Toward More Successful Class Discussions – Elizabeth Dzabic and John Ragan, Colorado Community Colleges Online. Presented at Desire2Learn Ignite 2013 in Westminster, Colorado
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
This document provides guidance on establishing norms and etiquette for asynchronous and synchronous online communications. It discusses expectations around formatting, professionalism, addressing conflicts, and involving students in establishing guidelines. Example norms are also given around respect, constructiveness, and inclusivity. These include listening actively, focusing on ideas rather than people, building on others' comments, allowing all voices, and maintaining confidentiality. The document aims to help instructors facilitate respectful and productive online discussions.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
This document provides guidance on structuring online discussion boards to maximize participation and ensure learning objectives are met. It recommends identifying clear learning objectives and giving students specific tasks like posting unique initial responses and replying to classmates' posts in particular ways. For example, having students find real-world examples of a topic and analyze what category it fits in. It also suggests using multiple prompts, smaller groups, and calibrated deadlines to guide meaningful dialogue. The goal is engaging students in applying concepts, not just replying sequentially, through structured discussions aligned to intended learning outcomes.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
This document discusses the importance of questioning techniques in the classroom. It notes that questioning accounts for up to a third of teaching time and is key for assessing, challenging, and developing student understanding. The document then provides examples of effective questioning techniques teachers can use, such as directed questioning, encouraging student independence, and using questioning as a plenary activity. Teachers are tasked with applying one of these techniques to their own classroom.
The document discusses various questioning techniques for trainers, including different types of questions and ways to handle answers. It provides guidance on responding to correct, incorrect, and partially correct answers, as well as how to handle when a student does not provide an answer. The document also discusses allowing appropriate wait time after asking questions to improve the quality of student responses. Prolonging wait time encourages more thoughtful answers rather than just quick responses.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
This document provides guidance on establishing norms and etiquette for asynchronous and synchronous online communications. It discusses expectations around formatting, professionalism, addressing conflicts, and involving students in establishing guidelines. Example norms are also given around respect, constructiveness, and inclusivity. These include listening actively, focusing on ideas rather than people, building on others' comments, allowing all voices, and maintaining confidentiality. The document aims to help instructors facilitate respectful and productive online discussions.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
This document provides guidance on structuring online discussion boards to maximize participation and ensure learning objectives are met. It recommends identifying clear learning objectives and giving students specific tasks like posting unique initial responses and replying to classmates' posts in particular ways. For example, having students find real-world examples of a topic and analyze what category it fits in. It also suggests using multiple prompts, smaller groups, and calibrated deadlines to guide meaningful dialogue. The goal is engaging students in applying concepts, not just replying sequentially, through structured discussions aligned to intended learning outcomes.
The document discusses different types of questions used in teaching including teaching questions which make learners think using prior knowledge, and testing questions which assess previously learned information. It also outlines techniques for asking questions such as directly, overhead, referral, and reversal, as well as how to respond when answers are incorrect, partially correct, or not answered at all.
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
This document provides guidance on best practices for designing multiple choice test questions. It discusses determining if a multiple choice test is appropriate based on learning objectives, aligning questions with what is taught and practiced, and revising questions to avoid issues related to wording and construction. Key recommendations include identifying the specific skill each question tests; when the skill was taught; and whether question wording could interfere with determining the correct answer based solely on subject knowledge. The document aims to help ensure assessment questions accurately measure the intended learning objectives.
This document discusses effective questioning techniques for teachers. It outlines objectives of developing teachers' self-awareness of their questioning, identifying features of good questioning, and enhancing planning and professional development related to questioning. It describes different types of questions and their purposes. It emphasizes that questioning is important for student learning and progress, and explores strategies for making effective use of questioning in the classroom.
This document summarizes key principles from Chapters 5 and 6 of Teach Like a Champion for establishing strong classroom structure and maintaining high behavioral expectations. It discusses the five principles of classroom culture: discipline, management, control, influence, and engagement. It also covers specific classroom management techniques like entry routines, "Do Now" activities, tight transitions, binder control, "SLANT", "On Your Mark", seat signals, props, 100% compliance, "What to Do" directions, using a strong voice, "Do It Again", sweating the details, setting expectations at the classroom threshold, avoiding warnings, and more. The overall focus is on maximizing instructional time through intentional routines and clear behavioral expectations.
