Category: Pedagogy

Pedagogy, TLT

Pedagogy Pointer: How to write your own PBL problems

Mendi Benigni

Problem-based Learning

“Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.” (University of Illinois Urbana-Champaign)  If you’re not familiar with the term, the goal of PBL is to encourage interdisciplinary thinking, collaborative learning, ethical and quantitative reasoning, and critical thinking all while working on authentic, relevant and real issues.

Regardless of the type of PBL you want to use in your teaching, it all relies on the “problem” that will be resolved.  Therefore, learning to write a good problem is critical to the success of PBL.

Use existing problems

You can find existing problems on the internet or maybe even on your textbook site.  The University of Delaware Institute for Transforming University Education has a PBL problem database that is free to use as well.

Write your own

Writing your own problems ensures that the problems and questions align with your course learning outcomes.  Therefore, before setting out to write a problem the first step is to make sure you have written your learning outcomes.

STEP 1: Write your learning outcomes for the PBL assignment.

STEP 2: Write a “hook.”  This is a story or statement that draws the students into the problem and makes them want to find a solution.

STEP 3: Use the rubric below to help you craft a fully engaging problem.

STEP 4: Review the problem, to ensure it has enough complexity to support group work.

STEP 5:  Make sure it encourage solutions that may: require a decision or recommendation; be open-ended or depend on assumptions.

Rubric
rubric provided by the University of Delaware.

REMEMBER…

The PBL activity is based on a problem.

Write the problem and the corresponding questions that will lead the students to demonstrate that they understand and can achieve the learning outcomes.

Collaboration, Pedagogy, TLT

Using Lumi and H5P to create Easy Images with Hotspots, Timelines,  and Sequencing

Mendi Benigni

What is Lumi and H5P?

H5P is an open source application to create interactive and engaging learning objects quickly and easily.  Up until now it required an on-campus installation but now there’s an application called Lumi Education that allows you to create these interactive objects and even embed them into OAKS for your students to use.

It’s free and easy and you, and your students,
can use it to create interactive learning objects.

How It Works

  1. H5P Editor StartGo to https://lumi.education/ and click on Download.
  2. Select your operating system to download the app for your computer.
    NOTE: if you get sent to a page asking for a donation, just click the back button and do it again.  Next time it shouldn’t ask you.
  3. Save the installer, then install the Lumi app.
  4. Once it’s installed, click on the Lumi app to open it.
  5. Under H5P Editor choose Start.
  6. Choose Create New H5P.
  7. Next to the item you want to create, click Get to load this option into your Lumi app.
  8. Click Install (if first time).
  9. Then click Use.
  10. Always start by viewing the Example and the Tutorial.
    screenshot of tutorial and example

Image Sequencing

image sequencing content type that allows authors to add a sequence of their own images (and optional image description) to the game in a particular order. The order of the images will be randomized and players will have to reorder them based on the task description.

You and your students can use these to:

  • learn process
  • sort anything
You can add text and audio to your images.  Just because it’s an image doesn’t mean it can’t contain text as well.

Question showing sorting planets by size

 

Timelines

TIMELINES

The Timeline content type allows you to place a sequence of events in a chronological order. For each event you may add images and texts. You may also include assets from Twitter, YouTube, Flickr, Vimeo, Google Maps and SoundCloud.

Timelines can be used for more than dates.

Use them to organize processes, jigsaws, storyboards, image timelines, show changes over time, develop historical context, develop arguments, compare time periods, create visual literature review, just to name a few.

screenshot of timeline

Hotspot Images

Image hotspots makes it possible to create an image with interactive hotspots. When the user presses a hotspot, a popup containing a header and text or video is displayed.

You and your students can use these to:

  • Expand the information in an infographic
  • Explain data in a map or add history to a map
  • Explain specific details of artwork
  • Create games
  • Great for foreign language or english vocabulary
You can add text, links, audio and video to the hotspots to make them interactive.

screenshot of hotspot map

REMEMBER: each learning object type in Lumi contains a built in tutorial so be sure to use those to learn how to create these.  Most are self-explanatory and easy to learn but having the tutorials is handy.

 

[button link=”https://docs.google.com/document/d/1ORFHEy2U0YkHImzc5qS0zs34PoaBfbhpaBNIZDjgZfc/edit?usp=sharing” newwindow=”yes”] View a tutorial on how to add these to OAKS![/button]

Pedagogy

Pedagogy Pointer: Problem-based Learning with a Twist

Mendi Benigni

Problem-based Learning

“Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.” (University of Illinois Urbana-Champaign)  If you’re not familiar with the term, the goal of PBL is to encourage interdisciplinary thinking, collaborative learning, ethical and quantitative reasoning, and critical thinking all while working on authentic, relevant and real issues.

But did you know that there are different flavors of PBL?  Check these out to see if any of them may meet your needs!

The baseline: Problem-based Learning

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.

