discusses who gifted readers are, the challenges of instruction, using data to inform instruction, providing powerful texts, creating an optimal classroom environment, and employing differentiated teaching strategies. Gifted readers are defined as those reading 2+ grade levels above their current grade. The presentation emphasizes using leveled texts, flexible grouping, independent reading time, and explicitly teaching higher-order comprehension strategies to meet the needs of these advanced readers.
This presentation provides an overview of academic skills and expectations for first year university students. It addresses common myths about university study and outlines resources and support services available. The presentation covers time management, analyzing assignment questions, academic writing skills like referencing and paraphrasing, and developing critical thinking. Workshop objectives are to enhance awareness of study behaviors leading to success and build skills in understanding how and where to seek academic support.
1. The document provides advice for PhD graduates on potential career pathways after completing their degree. It discusses options such as pursuing an academic career through postdoctoral research, publishing, applying for teaching positions, and developing research agendas.
2. Statistics are presented on employment outcomes for graduates in different fields, showing varied rates of unemployment and seeking alternative work. The author shares their own pathway from PhD to current position as a university lecturer.
3. Tips are provided on networking, gaining experience through teaching and committees, applying for grants, measuring success beyond just publications, and preparing for a versatile career outside a single path.
Remedy for the Challenge of Continuous Assessment in Large ClassesDilip Barad
This is the presentation for the National Symposium at Charotar University of Science and Technology
CHARUSAT
Indukaka Ipcowala Institute of Management (I2IM)
on
Technology in ELT
Challenges and Remedies on 23 November, 2013.
It discusses importance of ICT in testing and evaluaton / assessment. It referes to Ken Robinson and Sugata Mitra as well as applications like Moodle, ProProfs, Zoho Quiz etc and then narrows down on Google Docs / forms for online testing and Flubaroo script for auto grading. In live demo, it demonstrates benefits of Google Forms and Flubaroo for online testing and continuous assessment.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
This document outlines the course details and expectations for EDUC 8P15/EDBE 8P15 Teaching and Learning: Schools and Communities. The course will focus on exploring personal educational experiences through assignments like an oral chronicle presentation, narrative of education essay, literacy narratives, and a field placement reflection. Students will examine theories of John Dewey and others. Expectations include regular attendance, participation, adherence to deadlines, academic integrity, and respect for others. Evaluation will be based on assignments with due dates throughout the semester, including the oral presentation, essays, discussion posts, and demonstration of professionalism. The goal is for students to understand the lived experience of teaching and learning through examining their own stories.
This document summarizes a presentation on the ethics of multiple authorship in East Asia using Hong Kong as a case study. It finds that authorship is often determined more by hierarchy, power dynamics, and career advancement needs rather than intellectual contributions. Through an online survey of academics in Hong Kong, it was shown that many do not fully understand legitimate authorship criteria. Respondents often suggested listing supervisors or senior researchers as authors mainly to fulfill obligations or norms of reciprocity rather than their contributions. The study concludes that universities need to provide more guidance on authorship policies and research ethics to address issues like gift authorship that can arise from cultural practices and performative pressures in academia.
This document discusses how to design effective units of study centered around essential questions and enduring understandings. It defines essential questions as open-ended, thought-provoking questions that require higher-order thinking about important ideas. Enduring understandings are the big ideas and core processes that are central to a discipline and have lasting value. The document provides guidance on identifying big ideas, crafting essential questions and enduring understandings, and using them to frame teaching and learning in a unit. Essential questions are asked throughout a unit to stimulate ongoing inquiry, while enduring understandings anchor the unit and represent the key takeaways students should have.
The study examined the impact of explicit instruction in the six traits of writing model on middle school ELL students' writing achievement and confidence at a school in the Dominican Republic. An experimental group received 8 weeks of instruction focused on the six traits, while a control group received normal writing instruction. Results showed a significant difference in writing scores between the groups, with the experimental group improving and the control group declining. While confidence gains were not statistically significant, qualitative evidence suggested increased confidence for the experimental group. The study concluded the six-trait model had a positive impact on writing achievement and recommended implementing it school-wide.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
This document outlines the course details and expectations for EDUC 8P15 Teaching and Learning: Schools and Communities. The course will involve assignments like an oral presentation on students' educational experiences, narratives reflecting on readings and placements, and a final reflective paper on observations from a 12-15 hour field placement. Students will study personal and professional experiences in education through a narrative inquiry approach. They will develop skills in reflection, revealing insights, and considering reforms. The course aims to benefit students by exploring the informal and formal influences that have shaped them as emerging teachers.