This presentation was created to guide Licensure Exam for Teachers examinees. Tips on how to prepare for the test, PRC application processing, sample previous actual board exam questions and high impacts topics in the LET are provided.
Disclaimer: Statistical figures of board performance and topnotchers are hypothetical. Photos included in this presentation were taken from the internet and are not personally owned by the author.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
This document discusses questioning techniques that can support critical thinking. It notes that questioning is a common teaching method, but that teachers often ask lower-level questions more frequently of students perceived as less capable. The types of questions asked make a difference in student achievement. Using a balance of higher- and lower-order questions is effective, as is encouraging students to generate their own questions and have accountability for answering questions. The document also categorizes questions and discusses the importance of wait time between questions and answers.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Lessons From a Basement Studio REDUCED SIZE FOR LINKEDINBarbara Oakley
This document provides an overview of topics to be covered by Barbara Oakley, a Professor of Engineering at Oakland University, and Terrence Sejnowski, a Professor at the Salk Institute and University of California, San Diego. The topics include how advances in online education affect face-to-face classes, how to make simple and advanced online materials, and how to use insights from online classes to improve teaching both online and in-person. The document outlines tips and strategies for effective online teaching including using visuals, humor, movement, and quizzes.
The document discusses various approaches to student assessment, including periodic achievement tests, portfolio assessment, end-of-course tests, and external examinations. Periodic achievement tests track student progress and provide feedback in a low-stress manner. Portfolio assessment allows students to work at their own pace and receive periodic feedback. End-of-course tests should test covered material and include different question types and marking criteria. External exams provide clear targets but may not suit all purposes or prioritize the most important areas.
This document discusses effective questioning strategies for teachers. It begins by stating that questioning is a key part of the teaching and learning process. It then discusses that teachers can improve their questioning by focusing on question types and strategies. The document separates questions into lower-order and higher-order types. It provides examples of both. Finally, it offers quick strategies teachers can use to improve their questioning, such as increasing wait time, eliminating hands up, think-pair-share, and using mini whiteboards for responses.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
Integrating teamwork and active learning into the classroomBarbara Oakley
This document discusses the benefits of active and collaborative learning approaches compared to traditional lecture-based approaches. It provides examples of techniques instructors can use to incorporate active learning in their classroom, such as think-pair-share activities, team-based problem solving, and forming student teams to work on projects. Research findings show students taught with these active learning methods achieve higher grades, learn at a deeper level, and are less likely to drop out of their programs. The document also addresses challenges like implementing these techniques in large classes and dealing with underperforming student teams.
This document provides a challenge toolkit with 50 ways to intellectually challenge students across the curriculum. It includes ideas like presenting students with insoluble problems, ethical dilemmas, random words to connect, having students analyze poetry or news articles, and tasks involving perspective taking, analogies, ambiguity and more. The goal is to provide engaging extension activities that can be easily integrated into existing lesson plans.
Google permite realizar búsquedas simples y avanzadas de información en la web, imágenes, videos y libros. Ofrece herramientas como operadores booleanos y filtros que permiten acotar los resultados. También incluye versiones especializadas como Google Académico y Tiempo Real para buscar contenidos actualizados.
The document discusses different types of questions used in teaching including teaching questions which make learners think using prior knowledge, and testing questions which assess previously learned information. It also outlines techniques for asking questions such as directly, overhead, referral, and reversal, as well as how to respond when answers are incorrect, partially correct, or not answered at all.
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
This document provides guidance on best practices for designing multiple choice test questions. It discusses determining if a multiple choice test is appropriate based on learning objectives, aligning questions with what is taught and practiced, and revising questions to avoid issues related to wording and construction. Key recommendations include identifying the specific skill each question tests; when the skill was taught; and whether question wording could interfere with determining the correct answer based solely on subject knowledge. The document aims to help ensure assessment questions accurately measure the intended learning objectives.
This document discusses effective questioning techniques for teachers. It outlines objectives of developing teachers' self-awareness of their questioning, identifying features of good questioning, and enhancing planning and professional development related to questioning. It describes different types of questions and their purposes. It emphasizes that questioning is important for student learning and progress, and explores strategies for making effective use of questioning in the classroom.