  • Problem is created by the instructors
  • Inquiry questions can be created by the instructor or the student groups
  • Students work in teams to work through the problem and answer questions

Interest-based Learning

PBL but the problem is designed by the students based on their interests, normally within a topic or concept in the course.  Interests stimulates curiosity in students and has them seeking to learn more about a particular topic. These are often paired with Genius Hours, Makerspaces, or Passion Projects.

  • Concept/problem parameters are created by instructors
  • Problems are created by the student groups based on interests
  • Inquiry questions are created by the student groups based on interests
  • Students work in teams to work through the problem and answer questions

Empathy-based Learning

PBL but the problem is designed, usually by the instructor, to include an empathetic component.  This allows the students to view course content from various viewpoints and is great for promoting inclusion.  The problem requires students to investigate the issue from different perspectives and as different individuals to develop an empathetic approach to solving the problem.

  • Problems are normally created by the instructor
  • Inquiry questions can be created by the instructor or the student groups
  • Students work in teams to work through the problem and answer questions from the perspective of multiple groups/individuals.

 

Inquiry-based Learning

PBL where students are triggered by curiosity and learn the subject by asking probing questions.

  • Problem/Concept is created by the instructors
  • Inquiry questions are generated by the student groups
  • Students work in teams to work through and research the questions

Challenge-based Learning

PBL where the students research and consult experts in their communities and around the world to develop deeper knowledge of the subjects they are studying, identify and solve challenges, make a difference in their community, and share their results with the world.

  • Problem can be created by the instructors or the student groups and should relate to a problem in their area
  • Inquiry questions can be created by the instructor or the student groups
  • Students work in teams to work through the problem and consult experts in the field
  • Students should find a “solution” to the problem and present or share the results with the community

TIPS

  1. It is important to scaffold these types of assignments, providing students with enough information about the project and timeline to ensure that they can identify and complete the individual tasks in a timely manner and not waiting until the last minute to work on it.
  2. Give time in class to complete some of the work so that you can provide guidance when needed and to ensure the groups get a good start.
  3. Be mindful about your group creation.  Before createing the groups ask yourself, “What’s the goal of the assignment/activity?”  Will a diverse group benefit the group?  Is there a specific point you are demonstrating where the makeup of the group matters?

 

 

questions
Assessment, Best Practices, Pedagogy

Pedagogy Pointer – What DO your students know?

Mendi Benigni

Research from as far back as the 1980s, and maybe earlier, shows that learning is enhanced and extended if students access prior knowledge before they learn something new.  This give them a frame of reference, or “hook,” on which to hang their new learning (Harvey F. Silver and Matthew J. Perini) thus making recall and understanding easier.  

But how do you know what their prior knowledge is and how can you get them to access it?

ask the

THINGS TO THINK ABOUT…

1First, it’s important to note that the prior knowledge may NOT have to be in the new knowledge domain.  For instance, I may have a breadth of knowledge in various software application but may have no prior knowledge of digital photo editing.  However, when learning Photoshop, my prior software understanding will not only speed up my learning of Photoshop, it will help what I do learn stick, because I can relate it back to what I already know.

2Second, you may be able to rely on their life skills, upbringing, or culture to frame new topics.

3Third, think about asking them to recall declarative (facts/meanings) and procedural (problem solving) knowledge.

4Fourth, try to use high-level orienting questions when possible.  Osman & Hannafin state,

“Explicit orienting questions focus learner processes on

question-specific information-often to the detriment

of higher level knowledge and skills such as problem

solving (Hannafin & Hughes, 1986).
High-level orienting questions, in contrast, require

that to-be-learned lesson content be integrated rather

than simply filtered. They imply relationships to be established,

dilemmas to be faced, and problems to be

solved rather than isolating explicitly which information

to process. “

HERE ARE SOME IDEAS FOR IMPLEMENTATION

Model of Prior Knowledge
The model of prior knowledge (Copyright 2007. Hailikari, Nevgi & Lindblom-Ylanne)

Quiz/Questionnaire

Create a quiz.  Questions should be a combination of declarative and procedural knowledge.  You can add a mix of questions encompassing what they should know from previous classes, plus a few questions that they should know at the end of the upcoming module/topic/concept.

  • This quiz will NOT be graded.
  • It can give you a sense of what the students know at the outset and what procedures they can apply.
  • You can use the quiz data to help sculpt your teaching.
  • Students can recall material they should hopefully know.

Group work

Problem or Case

Ask the students, in a group, to try to solve a problem or case study that you would normally give them AFTER they have learned the material.  This will require them to all work together to attempt to formulate a solution.  After they read and review the lectures, etc. they can get together in the group to try the same case study or problem again.

Concept Map

Ask the students to brainstorm a concept map with all of the concepts they can think of that relate to the upcoming topic/concept.  Not only do they have to try to recall what may work but they also have to think about how these items connect to one another.

Think About When

You can do these queries at the beginning of the semester or right before each new module or concept. It’s up to you to decide what method works best for your material.