This document summarizes a workshop on publishing pedagogically. It discusses why academics write and publish, including to further their own and others' learning and to contribute to their field. It outlines strategies for improving writing quality, such as writing every day, shutting down inner critics, using concrete examples, and crafting elegant sentences. The document also notes barriers to writing like perfectionism and heavy workloads, and recommends writing groups and mentors to help overcome these barriers.
The document provides an overview of how to conduct a literature review, including searching for relevant sources, reading materials, organizing information, and writing the review. It discusses developing search strategies using keywords, evaluating sources for inclusion, taking notes, identifying themes, and outlining the review. The presentation emphasizes selecting sources that are directly relevant to the research topic and synthesizing information from multiple sources to draw conclusions. It recommends including an introduction to the topic, a discussion of themes supported by evidence from sources, and a conclusion in the literature review.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
Academic integrity in the american universityMarguerite Lowe
“Academic Integrity in the American University”
Presenter: Debbie Malewicki
Presented: Two to four times a year near the start of a term
Internal presentation for international undergraduate and graduate students on social expectations and common pitfalls regarding academic integrity as well as an introduction to CLR services.
The document provides guidance on developing critical analysis skills. It defines critical analysis as standing back to think about all elements of a topic from different perspectives while evaluating information before making a judgment. Students are advised to read widely from different academic sources and routinely question the context, purpose, bias and assumptions of sources. A reading grid is presented as a tool to track reading, analyze sources, and plan how information will be used in writing. Developing critical thinking requires reflecting on analysis and considering how to apply reading to one's own profession.
This insightful slide show is from the Counsellors' Workshop conducted by Dr. Zeenath Reza Khan at the University of Wollongong in Dubai for School Counsellors, that provides helpful overview of academic writing and integrity
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
Teaching Super Readers Requires Super Powers: Teaching Gifted Readers in the ...Liz Fogarty
This document provides an overview of strategies for teaching gifted readers in K-1 classrooms. It discusses who gifted readers are, the challenges of instruction, using data to inform instruction, providing powerful texts, creating an optimal classroom environment, and employing differentiated teaching strategies. Gifted readers are defined as those reading 2+ grade levels above their current grade. The presentation emphasizes using leveled texts, flexible grouping, independent reading time, and explicitly teaching higher-order comprehension strategies to meet the needs of these advanced readers.
This presentation provides an overview of academic skills and expectations for first year university students. It addresses common myths about university study and outlines resources and support services available. The presentation covers time management, analyzing assignment questions, academic writing skills like referencing and paraphrasing, and developing critical thinking. Workshop objectives are to enhance awareness of study behaviors leading to success and build skills in understanding how and where to seek academic support.
1. The document provides advice for PhD graduates on potential career pathways after completing their degree. It discusses options such as pursuing an academic career through postdoctoral research, publishing, applying for teaching positions, and developing research agendas.
2. Statistics are presented on employment outcomes for graduates in different fields, showing varied rates of unemployment and seeking alternative work. The author shares their own pathway from PhD to current position as a university lecturer.
3. Tips are provided on networking, gaining experience through teaching and committees, applying for grants, measuring success beyond just publications, and preparing for a versatile career outside a single path.
Remedy for the Challenge of Continuous Assessment in Large ClassesDilip Barad
This is the presentation for the National Symposium at Charotar University of Science and Technology
CHARUSAT
Indukaka Ipcowala Institute of Management (I2IM)
on
Technology in ELT
Challenges and Remedies on 23 November, 2013.
It discusses importance of ICT in testing and evaluaton / assessment. It referes to Ken Robinson and Sugata Mitra as well as applications like Moodle, ProProfs, Zoho Quiz etc and then narrows down on Google Docs / forms for online testing and Flubaroo script for auto grading. In live demo, it demonstrates benefits of Google Forms and Flubaroo for online testing and continuous assessment.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
This document outlines the course details and expectations for EDUC 8P15/EDBE 8P15 Teaching and Learning: Schools and Communities. The course will focus on exploring personal educational experiences through assignments like an oral chronicle presentation, narrative of education essay, literacy narratives, and a field placement reflection. Students will examine theories of John Dewey and others. Expectations include regular attendance, participation, adherence to deadlines, academic integrity, and respect for others. Evaluation will be based on assignments with due dates throughout the semester, including the oral presentation, essays, discussion posts, and demonstration of professionalism. The goal is for students to understand the lived experience of teaching and learning through examining their own stories.