This document summarizes key principles from Chapters 5 and 6 of Teach Like a Champion for establishing strong classroom structure and maintaining high behavioral expectations. It discusses the five principles of classroom culture: discipline, management, control, influence, and engagement. It also covers specific classroom management techniques like entry routines, "Do Now" activities, tight transitions, binder control, "SLANT", "On Your Mark", seat signals, props, 100% compliance, "What to Do" directions, using a strong voice, "Do It Again", sweating the details, setting expectations at the classroom threshold, avoiding warnings, and more. The overall focus is on maximizing instructional time through intentional routines and clear behavioral expectations.
This presentation was created to guide Licensure Exam for Teachers examinees. Tips on how to prepare for the test, PRC application processing, sample previous actual board exam questions and high impacts topics in the LET are provided.
Disclaimer: Statistical figures of board performance and topnotchers are hypothetical. Photos included in this presentation were taken from the internet and are not personally owned by the author.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
This document discusses questioning techniques that can support critical thinking. It notes that questioning is a common teaching method, but that teachers often ask lower-level questions more frequently of students perceived as less capable. The types of questions asked make a difference in student achievement. Using a balance of higher- and lower-order questions is effective, as is encouraging students to generate their own questions and have accountability for answering questions. The document also categorizes questions and discusses the importance of wait time between questions and answers.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
This is the user-friendly version of my powerpoint presentation "How'd You Do That? Tips and tricks that might account for my 95% retention rate". Thanks again to everyone who made the session so much fun! Good luck and Take Care!
Suppose, hypothetically, that you suddenly have to teach from home for several weeks. Or rather, several students are suddenly quarantined at home and cannot attend class. It's relatively easy to make the shift to remote teaching if you know a few tips and best practices. In fact, you might even find that teaching remotely has some pedagogies that are near impossible to adopt in a F2F classroom. Our CEO, Maria Andersen, has been using remote teaching and synchronous online teaching for a decade, and will share some tips and best practices for making your remote classes run smoothly.
Lessons From a Basement Studio REDUCED SIZE FOR LINKEDINBarbara Oakley
This document provides an overview of topics to be covered by Barbara Oakley, a Professor of Engineering at Oakland University, and Terrence Sejnowski, a Professor at the Salk Institute and University of California, San Diego. The topics include how advances in online education affect face-to-face classes, how to make simple and advanced online materials, and how to use insights from online classes to improve teaching both online and in-person. The document outlines tips and strategies for effective online teaching including using visuals, humor, movement, and quizzes.
The document discusses various approaches to student assessment, including periodic achievement tests, portfolio assessment, end-of-course tests, and external examinations. Periodic achievement tests track student progress and provide feedback in a low-stress manner. Portfolio assessment allows students to work at their own pace and receive periodic feedback. End-of-course tests should test covered material and include different question types and marking criteria. External exams provide clear targets but may not suit all purposes or prioritize the most important areas.
This document discusses effective questioning strategies for teachers. It begins by stating that questioning is a key part of the teaching and learning process. It then discusses that teachers can improve their questioning by focusing on question types and strategies. The document separates questions into lower-order and higher-order types. It provides examples of both. Finally, it offers quick strategies teachers can use to improve their questioning, such as increasing wait time, eliminating hands up, think-pair-share, and using mini whiteboards for responses.
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
Integrating teamwork and active learning into the classroomBarbara Oakley
This document discusses the benefits of active and collaborative learning approaches compared to traditional lecture-based approaches. It provides examples of techniques instructors can use to incorporate active learning in their classroom, such as think-pair-share activities, team-based problem solving, and forming student teams to work on projects. Research findings show students taught with these active learning methods achieve higher grades, learn at a deeper level, and are less likely to drop out of their programs. The document also addresses challenges like implementing these techniques in large classes and dealing with underperforming student teams.
This document provides a challenge toolkit with 50 ways to intellectually challenge students across the curriculum. It includes ideas like presenting students with insoluble problems, ethical dilemmas, random words to connect, having students analyze poetry or news articles, and tasks involving perspective taking, analogies, ambiguity and more. The goal is to provide engaging extension activities that can be easily integrated into existing lesson plans.