 

TIPS

  1. Explain WHY you are doing this.  Tell them the theories of prior knowledge and learning and that this is to help them.  This is an important step so don’t skip it.
  2. When possible, allow them to work in groups or pairs.
  3. Focus on allowing them to see their knowledge in terms of the practical world, not just in regurgitating information but using it to solve problems.

RESOURCES:

Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., Norman, M. K., Stephens, C., & Audio, T. (2019). How Learning Works: Seven Research-Based Principles for Smart Teaching. Tantor Audio.

Beier, M. E., & Ackerman, P. L. (2005). Age, Ability, and the Role of Prior Knowledge on the Acquisition of New Domain Knowledge: Promising Results in a Real-World Learning Environment. Psychology and Aging, 20(2), 341–355. https://doi-org.nuncio.cofc.edu/10.1037/0882-7974.20.2.341

Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American journal of pharmaceutical education, 72(5), 113. https://doi.org/10.5688/aj7205113

Osman, M., & Hannafin, M. (1994). Effects of Advance Questioning and Prior Knowledge on Science Learning. The Journal of Educational Research, 88(1), 5-13. Retrieved June 8, 2021, from http://www.jstor.org/stable/27541949

Silver, H. F., & Perini, M. J. (2010). The Interactive Lecture: How to Engage Students, Build Memory, and Deepen Comprehension (A Strategic Teacher PLC Guide) (Strategic Teacher PLC Guides) (Pap/Pstr ed.). ASCD.

scaffolding
Pedagogy

Pedagogy Pointer – Instructional Scaffolding

Mendi Benigni

Scaffolding

“Instructional scaffolding is a process through which a teacher adds supports for students in order to enhance learning and aid in the mastery of tasks. The teacher does this by systematically building on students’ experiences and knowledge as they are learning new skills. …(T)hese supports are temporary and adjustable. As students master the assigned tasks, the supports are gradually removed,” from the IRIS Center at Vanderbilt University.
scaffolding is a bridge between "I know" and "I do not know"
The gist of scaffolding is to take WHAT THE LEARNER KNOWS OR CAN DO and WHAT THE LEARNER DOES NOT KNOW OR CANNOT DO and BRIDGE the gap with assistance.

WHY SHOULD I SCAFFOLD?

Northern Illinois University’s Center for Innovative Teaching and Learning lists some ways that students can benefit from scaffolding:

  • Challenges students through deep learning and discovery
  • Engages students in meaningful and dynamic discussions in small and large classes
  • Motivates learners to become better students (learning how to learn)
  • Increases the likelihood for students to meet instructional objectives
  • Provides individualized instruction (especially in smaller classrooms)
  • Affords the opportunity for peer-teaching and learning
  • Scaffolds can be “recycled” for other learning situations

WHEN DO I SCAFFOLD?

To determine when it’s best to scaffold material, you need to think about past student behavior and performance.  I would recommend trying it with

  • historically difficult concepts.
  • material that relies heavily on background knowledge they SHOULD have mastered in prior classes.
  • material that will be critical for them to have mastered in your course so they can be successful in future courses.
  • a large or lengthy project.

These are all great opportunities to implement this strategy for the benefit of your students.

 

HOW DO I SCAFFOLD?

Scaffolding is not has hard as you may think, but it does take a little planning on the part of the instructor.  At it’s base level it’s as follows:

I DO
(instructor)

WE DO
(class/groups)

YOU DO
(student)

But scaffolding can come in may forms.

BREAKDOWN ASSIGNMENTS

Break down large projects and assignments into smaller chunks.  This allows you, the instructor, to evaluate their learning throughout the project and provide formative feedback for their improvement.  It also saves you from grading a massive project in its entirety at the end of the semester.

 

ALIGN ASSIGNMENTS

Evaluate your assessments and see if there is a relationship between them.  Try to set them up so they build upon one another or prepare the students for the next assignment.  These connections can help build confidence and establish relevance.

 

PROVIDE EXAMPLES

A very simple way to scaffold is to just provide examples.  Allowing the students to see the end goal can help them see the process.  I know some don’t like showing an example because they don’t want students to just regurgitate what they are shown with no creativity, but these examples, especially for a difficult concept or project, can help.

 

REFLECTION

Reflecting on learning is a great way to scaffold.  Have the students reflect on whay they are doing well or know well and where they are struggling.  Even reflecting on why they are struggling can be helpful.   Huang (2017) suggests using a few guiding questions when students reflect on their learning:
  • Recalling
  • Recapturing (capturing emotions, accomplishments, challenges)
  • Relating (identifying connections with previous materials or experiences)
  • Rationalizing (identifying patterns, creating meaning)
  • Redirecting (thinking about the future)

OTHERS

Matthew Lynch wrote an article entitled, “10 Scaffolding Strategies to Help All Students Reach Their Goals” for The Edvocate.  Below are a few more options he mentions in the article.