This document summarizes a presentation on the ethics of multiple authorship in East Asia using Hong Kong as a case study. It finds that authorship is often determined more by hierarchy, power dynamics, and career advancement needs rather than intellectual contributions. Through an online survey of academics in Hong Kong, it was shown that many do not fully understand legitimate authorship criteria. Respondents often suggested listing supervisors or senior researchers as authors mainly to fulfill obligations or norms of reciprocity rather than their contributions. The study concludes that universities need to provide more guidance on authorship policies and research ethics to address issues like gift authorship that can arise from cultural practices and performative pressures in academia.
This document discusses how to design effective units of study centered around essential questions and enduring understandings. It defines essential questions as open-ended, thought-provoking questions that require higher-order thinking about important ideas. Enduring understandings are the big ideas and core processes that are central to a discipline and have lasting value. The document provides guidance on identifying big ideas, crafting essential questions and enduring understandings, and using them to frame teaching and learning in a unit. Essential questions are asked throughout a unit to stimulate ongoing inquiry, while enduring understandings anchor the unit and represent the key takeaways students should have.
The study examined the impact of explicit instruction in the six traits of writing model on middle school ELL students' writing achievement and confidence at a school in the Dominican Republic. An experimental group received 8 weeks of instruction focused on the six traits, while a control group received normal writing instruction. Results showed a significant difference in writing scores between the groups, with the experimental group improving and the control group declining. While confidence gains were not statistically significant, qualitative evidence suggested increased confidence for the experimental group. The study concluded the six-trait model had a positive impact on writing achievement and recommended implementing it school-wide.
This document provides guidance on redesigning course syllabi to make them more engaging for students. The traditional black and white text-heavy syllabus is described as intimidating and unengaging for students. Recommendations are given to incorporate color, images, and technology to create a more visually appealing and informative syllabus. Specific suggestions include using Word and PDF to design multi-page syllabi that cover course descriptions, objectives, assignments, grades, policies, and resources on separate pages with headings and text boxes. The redesigned syllabus should be personalized, interactive, and engage students in the course material from the first page. Proper syllabus design is described as taking significant time but providing benefits to student understanding and experience.
This document outlines the course details and expectations for EDUC 8P15 Teaching and Learning: Schools and Communities. The course will involve assignments like an oral presentation on students' educational experiences, narratives reflecting on readings and placements, and a final reflective paper on observations from a 12-15 hour field placement. Students will study personal and professional experiences in education through a narrative inquiry approach. They will develop skills in reflection, revealing insights, and considering reforms. The course aims to benefit students by exploring the informal and formal influences that have shaped them as emerging teachers.
This document summarizes a workshop on publishing pedagogically. It discusses why academics write and publish, including to further their own and others' learning and to contribute to their field. It outlines strategies for improving writing quality, such as writing every day, shutting down inner critics, using concrete examples, and crafting elegant sentences. The document also notes barriers to writing like perfectionism and heavy workloads, and recommends writing groups and mentors to help overcome these barriers.
This document provides an overview and syllabus for an English 10: Accelerated Academic Literacy course at California State University, Fresno. The course aims to develop students' abilities as readers and writers to participate in academic and public conversations. It will focus on analytical thinking, reading methods, writing processes, and joining various literacy communities. Students will complete reading responses, four formal writing projects, and midterm and final portfolios. Class participation, online writing labs, assignments, and the final portfolio will determine grades. The course policies outline attendance, late work, academic integrity, and computer requirements.
1) The document discusses how teaching assistants are writing teachers in their disciplines and outlines a three step program for accepting this role: acknowledging that you are a writer, accepting your role as a writing teacher, and accepting that you are part of a larger writing teaching team.
2) It provides practical advice for teaching writing such as setting objectives, using rubrics, introducing writing conventions, commenting on student work, and referring students to additional resources.