Google permite realizar búsquedas simples y avanzadas de información en la web, imágenes, videos y libros. Ofrece herramientas como operadores booleanos y filtros que permiten acotar los resultados. También incluye versiones especializadas como Google Académico y Tiempo Real para buscar contenidos actualizados.
El documento presenta análisis técnicos de varias acciones españolas y europeas realizados por Oscar Germade, analista técnico de Cortal Consors. Para cada acción se especifican los niveles de entrada, stop, y objetivos 1 y 2, así como las líneas de soporte y resistencia pivot. El objetivo es identificar oportunidades de inversión a corto plazo basadas en el análisis técnico de los precios de las acciones.
Este documento habla sobre la privacidad en línea y los riesgos de las redes sociales. Explica qué son las redes sociales y algunos ejemplos como Facebook y Twitter. Advierte que aunque las redes sociales no cobran dinero, sí existen costos de privacidad cuando se comparten fotos, videos e información personal con desconocidos. Esto puede exponer a las personas, especialmente niños y adolescentes, a delincuentes sexuales u otros peligros. El documento termina dando consejos para que los padres eduquen e involucren a
32 Ways a Digital Marketing Consultant Can Help Grow Your BusinessBarry Feldman
How can a digital marketing consultant help your business? In this resource we'll count the ways. 24 additional marketing resources are bundled for free.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
Squeezing assessment and stretching learningTansy Jessop
1. The document discusses challenges related to assessment and feedback that are highlighted by TESTA (Thinking about Enhancing Student Testing and Assessment). It summarizes three main problems: things going awry without understanding why, curriculum design challenges, and challenges with academic reading and writing.
2. Evidence and strategies are presented for addressing issues like an over-reliance on summative assessment, disconnected feedback, and student confusion about goals and standards. Case studies of successful formative assessment practices are described.
3. Moving from a transmission model of education to a more social constructivist model is advocated, along with the idea of "learning-oriented summative" assessment. References are provided for further reading.
This document provides guidance for faculty on setting up, participating in, and grading discussion threads in online courses. It discusses elements of high-quality faculty posts, applying Bloom's Taxonomy to threads, requirements for student participation and grading rubrics, and tips for providing feedback to students in the gradebook. Faculty are encouraged to plan threads around the learning objectives and course materials and to engage students through questioning while maintaining a positive learning environment.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
This document provides guidance on writing effective multiple choice questions (MCQs) for assessment. It discusses the benefits of MCQs, such as wide topic coverage and fast feedback, as well as disadvantages like guessing and lower-order thinking. Tips are provided for writing high-quality question stems and plausible distractors that avoid clues. The document emphasizes shifting focus from recall to application and using novel contexts to make questions less "googleable." Strategies are presented for engaging students with formative assessment through varied feedback, social learning, and emphasis on intrinsic motivation.
The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
Do’s and don’t’s for assessing online discussionsrelaura
The document provides guidance on assessing online discussions. It notes that asynchronous online discussions allow students to engage with course material at their own pace. When assessing discussions, tutors should plan how often exchanges will occur, whether responses will be at the individual or group level, and whether they will only comment on student posts or answer questions as well. Tutors must also decide on grading approaches such as providing holistic grades, grading individual modules, or using pass/fail grading with clearly established criteria. Fairness is important when assessing discussions, as it can be difficult to grade equitably and see beyond the quality of ideas to student engagement and learning.
This document discusses ways for instructors to gain feedback from students on their teaching and how students are learning before the semester ends. It notes that traditional end-of-semester feedback comes too late to make changes. The document recommends getting early feedback through exit slips, encouraging students to visit office hours, doing a midterm evaluation, and mixing up activities. Regularly previewing and reviewing material can help synchronize the instructor's and students' perspectives.
“Do you understand this concept? Does anyone have any questions?” Have you ever asked your class questions like these, received a room full of shy smiles or nods, and moved on only for it to become very obvious that a number of the students had not grasped the basics and further explanation?
While getting your students to pay attention can be a challenge, ensuring they have understood key concepts can be even more difficult. Listening does not equate with understanding, and as teachers, the sooner we can get a real feel for their actual level of understanding, the more we can help them succeed as students.