  1. Gauge what students already know. Have them contribute information about their experiences to make lessons relevant.
  2. Make predictions. By connecting contextual details and prior knowledge, students engage with information and make educated guesses about it. Their involvement in the process keeps them motivated to pursue gathering information and checking their accuracy.
  3. Model It. Show students what to do. By modeling the task, you help your students understand the steps involved in doing it.
  4. Incorporate realia. Having a real-life example can help students recognize what you’re talking about.
  5. Use sentence starters. Reluctant writers have difficulty getting started. A sentence starter helps to prime the pump by giving the student the first few words needed for a writing assignment.
  6. Get graphic. Visuals and graphic organizers make intangible concepts concrete. Incorporate graphs, timelines, charts, maps, and pictures to provide students with representations they can see.
  7. Preteach key vocabulary. If students recognize the vocabulary in the lesson, they are more likely to understand what you’re teaching. Teach the vocabulary first. Then ask students to predict what they will be learning about based on the words they learned.

 

TIPS

  1. ALWAYS start with prior knowledge.  Do an activity that allows them, either alone or in a group, to tap into what they already know about a topic, be it right or wrong.  When a student starts with prior knowledge they can more easily connect to new knowledge, even if that prior knowledge is shown to be incorrect.
     
  2. Give them time to talk through think pair shares, triad teams, etc.  
     
  3. Know when to remove the scaffold so the student does not rely on the support.  This may be tricky but the purpose of scaffolding is to get them to the place where they are on their own and self sufficient so continuing it too long turns into enabling.
     
  4. Check your “expert blind-spot.”  This is the point where you assume a level of understanding that the students don’t have.  Be sure to seperate this from the level of understanding you think they SHOULD have.  These are rarely the same thing.

 

RESOURCES:

Instructional Scaffolding to Improve Learning, Northern Illinois University Center for Innovative Teaching and Learning, 04/07/2021.

Scaffolding Learning in the Online Classroom, Wiley Education Services, 2017.

Scaffolding, University at Buffalo Center for Educational Innovation, 2020.

10 Scaffolding Strategies to Help All Students Reach Their Goals, Matthew Lynch, The Edvocate, 11/7/2018.

 
motivation
Best Practices, Collaboration, Pedagogy

Pedagogy Pointer – Student Motivation

Mendi Benigni

Motivation is defined as the “general desire or willingness of someone to do something” and it’s what we are all after –

Motivated Students

Motivation can be divided into three types:

  • Amotivation – lack of any motivation; going through the motions.
  • Intrinsic motivation – for self enjoyment or interest; because the individual wants to for their own betterment.
  • Extrinsic motivation – to obtain an outcome; avoid feelings of guilt; to benefit someone else.

Our current educational system relies on extrinsic motivation by introducing “external controls, close supervision and monitoring, and evaluations accompanied by rewards or punishments (grades) into learning climates to ensure that learning occurs.”(Ryan and Brown, 2005)   However, Deci and Ryan (2000) posit that the best type of motivation is intrinsic and they tie motivation to three basic psychological needs, for competence, autonomy, and relatedness.

Let’s take a look at how you can use these three needs to motivate students in your own classes! 

COMPETENCE

This is the feeling that they are not completely over their head.  CAN I DO THE WORK?

  • Hold high but realistic expectations for your students and make these expectations very clear to your students.  When instructors expect the best work from their students, research has shown that students generally rise to the task.(1)
  • In addition to setting high expectations, make it clear that you believe they CAN meet the expectations. (2)
  • Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment.(2)  To do this, you may need to restructure your assessments.  Allow for low-stakes rote learning assessments to be done multiple times until they “master” the material.  Or allow large projects to be done in pieces where you give feedback on the pieces but not a lot of feedback on the final project.  This gives the students the opportunity to learn and develop before turning in the final project.
  • Communicate clear expectations for each assignment (e.g., use rubrics). (2)
  • Provide lots of early feedback to students but only if giving them an opportunity to resubmit and learn from the feedback. (2)
  • Have students provide peer feedback. (2)
  • Scaffold assignments. (2)
  • Praise student effort and hard work (2). This doesn’t mean that you don’t give them a grade eventually or praise poor work. It just means that you acknowledge when a student is learning from their mistakes.  It’s all part of making learning the focus and not making it all about grades.
  • Provide a safe environment for students to fail and then learn from their mistakes (2).  As I said before, this needs to be reiterated at the beginning of the semester and often throughout the term.  This expectation of improvement and moving toward mastery needs to be the mantra of you and your students.

AUTONOMY

Autonomy allows students to express themselves and their learning in different ways.  These suggestions come from Yarborough, C. B., & Fedesco, H. N. (2020) out of Vanderbilt University.