3) The document emphasizes that teaching assistants are not alone in teaching writing and lists additional supports available to students such as faculty, librarians, peers, and the Writing Centre.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The Choppy Waters of Academic Writing for Education Doctoral Students: Key St...CPEDInitiative
This document summarizes a session presented by Dannelle D. Stevens and Micki M. Caskey at the 2015 CPED Convening in Fullerton, CA. The session focused on sharing explicit academic writing strategies to support doctoral students. The presenters discussed generating ideas through focused freewriting, using templates to structure arguments, analyzing text structures in research articles, and clarifying purpose through writing purpose statements. The goal was to help doctoral students internalize academic writing strategies to smooth their writing journey.
This document provides an overview of Delia DeCourcy's middle school literary essay unit. It summarizes the key components and lessons of the unit, which are designed to scaffold students into building theories about literary works, finding evidence to support their theories, drafting claims, and writing body paragraphs to support their argument. The unit utilizes close reading, annotation, discussion, drafting, revision and peer review. It is intended to help students learn skills in analyzing texts and developing written arguments aligned to Common Core standards.
This document outlines a study on the use of writing circles with teacher candidates. Writing circles are a collaborative writing strategy that evolved from literature circles. The goals of the study were to explore how writing circles affected teacher candidates' perceptions of themselves as authors and writing collaboratively. A mixed methods pilot study was conducted with 28 elementary education majors enrolled in a language arts methods course. Both qualitative and quantitative data were collected through pre/post surveys to examine changes in candidates' self-reported perceptions of authorship and attitudes about collaborative writing. The findings provide insights into how writing circles can help develop teacher candidates' skills and confidence as writers.
This document outlines the syllabus for an online English 102 course titled "Writing About Place & Identity" taught during the summer of 2019. The course focuses on applying principles of expository and argumentative essay writing through exploring how one's environment shapes their life and identity. Major assignments include a personal narrative essay, annotated bibliography, exploratory research essay, and op-ed essay. The course aims to help students develop composition and research skills to communicate effectively for different audiences and contexts. It provides learning outcomes, assignment requirements and deadlines, grading policies, textbook information, and instructor contact details.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
This document summarizes key principles for effective teaching of writing. It discusses that:
1) Everyone has the capacity to write and become better writers with instruction. Teachers should be well-versed in composition theory and provide support through carefully designed writing lessons.
2) People learn to write by writing frequently - through drafting, revising, and practicing different writing strategies. Teachers should provide ample opportunities for in-class and out-of-class writing.
3) Writing is a process involving drafting, revising, and refining over time. Teachers should guide students through this process and help them identify strategies that work best for different writing situations.
This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
This document provides an overview and guide for students taking the ENC1143 "Writing with Evidence with Style" course. It discusses the four main principles covered in the class: academic discourse, evidence-based writing, synthesis writing, and reflective writing. The document defines these concepts and provides tips for researching, analyzing, and writing about evidence to support arguments. Overall, it aims to prepare new college students for the skills and standards expected in ENC1143 and other college-level writing courses.
This document discusses strategies for teaching reading comprehension to struggling readers. It recommends explicitly teaching comprehension strategies like making inferences. The author believes that comprehension is the goal of reading and is best taught through modeling strategies, guided practice, and independent practice. While some students may struggle with word recognition, comprehension requires understanding words as well as using strategies to derive meaning. Teachers should assess students' needs, provide direct instruction in areas of weakness, and help students develop a love of reading.
Teaching English Through English I Class #2lisyaseloni
This document provides an agenda and discussion questions for an English teaching class. The agenda includes reading student blogs, continuing discussions on reading and writing habits, and reading the first chapter of the textbook. Discussion questions focus on defining academic literacy and the writing process. Key terms from the reading are also defined, such as the cyclical nature of writing and the writing sub-processes of conceptualizing, formulating, and revising. Later, students are asked to imagine promoting a new teaching method in a brochure and practice persuasive academic writing.
Writing and Getting Published Fiona DoloughanVreckaScott
This document provides an overview of a session on writing and getting published from an arts perspective. It discusses learning from research on academic writing, which found writing is a social practice that varies by discipline. Tips are provided from mid-career academics, post-probationary students, and recently graduated doctoral students on their experiences with and strategies for writing and publishing.
This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.
This document provides strategies to use before, during, and after reading to improve student comprehension. It describes several strategies for each stage including using text structure and frontloading vocabulary before reading. During reading, teachers can have students use strategies like identifying the main idea and supporting facts or breaking up passages into chunks. After reading, strategies involve summarizing, reflecting through exit slips or literature-based thematic units, and giving oral reports. The goal is to actively engage students both cognitively and physically throughout the reading process.