In these slides, Kimi Anderson will share some simple but effective strategies that teachers can implement to better gauge students’ level of understanding in the classroom. She will share some practical tips using various technology platforms and some useful approaches to group activities.
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
The document provides tips and guidelines for various types of assignments in an online course, including class participation, discussion boards, group activities, journal entries, writing assignments, exams, and project-based learning. For each assignment type, 3-4 tips are given to help students succeed, such as demonstrating preparation, contributing meaningful insights, posting consistently, respecting others, and communicating effectively. Project-based learning is defined as involving students investigating real-world problems over an extended period through exploring, experimenting, and presenting solutions.
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.
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.
BA 606 Team ManagementHybrid CourseInstructor InformationN.docxwilcockiris
BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
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Toward more successful class discussions
1. Colorado D2L Ignite 2013
Facilitators: Liz Dzabic & John Ragan
Quality Assurance at CCCOnline
(Colorado Community College System)
2. Overview
• Introduction: Quality Assurance at CCCOnline
• Difficulties inherent in online class discussions
(observations)
• Some problems students could be having
(explaining the previous . . . )
• Advice to solve these problems
• Our Threaded Discussion Rubric and how it
encourages quality discussion (with examples)
• Audience input!
3. “CCCOnline works as an online conduit, providing the service of delivering
courses from [our] 13 land colleges . . .” --CCCOnline.org
4. CCCOnline
• We are totally online (all TPD, QA online also)
• Current stats for fall:
– 350 instructors
– 260 courses
– 827 sections
5. Quality Assurance process
• QA team evaluates discussions within courses
– Everyone gets an evaluation once a year: eclassroom observation
• 100-200 courses reviewed per term, on average
– Any “Needs Improvement” mark means another
review the following semester
– Same rubric for all classes
– Reports released directly to Program Chairs, and
then to instructors
6. Goals of the QA program
• We recognize student interaction/engagement
is critical for student retention, involvement,
success, overall experience in online course
– Encourage excellence in online classrooms
– Foster consistency across courses
– Provide documentation for Chairs & Associate
Deans to advise instructors
– Assure quality for member colleges
(they transcript courses)
7. Common difficulties inherent in class
discussions (observations)
• Students don’t participate, or don’t
participate until the last minute (too little, too
late for meaningful contribution to
conversation)
9. Common difficulties inherent in class
discussions (observations)
• Students veer off on the wrong track or do not
follow directions
10. Some problems students could be
having (explaining the previous . . . )
• Students don’t understand the
expectations/guidelines
• Students are hindered by the technical
aspects of the course
11. Some problems students could be
having, cont.
• Students are shy or insecure about posting
• Students are intimidated or discouraged by
dominating student or others’ poor etiquette
12. Some problems students could be
having, cont.
• Students are overwhelmed/inhibited by
timing and deadlines in course
13. Solving these problems
• Students don’t understand the
expectations/guidelines:
– good course design, including deadlines in multiple
places and clear directions within each separate
topic
– dedicated Q&A board
– orientation to include
discussion processes
14. Solving these problems
• Students are hindered by the technical
aspects of the course:
– Help Desk access
– timely responses to student emails/posts
– FAQ section
– links to orientation/modules with directions
15. Solving these problems
• Students are shy or insecure about posting:
– provide Introduction topic and respond to each
student (i.e. welcome them all)
– set encouraging tone in own posts
16. Solving these problems
• Students are intimidated or discouraged by
dominating student or others’ poor
etiquette:
– make etiquette expectations clear, perhaps with
Do’s and Don’ts
– moderate closely, re-directing as needed
17. Solving these problems
• Students are overwhelmed/inhibited by
timing and deadlines in course:
– assign deadlines for initial and follow-up posts
– make clear from the outset how many
hours/week class will consume
18. Our Threaded Discussion Rubric and
how it encourages quality discussion
• Presence/Timeliness: Instructor regularly
posts 4-5 (or 3) days each week; instructor
(usually) responds to student posts within 48
hours.
