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Starting with end in mind updated
- 1. Show, Don’t TellStartingwith the End in Mindwith@MariaKecklerMariaKeckler.com
- 2. AgendaThe Why: Startwith the Endin Mind The What: Vision, Theory, and PracticeThe How:Tools, Strategyand Heart
- 3. Are we hittingthe target or… drawing one around the arrow?
- 4. “Not many ofyou should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly.”James 3:1
- 5. Starting with theEnd in MindKnow my audience Understand their core valuesRespect their cultureSpeak their languageShow, don’t tell
- 6. The WhyStart withthe End in Mind
- 7. “Stop growing today,and you stop teaching tomorrow.”
- 8. Teaching Best-Practices:My motto:“Show, Don’t Tell.” Everything is part of the lessonSet the bar highbusy work not allowed, but evidence of understanding Required
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- 10. My Teaching ChallengesHowdo I reach students who won’t participate in class discussion?How to inspire creativity in group assignments?How do I help students prioritize learning? How do I keep students from cell phones in class?How to get students to ask questions?How do I stimulate curiosity & learning ?
- 11. “From the timehe was a kid, Steve thought his products could change the world.”
- 13. How are youselling your “product?”The Holocaust
- 14. The Holocaust (1941-45)Ofthe 60 million World War II deaths, 11 million people died in German death camps including 3.5 million Russians, and 6 million Jews (2/3rds of all European Jews)The word Holocaust was given to the killing of the 6 million Jews because it was a war of extermination designed to wipe out an entire group of people.Hitler’s “Final Solution”Systematic genocide
- 15. Holocaust ChronologyJan 30,1933 - Adolf Hitler is appointed Chancellor of Germany a nation with a Jewish population of 566,000. March 22, 1933 - Nazis open Dachau concentration camp near Munich, to be followed by Buchenwald near Weimar in central Germany, Sachsenhausen near Berlin in northern Germany, and Ravensbrück for women.April 1, 1933 - Nazis stage boycott of Jewish shops and businesses. April 11, 1933 - Nazis issue a decree defining a non-Aryan as "anyone descended from non-Aryan, especially Jewish, parents or grandparents. One parent or grandparent classifies the descendant as non-Aryan...especially if one parent or grandparent was of the Jewish faith."
- 16. Nuremberg Race Lawsof 1935 Deprived German Jews of their rights of citizenship, giving them the status of "subjects" in Hitler's Reich. The laws also made it forbidden for Jews to marry or have sexual relations with Aryans. The Nuremberg Laws had the unexpected result of causing confusion and heated debate over who was a "full Jew." The Nazis settled on defining a "full Jew" as a person with three Jewish grandparents. Those with less were designated as Mischlinge.After the Nuremberg Laws of 1935, a dozen supplemental Nazi decrees were issued that eventually outlawed the Jews completely, depriving them of their rights as human beings.
- 17. After two weeks,we remember…PassiveActive
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- 21. It’s not aboutthe Technology…
- 23. The WhatA ThreeProng Approach
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- 26. The HowPutting itall together Build yourself a why-what-how capsule
- 27. How can Ihelp students apply assignment feedback more efficiently?Electronic Grading with Bb AssignmentsUse /provide Tutorial
- 28. Will compare Draft 1 & 2 Improvement
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Editor's Notes
- #3 Everyone is talking about reaching the digital native but have we forgotten about the digital immigrant?
- #4 Let’s set the stage with this story: Long time ago, a master archer began to search the land for an archer of even greater talent so that he might study, learn, and improve his craft. After many months of walking through forests, meadows, and towns, he came upon a tree with an arrow in the exact middle of a painted target drawn on the tree. He became curious as he walked on and saw another tree with a perfectly centered bull’s-eye. Soon, he saw more and more trees that displayed straight arrows perfectly centered within the round targets. Perfect bull’s-eyes peppered the forest. Suddenly, he entered a clearing and looked up and saw a barn with row after row after row of perfect bull’s-eyes. He knew he had found his mentor and began asking everyone he saw on the road, “Whose barn is it that displays so many perfectly centered arrows?” When he found the owner, the archer saw that he was a simple man, slow of speech, and seemingly awkward in his movements. Unperturbed, he asked the man to share his secrets. “How do you do it?” he asked.The man explained. “Anyone can. After I shoot the arrow, I take some paint and draw a target around the arrow. Here’s the question before us: As teachers (ministry or academic), are we hitting the target? Or are we drawing one around the arrow? As you move through the reading, lessons, and activities in this course, you will begin to understand that “teaching” means that learning and transformation are taking place. And if no one is learning, are we teaching? Higher education and ministry is ailed with brilliant minds and passionate teachers. Yet many of them have never taken a class on how to teach and engage the new generation of learners… This results in stale teaching… and frustrated teachers.