Similar to Guilty pleasure vs legitimate activity (20)
Rewriting the script about pedagogic research in HETansy Jessop
This seminar discusses rewriting the script about pedagogic research in higher education. It explores how pedagogic research and the Scholarship of Teaching and Learning (SOTL) have lower status than "real" research. The seminar will enable participants to examine debates about the merits of pedagogic research and SOTL, and underline the value of systematically examining teaching. Strategies are presented for moving pedagogic research forward, such as building writing communities, encouraging creative research methods, and addressing perceptions that pedagogic research is too local or new of a field.
Engaging in meaningful change in assessmentTansy Jessop
This seminar explores changing assessment practices through examining evidence and models from a decade of research on transforming student experiences through assessment (TESTA). The seminar will help participants evaluate the benefits of making program-level assessment changes, address potential barriers, and identify enabling conditions for changing assessment culture. Attendees will also explore practical assessment ideas and ways to expand their repertoire of programmatic assessment approaches.
This document summarizes a presentation about taking a program-level approach to assessment through the TESTA framework. It discusses some of the key issues with assessment such as having too many summative assessments and not enough formative. It then describes the TESTA audit process and some typical patterns they found. Some strategies for improving assessment are presented such as balancing summative and formative, linking the two, and using more authentic and collaborative formative tasks. The importance of feedback and making it more dialogic is also discussed. Overall it promotes assessing at the program level and involving the whole team in the change process.
Pigs might fly: changing the assessment narrative through TESTATansy Jessop
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
Tansy Jessop presented on the development of a new curriculum framework for an Irish university. The presentation outlined the consultation process, which included curriculum cafes and card sorting activities to gather input. A thematic analysis of the consultation responses informed the framework. The presentation discussed theories of knowing, acting, and being that underpinned the framework, aiming for a balanced, multi-dimensional approach. It also covered the process of reviewing all courses to align with the new framework and tensions that arose throughout the process.
This document outlines the process taken by a university to develop a new curriculum framework. It involved extensive consultation through activities like curriculum cafes and card sorting. Thematic analysis of the consultation identified key themes around student experience, skills, employability, and diversity. The framework draws on theories of knowing, acting, and being; significant learning; and intellectual development models. It aims to create learning experiences that are novel, exciting, significant, and link to industry. Workshops were held to discuss the framework's vision, ideas, and tensions around quality assurance versus creativity. The process shows an effort to thoughtfully develop a student-centered framework through theoretical grounding and stakeholder input.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
TESTA: changing conceptions and practiceTansy Jessop
1. The document summarizes research on the TESTA (Transforming the Experience of Students Through Assessment) project, which aimed to improve assessment practices at a university.
2. Key findings were that enabling collaborative work between faculty, providing compelling evidence from data collection, and having practical impacts on student learning and feedback were factors in the project's success.
3. Changes resulting from TESTA included a greater emphasis on formative assessment, more integrated assessment across modules, and improved student feedback and dialogue between students and faculty.
This document summarizes an interactive masterclass on the TESTA (Transforming the Experience of Students Through Assessment) programme approach. The masterclass discusses the rationale for taking a programme approach to assessment, including addressing modular problems, curriculum problems, and student alienation. Methods discussed include conducting a TESTA programme audit and using an Assessment Experience Questionnaire and student focus groups to gather data. Key themes covered are high summative assessment loads, disconnected feedback between assignments, and student confusion about assessment goals and standards. Strategies presented to improve assessment include increasing formative assessment, providing more dialogic feedback, and helping students internalize assessment criteria.
Making sense of curriculum in Higher EducationTansy Jessop
This document discusses curriculum in higher education through a series of slides. It begins with asking the reader to reflect on images related to curriculum and their own degree. It then discusses different views of what curriculum means, including balancing content, process, and purpose. It addresses tensions between covering too much content versus focusing on concepts. Finally, it considers curriculum as a complex, contested process involving different perspectives on knowledge and intellectual development.
Activating student agency through feedbackTansy Jessop
1) The document discusses strategies for providing effective feedback to students to activate student agency. It outlines common problems with feedback such as it being too focused on modules, impersonal, and emphasizing negatives.
2) Principles for effective feedback include building connections across assignments, creating sustained dialogue through various methods, using a conversational personal tone, and actively engaging students in feedback processes.