– Good or Best:
• Post something (does not have to be a direct response
to a student) to the open discussion(s) at least 3
separate days during a week
• Respond to students as appropriate, but when posts
call for a response, post within 48 hours
19. Our Threaded Discussion Rubric and
how it encourages quality discussion
• Interaction Quality: Instructor regularly
interacts with all students in a class, both on
an individual and group basis. (umbrella
category)
– Good or Best:
• Respond to groups of students as appropriate
(students give you the cue)
• Respond to students by acknowledging, adding
information as appropriate, and re-engaging by
challenging them with additional questions
20. Interaction Quality example
Ramon--sounds like you have a good handle on the basic
distinctions between physicalism/materialism and
dualism. However, I wondered why specifically you
find fault with physicalism? Part of the reason that I
ask this is that it is probably the most
popular/dominant tradition in contemporary
philosophy. A good many philosophers are physicalists.
With respect to Strong AI, why do you believe that
reasoning is not possible in computers? Does Searle's
Chinese room argument express what a computer
might lack?
What do others think of the Chinese room argument?
21. Another Interaction Quality example
Kristin, Haley and Bethany,
What outstanding and creative work you have shared for
this Unit. Your stories are lively, engaging and full of the
passion that befits Medieval folk on a pilgrimage. Well
done!
Haley, your descriptions of the Cathedral at Chartres are
enlightening. Here are two different virtual tours of
Chartres:
http://www.ithaca.edu/chartres/explore/explore_new.
html and http://gallery.sjsu.edu/chartres/tour.html.
The cathedral is well known for many outstanding
examples of stained glass and architectural elements.
22. Our Threaded Discussion Rubric and
how it encourages quality discussion
• Acknowledgement: Instructor posts regularly
acknowledge students' understanding of
content.
– Good or Best:
– Remember to pat students on the back (as appropriate) or
correct/refer them elsewhere if understanding is lacking.
23.
24. Our Threaded Discussion Rubric and
how it encourages quality discussion
• Additional Posts: Instructor posts regularly
add additional information and direct or
redirect the discussion or appropriately close
it.
– Good or Best:
• As appropriate, add information (can be in many
forms) and keep reins of the discussion: direct it
25. Acknowledgement & Add’l Posts
example
Hi, Janice and Kristi,
Thanks for your collaboration on this problem. It's different from those that have been solved
previously.
Kristi, you were on the right track but that simple arithmetic error threw your answer off. It happens to
the best of us, but when your answer doesn't seem reasonable or it doesn't check with the wording
of the original problem, then it's time to hunt that error down. I made comments in your solution
below. Please check them out. Recommendations:
1) Always get us off to a good start by restating the original problem and its directions.
2) Please, please, please label your steps as Step 1, Step 2, Step 3, etc. That enables your reviewers to
refer to specific steps of your solution if need be.
3) Check your answers with the original wording of the problem. That may have helped you find your
error.
Janice, thank you for your timely response. You put a GREAT DEAL OF WORK into your reply. Thank
you! You arrived at the correct answers by correcting the error found in Kristi's solution. I
appreciate you taking your role as poster very seriously.
Nice teamwork, you two. Good luck in wrapping up Unit D and the Vocab Quiz if you haven't done so
already. Keep up your good work within this fast-paced course.
Prof . Y
26. Our Threaded Discussion Rubric and
how it encourages quality discussion
• Engagement/Re-engagement: Instructor posts
regularly re-engage individual learners as well
as the entire class through the use of
additional questions at the same or higher
level.
– Good or Best:
• Ask questions about what students post.
• These can be judiciously placed throughout discussion.
27. Engagement/Re-engagement example
In each of the discussions that were reviewed, she posted several
questions which were directed to the whole class, as well as
questions for individual students. An example of each is shown
below, and one of the examples is a good reminder that questions to
the class do not need to be lengthy.
Hello Crystal,
I am sorry that what sparked your interest was a sick friend. An
interesting pathogen, though.
Can you tell us about the role that fungus plays in its environment?
-Dr. X
Hello Class,
Samantha has a great question. Who can address this?
-Dr. X
28. Your turn . . .
• What discussion methods do you use at your
college?
29. Credits
• MorgueFile, Wikimedia Commons, CCCS.edu
(photos)
• Threaded Discussion Rubric at
http://ccconline.org/Instructor_Resources/Instructor_Handbo
ok/Discussion_Evaluation
• Debbie Morrison, 10/8/13, “Ten Reasons Students Don’t
Participate in Discussion and How to Remedy Each,” Online
Learning Insights blog