  • When possible, allow students to choose assignments.  For large assignments or high-stakes assessments offer two or three assignment alternatives.  They should all accomplish the same learning outcomes.
  • Have students choose the medium with which they will present their work.  For example, all students may do the same assignment with the same rubric, but how it looks may be different for each student.   It may be a video, a presentation, a paper, a flyer, etc. When you can give this type of freedom you should.
  • Co-create assessment rubrics with students (e.g., participation rubrics, assignment rubrics).
  • Have students choose the topics you will cover in a particular unit.  Not for every unit but you could leave one or two classes where the students can vote on what’s covered.
  • Drop the lowest assessment or two (e.g., quizzes, exams, homework).
  • Have students identify preferred assignment deadlines within reason.  This flexibility could be as simple as something being due on a Mon, Wed, or Fri of a week.
  • Gather mid-semester feedback and make changes based on student suggestions.
  • Provide meaningful rationales for learning activities.  All assessments should have a “why” with them.  This why will also blend into making class items relatable.
  • Acknowledge students’ feelings about the learning process or learning activities throughout the course.

RELATEDNESS/RELEVANCE

Relatedness revolves around where or not the student sees value or importance in what they are learning.  DO I WANT TO DO THE WORK?  However, it can also relate to how the student feels supported within the class and by faculty and peers.

The University of Wisconsin guide on student motivation states that “students usually direct their behavior toward activities that they value and in which they have some expectancy of success.” (1). Therefore, providing this relatedness or relevance is critical to student motivation.  Below are a few suggestions to increase this relevance.

  • Be enthusiastic about your subject. (1) This enthusiasm will not only be contagious but it will show the students why this subject matters to you and it may begin to matter to them.
  • Design tests that encourage the kind of learning you want students to achieve. (1) Add application questions or use case studies so that your students see the application and relevance.
  • Share personal anecdotes. (2)
  • Get to know students via small talk before/after class and during breaks. (2) Establishing this relationship may help you tailor content to meet students’ expectations.
  • Have students complete a survey where they share information about themselves and how this information relates to the subject.  Again so you can relate it back in lectures and personalize the subject.
  • Require students to come to office hours (individually or in small groups). (2) Again, gives you a chance to get to know them and it shows you care about their success in your class and you can offer the support they may not feel comfortable asking for.
  • Use students’ names (perhaps with the help of name tents). (2)
  • Have students incorporate personal interests into their assignments. (2)
  • Incorporate group activities during class, and allow students to work with a variety of peers.(2)
  • Convey warmth, caring, and respect to students.(2)

Want to know what motivates your students?

ASK THEM

Make it their first homework assignment to reflect on what motivates the to attempt to do well in a class.

 

Remember – Students are more willing to challenge themselves when they engage in meaningful work. 

 

RESOURCES:

(1) Motivating Students, University of Wisconsin Whitewater, Retrieved June 13, 2021 from https://www.uww.edu/learn/restiptool/motivating-students.

(2) Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center for Teaching. Retrieved July 6, 2021 from https://cft.vanderbilt.edu//cft/guides-sub-pages/motivating-students/

(3) Lonsdale, C., Hodge, K., & Rose, E. (2009). Athlete burnout in elite sport: A self-determination perspective. Journal of Sports Sciences, 27, 785-795.

(4) Deci, E.L. and Ryan, R.M. 2000. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11: 227–268.

(5) Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.

(6) Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford

rigorous climbing
Assessment, Best Practices, Pedagogy, PLC

Pedagogy Pointer – Academic Rigor

Mendi Benigni

As college professors and educators you know that rigor is important.  But do we really know what that word means in relationship to our teaching?  I couldn’t find a definition on the CofC website so I decided to do some digging.

 

Merriam-Webster defines rigor as:

  1. harsh inflexibility in opinion, temper, or judgment
  2. a tremor caused by a chill
  3. a condition that makes life difficult, challenging, or uncomfortable
  4. strict precision

In the case of academic rigor, I’m going to be looking at “a condition that makes life difficult, challenging, or uncomfortable,” and in particular challenging or uncomfortable.

I love the definition by edglossary.org ,“a more expansive view of rigor would also encompass academic relevance and critical-thinking skills such as interpreting and analyzing historical data, making connections between historical periods and current events, using both primary and secondary sources to support an argument or position, and arriving at a novel interpretation of a historical event after conducting extensive research on the topic.”

“Advocates contend that appropriately rigorous learning experiences motivate students to learn more and learn it more deeply, while also giving them a sense of personal accomplishment when they overcome a learning challenge—whereas lessons that are simply “hard” will more likely lead to disengagement, frustration, and discouragement.“

 

The point of academic rigor is not to just make things hard or difficult for the student, it’s to challenge them to think in new and interesting ways and to push them to the edge of being frustrated without overwhelming them (The TeachHUB Team).  This is the space in which they learn more deeply about the subject/concept but also become a different person who can think critically, apply, and problem solve.  According to Matthew Lynch, Dean of the School of Education, Psychology, & Interdisciplinary Studies at Virginia Union University, “Teachers must challenge students to question assumptions and make connections beyond the assignment and the classroom.  To encourage academic rigor in the classroom, teachers must establish high expectations and then provide ways for students to meet them.”

So from these sources we can takeaway that

RIGOR = CHALLENGE

RIGOR = CHALLENGED THINKING

climb a mountain

SO HOW DO YOU INCORPORATE RIGOR INTO YOUR TEACHING?