3) The document argues for a paradigm shift toward viewing feedback as a dialogic process that builds relationships rather than just marking, in order to more fully support student learning.
A very brief history: Universities, Solent and the question of purposeTansy Jessop
This document provides an overview of a lecture about the history and purpose of universities. It discusses the origins of universities in medieval Europe and the establishment of early universities like Cambridge, Oxford and the University of London. It then outlines the development of civic universities in the late 19th century in cities like Birmingham, Leeds and Liverpool. The lecture also examines changes in demographics and access to higher education over time. Finally, it explores questions around the purpose of universities and higher education today.
Increasing engagement to transform student learningTansy Jessop
This document outlines a presentation on increasing student engagement and transforming learning at university. It discusses why students attend university, noting responses about gaining knowledge and career opportunities. It then addresses two types of alienation students may experience - Type A related to institutional forces and Type B being a natural part of intellectual development. The presentation proposes three ways to turn alienation into engagement: through research, relationships, and writing/risk-taking. Building research skills, strong student-teacher and peer relationships, and exploratory writing can increase student ownership and partnership in learning.
Curriculum Transformation: a rough guide to Solent's approachTansy Jessop
The document provides an overview of the University of Solent's approach to transforming its curriculum framework. It discusses conducting consultations with 900 students and academics to inform the new framework. Key themes that emerged from the consultations included improving the student experience, developing a more theoretical approach, and emphasizing skills and employability. The framework draws upon learning theories like Fink's model of significant learning and Perry and Baxter-Magolda's models of intellectual development. It aims to balance knowledge, skills, and personal development across all degree programs.
At home everywhere and nowhere: the place of pedagogic research in HETansy Jessop
Professor Tansy Jessop gave a presentation titled "At home everywhere and nowhere: The place of Pedagogic Research in HE". The presentation discussed the state of pedagogic research in higher education. It noted that while research into most subjects is common, there is little investigation into higher education itself. Pedagogic research output is low and seen as having low status. Additionally, the growth of the scholarship of teaching and learning movement may have unintentionally strengthened the divide between subject-based and pedagogic research. Issues with pedagogic research quality include problems with over-localizing issues, focusing on grand theories over practical problems, and using obfuscatory educational jargon in writing
The document outlines a workshop on developing a curriculum framework at a mid-sized, applied university in the UK. It discusses gathering input from students and faculty through various consultation methods. A thematic analysis of the input identified key themes around balancing content and learning, and dimensions of knowing, acting, and being. The workshop then explores various curriculum theories and maps them to how the university could structure its new framework around significant learning experiences, intellectual development, and personal knowing. Challenges of implementation are also discussed around balancing compliance and culture change.
Old and new hands at academic developmentTansy Jessop
This document discusses a graduate internship program at a university where 10 recent graduates spent 6 months interning as academic developers. It explores the perspectives of the interns, academic developers supervising the interns, and the university's institutional goals. The interns brought a fresh student perspective but struggled with ambiguity and the transition to professional work. Through reflective research, key themes emerged around low tolerance for ambiguity, becoming professional, and struggles with teamwork. While challenging to manage, the internship provided benefits like new insights and career outcomes for most interns.
The document describes efforts by two academics to create spaces for teaching-focused faculty at their university to write. They held workshops on the craft of academic writing and monthly writing groups. These interventions aimed to demystify academic writing conventions and provide a low-stakes environment for faculty to write, get feedback, and discuss challenges. Evaluations found the interventions helped faculty feel more confident and productive as writers by addressing emotions like guilt and frustration and providing community. The document advocates for counter-cultural approaches that emphasize silence, focus, and community over noise, fragmentation, and individuality to build a stronger writing culture.
The unexamined curriculum is not worth teaching Tansy Jessop
This document outlines a workshop presentation about developing a new curriculum framework at a mid-sized applied university. It discusses gathering input from students and faculty through consultation methods like curriculum cafes and card sorting activities. A thematic analysis was conducted of the input collected. The presentation then covers curriculum theories that informed the framework, including knowing/acting/being, significant learning, and models of intellectual development. Dimensions of the framework like the human dimension and integration are explored. Finally, tensions around implementing the new framework are acknowledged, such as initiative fatigue and balancing consistency vs creativity.
This document outlines several models that universities have used to roll out the Transforming the Experience of Students Through Assessment (TESTA) program.
