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IGNIS 2015 - Position Stands- Janet Hinson
- 1. Student-Centered, Dialogue-Based Synthesis: Position Stands Janet Hinson,MS, CHES Supporting Autonomy with
- 2. Rapid Response What does “Position Stand” mean to you? • Type your response into the chat.
- 3. Position Stand “Definition” Applying knowledge to synthesize a point of view: • Grounded • Relevant
- 6. The Process 1. Read Twitter Feed https://twitter.com/health_teach 2. Collaborate – Research, Prepare outlines, Post 3 points (each) 3. Vote 4. Subsequent Discussion – Implications if vote were “status quo” 5. Rotate Tasks
- 7. Read the Twitter Feed Link for Twitter: https://twitter.com/health_teach/status/505096320114110464 http://www.stonehearthnewsletters.com/breastfeeding-can- lower-depression-risk/depression-pregnancy/
- 8. Take a Position • Assigned or Self-Selected • Separate out a Voting Group • Course (HEA 150- Health & Human Sexuality) content: – Greenberg, Bruess, and Oswalt (2014). Chapter 8 Conception, Pregnancy, and Birth. In Exploring the Dimensions of Human Sexuality (pp. 256-257). Burlington, MA: Jones & Bartlett.
- 9. Post a Stand • Identify Position – Team A: Pro vs. Team B: Con • Post your Outline – Point, Cite, Explain
- 10. Discussion Forum • Voters have the floor • Group discussion follows • Culmination – Closing Statement - Synthesis
- 11. Skills Gained • Research • Collaboration • Communication • Writing • Critical Thinking • Application • Synthesis
- 12. Let’s try it! 1. Read the Twitter Feed (3 minutes) ― Click on the link posted in chat window 2. Divide into Breakout Rooms to Collaborate ― Room 1: Team A - Pro ― Room 2: Team B - Con 3. Discuss & Write 8-10 Position Statements (10 minutes) ― Type the statements into your group’s Google doc ― Breakout room moderator will provide the link 4. Return to Main Room & Review Group Docs (5 minutes) 5. Vote (3 minutes) ― Use the polling tool in Collaborate to cast your vote 6. Discuss (5-10 minutes)
- 13. Watching the Recording? What should you do during the breakout session time? 1. Read the Twitter Feed ― Click on the link in the chat. 2. Assign yourself to a position: Pro or Con 3. Contribute to one of the statement documents ― Pro: http://goo.gl/zTUsDM ― Con: http://goo.gl/ILMhM3 4. Fast forward about 10 minutes to the voting portion of the webinar
- 14. Let’s Vote! What say you? • Use the polling tool to select your answer. a. Breastfeeding is best. b. Breastfeeding not best. Reminder: In an actual classroom there would be a designated “voters” group.
- 15. “How To” Review 1. Identify learning material ― Relate course objectives ― Lend to expanded depth & scope 2. Create roles for students ― Pro, Con, Voter 3. Assign “Positions” ― Group Collaboration ― Individual Contributions 4. Culminate with a Vote 5. Class Discussion ― Relate vote to implications/status quo ― Wrap up Discussion ― Closing Statement from each student 6. Rotate Tasks
- 16. Questions? Janet Hinson, MS, CHES My mission as a health educator is to innovate learning by creating student-centered experiences relevant to health behavior, achievement, and ultimately- citizenship.
Editor's Notes
- Ask the audience Chat window Alissa & Jen monitor & highlight responses THEN I explain what Position Stand means to ME: Applying knowledge to synthesize a point of view Grounded in substance (valid/reliable sources) Intended to incite a relevant experience between content and the learner: If you have to take a position, you have to back it up If you have to “back yourself up” you are being pushed beyond “read & recite facts”- Learning “gets real “
- Applying knowledge to synthesize a point of view Grounded in substance (valid/reliable sources) Intended to incite a relevant experience between content and the learner While not FEEDING the student: Forcing the learner to engage with the material on an up close & personal level: If you have to take a position, you have to back it up If you have to “back yourself up” you are being pushed beyond “ the content of the book, beyond “read & recite”- Learning “gets real “
- My mission as a health educator is to innovate learning by creating student-centered experiences relevant to health behavior, achievement, and ultimately- citizenship As a health educator- Supporting autonomy is a major element in contemporary health promotion AND essential for successful online learning self regulation/autonomy are key elements in developing and sustaining healthy behavior choices These skills are critical in the online classroom because we are relying on students to log in and “attend” class- It CAN be a cold/distant experience for the learner off at home (or wherever) I wanted to do something different to bring students “together” centered on the course objectives So I decided to create an innovative way to use the online platform to enhance both the learning experience and support autonomy at the same time: I wanted to create an environment where students collaborate & direct learning Where students go beyond what they read in the book and maximize online learning potential: there’s more out there! A main component of this is to develop comfort sourcing valid/reliable information online At the same time, I wanted to make learning not only personal, but to foster a community that could bridge beyond users’ computer screens I wanted to Encourage *synthesis*: where students can apply what they learn to something relevant and meaningful on a personal and potentially global scale Broaden depth and scope of learning I wanted to accomplish this while developing autonomy and self regulation in the process: I view this as a circular process- I find canvas very circular (in that it easily links back & forth between pages), which made it the perfect platform for this unique approach
- So this is what students see when they enter my classroom for the first time This wiki page links to a page where students can find which group they are assigned to Groups remain constant for the duration of quarter. They collaborate for 3 of the 4 Position Stand Assignments. I will explain about the 4th one in a later slide, hold tight If possible in Collaborate, we will Share Screen & visit my Position Stands Explained Wiki Page in Canvas via “Sharing Desktop” function: I will explain more later, but for now keep in the back of your mind that I grade on a rubric scale based on: following directions (on time, does outline match assigned point of view, use of valid/reliable sources) and strength of argument, this will be explained more later
- In case you didn’t quite understand that, this is the process simplified I will review this information on a Handout Slide at the end Bare with me as I walk you through each step of the process!