I’ve found some great articles that can give you a leg up and some great ideas to get you started.

ESTABLISHING A CONDUCIVE ENVIRONMENT

Before this type of rigor can take place you have to set a classroom environment that supports rigor.  THIS IS VERY IMPORTANT.

  1. Get your students to buy-in on the concept of “challenge”.  Discuss with them why you value challenge and how this will change them as a student and a person.  Discuss it with them, don’t just tell them.  Ask them to help set guidelines for the class expectations to increase that buy-in.
  2. Create a community of practice and where it’s okay to make mistakes, that’s how we learn! If students know that it’s okay to be wrong and to tinker and try things, they will be more likely to accept the challenge.
  3. You need to believe that all students are all capable of rising to the challenge, regardless of their race, ethnicity, gender, socioeconomic status, English proficiency, or disability.  If you’re not sure, they’ll pick up on it.  You then need to communicate this belief EARLY and OFTEN to the students.  If they know you are behind them and that you are going to do your best to take them through a difficult process, they will be more likely to accept the challenge.2

CONTENT

Start to challenge students’ thinking by using non-traditional materials to demonstrate concepts.

  • Don’t just give them textbooks to read.  Explore different authors with differing opinions and perspectives.  This teaches the students that learning isn’t black and white and encourages divergent thinking.
  • Use a variety of materials, including non-traditional materials such as tweets, literature, newscasts, podcasts, etc to illustrate and teach concepts.

CLASS DISCUSSIONS

Discussions (both face-to-face and online) are the best place to introduce rigor.  This is where you can encourage students to dig deeper.  But for this to work, you questions have to encourage rigor and demand providing evidence from multiple sources and exploring differing sides of a topic. 

  1. Set strategies for in-class discussions and don’t accept lower-level thinking answers.  Encourage them to go further; deeper.
  2. Don’t ask yes/no questions.  Ask higher-level, thought-provoking questions; questions that play devils advocate or that asks students to challenge the norms; questions that ask them to provide evidence to back up their response.
  3. Require high-level answers from your students.
  4. Have your students formulate their answers in pairs.  This takes some of the pressure off and provides support for them when they are learning to dig deeper.(1)
  5. Allow for wait time. Give your students the opportunity to formulate and express their thoughts, regardless of how tempted you are to answer the question and move on.(1)
  6. Ask for evidence with questions like, “How do you know?”(1)
  7. To increase actual discussion, require students to elaborate on another students response then, ask an additional question.
  8. Require students to take and defend positions.(3)

ASSESSMENT

  1. Design lessons that require multiple steps that build on each other and necessitate lengthy analysis over time.(1)
  2. Get your students to synthesize multiple sources as a way to understand a variety of perspectives. Considering other viewpoints requires critical thinking.(1)
  3. Make sure your assignments are systematically scaffolded from one to the next.
  4. Give examples of desired outcomes and undesired outcomes are overtly shared with students.(2)
  5. Students have opportunity to revise their academic attempts.(2)
  6. Assignment is made relevant and relatable to student background information and interest.(2)
  7. A balance of formative and summative assessments intermittently provided.(2)
  8. Students reflect on their learning progress and efforts.(2)
  9. Require design thinking (3).  This means to allow them to tinker, try things, get things wrong, rework and try again.  This is done with a formative assessment and in class groups.
  10. Require students to take and defend positions.(3)

Remember – Students are more willing to challenge themselves when they engage in meaningful work.

The International Leadership for Leadership in Education created a rubric that you can use to help you implement rigor in your teaching.

Rigor Rubric

rubric

RESOURCES:

(1) Academic Rigor: You’re Doing It Wrong and Here’s Why, MATTHEW LYNCHj, The Edvocate, October 30, 2018.

(2) What is Academic Rigor and What Do We Do with It?, The TeachHUB Team, March 6, 2014.

(3) 10 Strategies To Add Rigor To Any Lesson, Unit, or Assessment, ASCD Guest Blogger, Association for Supervision and Curriculum Development, October 23, 2013.

(4) A New Definition of Rigor, Brian Sztabnik, Edutopia, May 7, 2015.

(5) https://www.edglossary.org/rigor/.

(6) How to Develop Rigor in the Classroom, Matt Christenson, The Art of Education, 2017.

(7) Rigor Rubric, International Leadership for Leadership in Education.

Pedagogy Pointer: a quick guide to something new
Google Apps, Pedagogy, Presentation

Pecha Kucha to Promote Focused and Concise Presentations

Mendi Benigni

[et_pb_section bb_built=”1″][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”4.8.2″ text_text_shadow_horizontal_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength=”text_text_shadow_style,%91object Object%93″ text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength=”header_text_shadow_style,%91object Object%93″ header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

Pecha Kucha is a presentation style that consists of only 20 slides with only 20 seconds to discuss each slide.  This results in a total presentation of exactly 6 minutes and 40 seconds.  The slides are set to automatically advance requiring the speaker to prepare and practice, as there is no option to go back or skip ahead.  This style also requires the presenter to concise and brief and pull out the most cogent points to present.