The models include student-led approaches at Greenwich University and PhD-led at Brunel University. An academic-led model was used at the University of Nottingham involving departments conducting their own research. Sheffield Hallam Sports Department utilized consultants in a two-day workshop model. The University of Winchester uses a periodic review approach across multiple programs. A graduate intern model was tested with interns paired on programs. Simplified "TESTA-lite" workshops focused on assessment and feedback principles were also discussed. The document prompts discussion on which approach might work best for the School of Hospitality Management
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. From guilty pleasure to
legitimate activity:
the structured writing retreat
@solentlearning
@tansyjtweets
2. Workshop outline
1. Why a writing retreat
2. Why write? Why publish? Why research?
3. Writing for academic journals
4. Mapping your writing identity
5. Academic writing strategies.
6. Improving the quality of your writing
3. Why a writing retreat
•Time and place for concentrated writing
•Imaginative space
•Social space
•Writing as community of practice
4. Academic writing can be exhilarating, or quietly pleasurable,
or plain hard work. In common with our students, it is
something we – academics – must do, usually alone.
Sometimes we may feel ourselves resisting the imperative to
write; at other times we may experience the frustration of
planning to write yet never quite getting there. So much
seems to come between us and our writing.
(Grant 2006, 483)
5. Why write? Why publish?
1. This is what we do.
2. Thinking happens when we write.
3. It vivifies our teaching; it makes it cutting edge.
4. It enables us to share our discoveries.
5. ‘Mastery’ comes out of the furnace of writing.
6. Writing arises from our research.
7. Why do research?
Learning
1) Own learning
2) Colleagues’ learning
3) Students’ learning
4) Contributing to knowledge field – reader’s learning
5) Something useful for society.
Employment
Getting and keeping a job, ensuring a career – promotion
and future mobility
12. Why articles don’t get published
(Harland 2015)
Problems in rank order Explanation
1. Research article inconsequential Adds little; doesn’t develop new ideas;
implications weak, unlikely others will
learn from it
2. Lack of integration Does not engage critically with what is out
there, makes poor use of theory, doesn’t
contribute to theory
3. Poor use of evidence There is big gaps between claims and
evidence
4. Structure Reads like a literature review of a chapter
5. Grammar/meaning Expression is poor.
16. Diagnostic Exercise: Mapping the BASE
Behavioural habits: your disciplines
Artisanal habits: your craft
Social habits: your collaboration
Emotional habits: your feelings
about writing
19. The evidence is compelling
The law of delay: that which can be
delayed, will be
The priority principle: that which can
be delayed, need not be.
Writers who write every day produce
3 x as much as writers who wait for
summer
20. Writing strategies
1. Momentum – always write
2. Perfectionism - shut down the censor, free write?
3. Perfectionism - do not try out drafts on journal referees
4. Good writing is difficult – accept this proposition
5. Elaborate rituals are unhealthy
6. Resilience and realism in the face of high rejection rates
24. 1. TITLE: Does the book or article have an interesting, concrete title?
2. OPENING: Engaging opening paragraph?
3. STORY: Does the book or article tell a story?
4. JARGON: Is the book or article relatively jargon-free?
5. VOICE: Does the author write with an individualistic voice?
6. INTERDISCIPLINARITY: Evidence of scholarly relationships outside
the author’s own field?
7. EXAMPLES: Concrete examples, illustration, anecdotes,
metaphors?
8. ELEGANCE AND CRAFT: Sentences carefully and elegantly crafted?
9. VERBAL FITNESS: Clear sentences that favour active verbs &
concrete nouns
10. CREATIVITY, ENGAGEMENT, HUMOUR: Conveys creativity,
imagination, originality; passion, commitment, personal
engagement; a sense of humour?