- #5 If we are going to engage learners and transform lives, we need to be teachable about the art and craft of “teaching.” And we need to remember James’ warning the high calling of the teacher… I believe this warning is not meant to deter us from our calling and desire to teach. I believe it’s meant as a reminder that we can’t take our ministry lightly.
- #7 …If we don’t buy into the “Why” there's no point going beyond this point.
- #9 During teacher training, I hope to model the four basic teaching best practices:“Show, Don’t Tell” is my personal teaching motto. It comes from my background as a writer and a writing instructor. You may remember your Freshman Comp teacher telling you that “Showing” is more powerful than “Telling”… as in, “Don’t tell me the meadow is beautiful… Show me with vivid and descriptive language that evokes all my senses. When I teach I try to engage you with a variety of stories, multimedia resources, and real life examples that will help you experience the concepts that are important in this class. Every word, every slide, every activity, every video is intended for a purpose. Everything is meant to challenge you assumptions, and push students to think and reflect. Even the frustrations that they may experience are part of the lesson. But we, teachers, need to make that explicit from day one.Students will often aim to meet your expectations. If you set the bar low from the beginning, they will meet you there. As a teacher, I tell students that I show up to the class with the assumption that they have done the reading, which they will have to demonstrate during discussions. For that reason, I try not bore them with a lecture that simply restates what’s in the text books. Instead, the lectures are meant to augment that information and fill in gaps in creative ways.I abhor busy work and therefore refuse to subject my students to it. Determine what is the learning you want to meet. In some classes, rote memorization has no intrinsic value, so design activities that show case true comprehension and learning. For example, if objective quizzes have no value to show critical thinking (and that’s one of the course’s learning objectives) tell students how you will be evaluating their learning process (i.e., insightful references to the content in the class, their ability to take broad knowledge and apply it to their own situation, etc.) Let’s begin!
- #12 Example #1: Someone hitting the targetAlthough this book is written for the business sector, shouldn’t we, teachers, especially those charged with the task of teaching God’s Word, aim to be “Insanely Great in front of an Audience?” Steve Jobs is Apple’s evangelist and has mastered the art of communicating his message with incredible simplicity… captivating the attention of his target audience…
- #13 Think about how Jobs has successfully become the Mac evangelist…He has mastered the art of “Less is More”It is said that he has “Develop a Messianic Sense of Purpose:” “We’re here to put a dent in the universe.”Do we see our classes in this same way?Tip: whereas K-12 teachers spend years learning how to teach, higher education professors seldom take one single class to teach them to be effective teachers…
- #14 Example #2 (A passionate teacher missing the target)THE HOLOCAUST ON BULLET POINTSA boring presentation will never engage studentsSomething to think about: If the only emotion students experience during this lessons is “boredom,” the teacher has failed…Do we want to be teachers that inspire learning and curiosity and inquiry?Or do we want to merely “present” information…Why does James warn, “Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly.” (3:1)?
- #15 Is this engaging?
- #16 The actual lesson had 48 slides just like these
- #17 Teacher or Presenter….
- #18 Faculty development constantly remind us about the needs of learners today…Research shows us how we learnWe then bring the tools and strategies to equip educators…
- #22 It’s not the technology we should focus on…Technology Tools come and goWe should focus on…The peopleThe objectives…
- #23 Is about building trust…With the students…With the teachers…With our constituents…
- #29 Seth Godin’s book, The Dip , talks about the importance of knowing when to “quit” and when to “stick”…Every new project or job or hobby starts out exciting and fun. Then in gets harder and less fun until it hits a low point: really hard, and not much fun at all.Then you find yourself asking if the goal is even worth the hassle. If the project is not moving forward, maybe you re in a DIP—a temporary setback that you will overcome if you keep pushing.Tip: building a culture of excellence is never a cul-de-sac… we need to have the perseverance and patience to make it through the Dip… through collaboration… creativity… perseverance… patience…