Pecha Kucha is also a very visual presentation style. It is based on single powerful images and very little, if any, text on the slides. The presenter must know the topic well in order to select the most powerful images to represent each point which is another benefit of this style.

[/et_pb_text][et_pb_text _builder_version=”4.8.2″ text_text_shadow_horizontal_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength=”text_text_shadow_style,%91object Object%93″ text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength=”header_text_shadow_style,%91object Object%93″ header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

BENEFITS OF USING PECHA KUCHA PRESENTATIONS IN CLASS

[/et_pb_text][et_pb_text _builder_version=”4.8.2″ text_text_shadow_horizontal_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength=”text_text_shadow_style,%91object Object%93″ text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength=”header_text_shadow_style,%91object Object%93″ header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

  1. Presentations are under 7 minutes which allows you to do more in less time.
  2. Students must learn how to pick out the most important points from their topic and deliver it in a way that others can understand.
  3. Students must learn to illustrate their topic and points using high-impact images and very little text.

[/et_pb_text][et_pb_video _builder_version=”4.8.2″ box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″ /][et_pb_text _builder_version=”4.8.2″ text_text_shadow_horizontal_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length=”text_text_shadow_style,%91object Object%93″ text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength=”text_text_shadow_style,%91object Object%93″ text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length=”link_text_shadow_style,%91object Object%93″ link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength=”link_text_shadow_style,%91object Object%93″ link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength=”ul_text_shadow_style,%91object Object%93″ ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength=”ol_text_shadow_style,%91object Object%93″ ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength=”quote_text_shadow_style,%91object Object%93″ quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length=”header_text_shadow_style,%91object Object%93″ header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength=”header_text_shadow_style,%91object Object%93″ header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength=”header_2_text_shadow_style,%91object Object%93″ header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength=”header_3_text_shadow_style,%91object Object%93″ header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength=”header_4_text_shadow_style,%91object Object%93″ header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength=”header_5_text_shadow_style,%91object Object%93″ header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength=”header_6_text_shadow_style,%91object Object%93″ header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

LEARN HOW TO CREATE PECHA KUCHA IN DIFFERENT APPLICATIONS

[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row][et_pb_column type=”1_3″][et_pb_image _builder_version=”4.8.2″ src=”https://blogs.charleston.edu/tlt/files/2021/02/1.png” url=”https://www.youtube.com/watch?v=l9zxNTpNMLo&feature=youtu.be” url_new_window=”on” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″ /][/et_pb_column][et_pb_column type=”1_3″][et_pb_image _builder_version=”4.8.2″ src=”https://blogs.charleston.edu/tlt/files/2021/02/2.png” url=”https://www.youtube.com/watch?v=ia6n129RmxU&feature=youtu.be” url_new_window=”on” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″ /][/et_pb_column][et_pb_column type=”1_3″][et_pb_image _builder_version=”4.8.2″ src=”https://blogs.charleston.edu/tlt/files/2021/02/3.png” url=”https://www.youtube.com/watch?v=4I65a-sYHdQ&feature=youtu.be” url_new_window=”on” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″ /][/et_pb_column][/et_pb_row][/et_pb_section]

Be prepared
Best Practices, Distance Ed, Innovative Instruction, Pedagogy

BE PREPARED FOR FALL! IT’S NOT JUST THE SCOUT’S MOTTO, IT SHOULD BE YOURS AS WELL

Mendi Benigni

TLT is excited to share a couple of announcements with you that we hope will serve as resources as you continue to prepare your courses for the fall semester.

RESILIENT TEACHING SITE

As was shared with faculty in June (attached), the Resilient Teaching Task Force defined nine teaching approaches that you should consider for the fall semester. While there are nine definitions, you will find similarities between them. Choosing the one that suits you best will be determined by factors specific to you and your students. We hope this site will help you implement the approach that fits you best and provides resources for you to plan and prepare your courses and communicate with your students.

Please visit the Resilient Teaching site at, https://tlt.cofc.edu/resilient-teaching-and-learning/.

Note: As you will find plastered throughout the site, please have a plan in place in case one or more of your students has to quarantine, and also don’t forget that the last week of the semesters, and final exams, will be fully online.

 

FACULTY DEVELOPMENT OPPORTUNITIES

In addition to the new site, TLT will be offering a plethora of forums and development opportunities, centered around the resilient teaching approaches. These sessions will begin next week, Wednesday, July 29th and run through Friday, August 21st, with a handful of sessions being offered each day. The open forum sessions are meant for you and your colleagues to get together to ask questions and discuss different teaching approaches which we hope will spawn new ideas and inspiration. In addition, many more sessions will be offered to provide you with ideas, strategies, and tips and tricks, as well as supplemental technology tools to help you facilitate your courses. To view the sessions and to register, please visit, http://tlthd.eventbrite.com

Student Focused SLOs
Assessment, Best Practices, Pedagogy

Writing Student Learning Outcomes

Mendi Benigni

[et_pb_section bb_built=”1″][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.21.4″ z_index_tablet=”500″]

What is the purpose of Student Learning Outcomes?