‘Best dressed’ list (Helen Sword)
25. Getting the right title takes time…
Student assessment load in research and teaching intensive
institutions
Light or heavy burdens? Implications of student assessment
load in research and teaching-intensive universities
Beasts of burden? An analysis of student assessment load in
research and teaching-intensive universities
Struggling and juggling: A comparative analysis of student
assessment loads
28. This paper describes a process of analysis and the development of representational
strategies in a narrative study. It takes the reader through the often hidden steps
involved in doing research, and unveils some of the problematics of narrative and
voice. Within the context of rural post-Apartheid South Africa, the researchers were
positioned as outsiders, bordercrossing into the lives of the researched, in the
name of articulating their voices. The ethical dilemmas of this kind of research are
examined, as is the perspective that the researcher is positioned, not as an
objective, all-seeing eye, but as a re-presenter from 'somewhere'. The heart of the
paper analyses the development of different strategies of analysis, including poetry
and various mapping, graphic and matrix techniques. Representational models are
developed progressively, in response to the dilemmas and complexities of re-telling
'a' story, and the particular challenge of capturing the contradictory, partial and
fluid nature of each teacher's story. The research process culminates in a model
which allows for a reading of each narrative as complex, nuanced and intrinsically
ambivalent. Against the backdrop of a wider study of teacher narratives (on which
this paper is based) and the policy context of education, some conclusions about
the implications of narrative study for teacher development in South Africa are
drawn.
Jessop, T. and Penny, A. 1999. A story behind a story: Developing strategies for
making sense of teacher narratives. International Journal of Social Research
Methodology 2 (3). 213-230.
29. Evidence from 73 programmes in 14 U.K universities sheds light on the typical
student experience of assessment over a three-year undergraduate degree. A
previous small-scale study in three universities characterised programme
assessment environments using a similar method. The current study analyses data
about assessment patterns using descriptive statistical methods, drawing on a
large sample in a wider range of universities than the original study. Findings
demonstrate a wide range of practice across programmes: from 12 summative
assessments on one programme to 227 on another; from 87% by examination to
none on others. While variations cast doubt on the comparability of U.K degrees,
programme assessment patterns are complex. Further analysis distinguishes
common assessment patterns across the sample. Typically, students encounter
eight times as much summative as formative assessment, a dozen different types
of assessment, more than three quarters by coursework. The presence of high
summative and low formative assessment diets is likely to compound students’
grade orientation, reinforcing narrow and instrumental approaches to learning.
High varieties of assessment are probable contributors to student confusion about
goals and standards. Making systematic headway to improve student learning from
assessment requires a programmatic and evidence-led approach to design,
characterised by dialogue and social practice.
Jessop, T and Tomas, C. 2016. The implications of programme assessment patterns
for student learning, Assessment and Evaluation in Higher Education. Published
online 2 August 2016.
30. How to improve your writing
• Read it aloud
• Read books on how to improve writing (Becker;
Sword; Murray)
• Draft. Edit. Redraft. Edit. Redraft. Persevere.
• Read articles in target journal
• Get trusty critical friends to read your work
31. Social habits
…vacating the solitude of the garret and moving
into the house of many rooms
Virginia Woolf (1942) Professions for women
32. It helps to join a community of writers
• Writing groups
• Critical friends
• Journal reviewing
• Mentoring
• Writing retreats
33. Emotional habits
• Good feelings from spending time doing it rather
than feeling guilty about not doing it
• Create space: deploy the priority principle
• Success builds confidence, confidence builds feel
good factor
• Being part of a community of writers, sharing
struggles and joys
34. Final thoughts
• Writing is an important part of an academic’s job
• Writing is a difficult skill to master
• Writing lifts the quality of our thinking and vivifies
our teaching
• Learning to write is an unfinished project
36. References
Becker, H. (2007) Writing for Social Scientists. Chicago. University of Chicago
Press.
Boice, R. (1990) Professors as Writers: A self-help guide to productive writing.
Oklahoma. New Forum.
Grant, B. (2006) Writing in the company of other women: exceeding the
boundaries, Studies in Higher Education, 31:4, 483-495.
Harland, A. (2015) Writing for Publication Workshop, University of Winchester.
Hefce (2016) Publication patterns in Research underpinning impact in REF
2014.
Jessop and Penny (1999) A story behind a story: Developing strategies for
making sense of teacher narratives. International Journal of Social Research
Methodology. 2:3. 213-230.
Richardson, L. (1990) Writing Strategies: reaching diverse audiences. Thousand
Oaks. California. Sage.
Sword, H. (2017) Air & Light & Time & Space: How successful academics write.
Cambridge MA. Harvard University Press.
Sword, H. (2013) Stylish Academic Writing. Cambridge. MA. Harvard University
Press.
Sword, H. (2013) https://www.youtube.com/watch?v=nQsRvAVSVeM
Sword, H. (2009) Writing higher education differently: a manifesto on style,
Studies in Higher Education, 34:3, 319-336.
Editor's Notes
Tansy
TJ
TJ
4. long obedience/discipline in the same direction –