- We will come back to this as an activity after finishing the slides For now, I want to explain the process. Students are directed to Twitter to find a contemporary article to read, reflect on, and then apply –along with content from the textbook- to the Position Stand experience I change articles when something new in the news aligns with course material Today we will be referring to an August 28 link about breastfeeding
- The reality is there is “gray area”& overlap in most issues I assign students to a group: PRO, CON, or VOTER They are nudged out of comfort zones and “forced” to find valid/reliable information that justifies another perspective, one they may or may not agree with. This forces critical thinking: stats can be used to demonstrate almost anything, but does that change our values, beliefs? When students are permitted to choose a side, they have the freedom to “unleash” according to their personal value system. In my class they do both. Both require critical thinking TODAY Alissa & Jen will divide the audience into groups: Pro and Con In reality in my class, Assigned Voters weigh the strength of opposing points as they decide on which position to endorse in the voting phase (which comes next) Note: on a Self-Select Position Stand Assignment, there is no voting team. The “win” goes to the position that accrues the most students’ support in that case So in my class they do a total of 4 Position Stand Assignments: 3 Assigned with voting groups 1 Self-Select without a voting group Each student experiences each role: Pro, Con, Voter, and Self -Select
- Moved to slide 12 Jen & Alissa moderate each team- I visit each Samples if needed: 3 examples for Pro: breastfeeding is best. Breastfeeding is the biological norm. Breastfeeding contributes to emotional health Breast milk prevents diseases 3 examples for CON: Breastfeeding is not best:: 1. Medical intervention keeps babies alive 2. Formula quality is so high in the US that babies' dietary needs are met 3. Avoiding breast milk may prevent disease transmission (such as HIV)- yes, notice at first glance this is nearly the same argument as the Pro's, which is an important thing- it's when critical thinking is called into play, students have to weigh/measure... Go to IGNIS Sample Position Stand Wiki Page Students are each required to source 2 separate valid/reliable web sources (.gov, .edu) plus content in the textbook To cast a wide net that covers nuances of the topic It is assumed that they spend a fair amount of time preparing with their collaborative groups by communicating with one another and researching in both the textbook and online
- VOTING follows the posting of Position Stands (Go to IGNIS Discussion Forum: Breastfeeding Wiki Page) NORMALLY Voters have the floor for a certain amount of time Pro & Con groups reflect on votes Today, in our activity, everyone is going to play the role of “Voter” Each person will cast their vote by identifying “I vote PRO: Breastfeeding is best” OR “I vote CON: Breastfeeding is NOT best” With a synthesized statement justifying your vote-: Apply information provided in the Position Stands to Synthesize a statement justifying your vote Following a period of time, voting closes THEN, Group Discussion follows: I ask an open ended question about a theoretical implication of the winning vote: “How could this be enforced in the real world?” Discussions follow various threads & tangents that relate course material into more personal experiences & insights The discussion ends after students each post a CLOSING STATEMENT to synthesize resulting ideas and bid farewell to the topic I will speak about evaluation on the next slide
- As far as Evaluation: The Position Stand Score is based on a Rubric: I am looking for degree of resourcefulness (Sources) And Strength of Argument The Voting grade goes in place of that assignment’s Pro or Con, so it physically is located back in the Position Stand wiki page. As such, the vote is worth as much as posting for either team (30 points) So long as the vote is posted on time and is justified by specific examples (“Joe really had me with _____”), full credit is awarded for that PS Assignment The Discussion that follows is graded from a rubric scale based on: Level of participation as defined by: Quantity (minimum of 10 posts) and quality (depth of contributions) And timeliness (pacing really matters so as to foster the community dialogue: If students do not engage early enough, their ideas do not get the same attention nor time to develop, and further do not move the discussion forward to the many corners that otherwise go unturned
- New Slide Alissa & Jen will divide our audience into groups… We will have a Breakout session for 10 minutes to discuss among groups and post MOCK position stands Jen & Alissa moderate each team- I visit each… Samples if needed: 3 examples for Pro: breastfeeding is best. Breastfeeding is the biological norm. Breastfeeding contributes to emotional health Breast milk prevents diseases 3 examples for CON: Breastfeeding is not best:: 1. Medical intervention keeps babies alive 2. Formula quality is so high in the US that babies' dietary needs are met 3. Avoiding breast milk may prevent disease transmission (such as HIV)- yes, notice at first glance this is nearly the same argument as the Pro's, which is an important thing- it's when critical thinking is called into play, students have to weigh/measure...
- New Slide
- New Slide
- In summary, this is the overall “take home” of how the process looks So NOW we will go BACK to Slides 7-10 and TRY IT! Moved to Slide 12 Alissa & Jen will divide our audience into groups… We will have a Breakout session for 10 minutes to discuss among groups and post MOCK position stands GO BACK TO SLIDE 7…