SLOs help us, faculty/program/ department/school, to determine and define what we want the learners to be able to DO, KNOW, & VALUE as a result of taking the course AND helps us design, evaluate and redesign the instruction for the future.  These SLOs are an important component of course creation.

SLOs should be: 

  • Student focused
  • Measurable and Observable
  • Contain a verb from the upper levels of the Revised Bloom’s Taxonomy

[/et_pb_text][et_pb_text _builder_version=”3.21.4″ border_radii=”on|5px|5px|5px|5px” border_width_all=”1px” border_color_all=”#0c71c3″ z_index_tablet=”500″ custom_padding=”10px|10px|10px|10px”]

What do students really need to get out of your class?

When writing an SLO, one of the most difficult parts is making them measurable.  The first step in this process is to

identify what the student NEEDS to know/value/be able to do.

 Stay focused on the knowledge or skills they will need to retain to be successful in later classes, in the profession, and/or in life.

“I want students to …”

I want teacher candidates to …”

[/et_pb_text][et_pb_text _builder_version=”3.21.4″ z_index_tablet=”500″]

How to write an SLO

Step 1:  What do students really need to get out of this class? (know, do, value)

Step 2:  What performances, if achieved, would cause you to agree that students know it, can do it, or value it?

Step 3:  For each performance, describe the quality or quantity you will consider acceptable to show they have achieved it.

Step 4:  Test your performances.  Ask yourself, if a student completed exactly what is outlined in Step 2 & 3, would I consider them to have completed the outcome listed  in Step 1?

Step 5: Write S.M.A.R.T.  Learning Outcomes (SLOs)

[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row][et_pb_column type=”1_2″][et_pb_text _builder_version=”3.21.4″ z_index_tablet=”500″]

SMART outcomes are set with the purpose of increasing student achievement. They are specific in that they clarify precisely what students should learn, the level of the learning (proficiency level), the assessments that will be used to make the proficiency determination and a time frame. A SMART Outcome is:

Specific ‐ A specific SLO has a much greater chance of being accomplished than a general one. To set a specific outcome you must answer the “W” questions:

  • Who: Who is involved? 
  • What: What do I want to accomplish? (USE BLOOM’S VERBS!)
  • When: Establish a time frame. 
  • Which: Identify requirements and constraints. 
  • Why: Specific reasons, purpose or benefits of accomplishing the outcome. 

from UMass Dartmouth http://www.umassd.edu/fycm/goalsetting/resources/smartgoals/

Measurable  ‐ Student success is measured by assessment.  It answers the question – HOW, How much? How many?  The criteria should be concrete and geared toward measuring progress. 

Answer the question, “How will I know they’ve accomplished what I expect them to in this course?”

[/et_pb_text][/et_pb_column][et_pb_column type=”1_2″][et_pb_text _builder_version=”3.21.4″ z_index_tablet=”500″]

Attainable but Aggressive ‐ The outcome should be set high but within reason.  High outcomes are not always attained but that does not mean it was a failure.  

Results Oriented/Relevant  ‐ Results tell you who has achieved proficiency.  These results determine which students need remediation or enrichment.  Relevant allows you to narrow the outcomes into those that are most important instead of trying measure everything in the course which can often happen.  

Time Bound – All outcomes are bound by a clearly‐defined time frame.  Setting a time lends a sense of urgency and allows you benchmarks by which you can examine your data and make relevant changes to move you and your students toward the final outcome.

[/et_pb_text][et_pb_image _builder_version=”3.21.4″ src=”https://blogs.charleston.edu/tlt/files/2019/08/Screen-Shot-2019-08-20-at-8.47.06-AM.png” z_index_tablet=”500″ /][/et_pb_column][/et_pb_row][et_pb_row][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.21.4″ custom_padding=”10px|10px|10px|10px” border_radii=”on|5px|5px|5px|5px” border_width_all=”2px” border_color_all=”#0c71c3″ box_shadow_style=”preset2″ z_index_tablet=”500″]

Examples of SLOs 

MODEL:  As a result of WHAT, WHO will be able to ACTION VERB + DEFINED BY EXPLICIT AND OBSERVABLE TERMS.

As a result of PARTICIPATING IN THIS EXSC 315, STUDENTS will be able to ANALYZE AND SUMMARIZE a research study as using concise and non-judgemental language.  

As a result of passing TEDU 201, the student will be able to debate major political and economic issues that have influenced policy decisions in education as determined by federal, state, and local agencies.

[/et_pb_text][et_pb_image _builder_version=”3.21.4″ z_index_tablet=”500″ /][/et_pb_column][/et_pb_row][/et_pb_section]