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

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.
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.
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?

Substitution, Augmentation, Modification, Redefinition

Assessment, Best Practices, Tech Generation

Make Your Tech Integration Stronger Using SAMR

November 8, 2021January 31, 2023 Mendi Benigni

In our time online during COVID everyone learned and did things they never thought themselves capable. You learned Zoom, OAKS, Padlet, Jamboard, and so many other tools. You were curious about how to do things differently to achieve better results.

Let’s not let that go!

Just because you are back in the classroom doesn’t mean you should halt your forward progress! I encourage you to use the SAMR model to look at your teaching and keep that curious reflection going.

If you’re not familiar with SAMR, it’s a model for incorporating technology into your teaching, and life, in a meaningful and efficient way. With SAMR, the goal is to think of it as a spectrum and shoot for the level that you think is best for your particular goals or outcomes and in a very purposeful way.

Before you go any further however, start by asking the following:

What am I hoping to achieve by using this technology?
How will it make a difference to my students’ learning?
Why is it preferable to not using technology?
How equipped are my students and I to use this technology?
How much time do I have to invest in making it work?

Answering these questions and starting with a purpose avoids the ‘technology for technology’s sake’ syndrome that doesn’t help anyone

Let’s take a look at each of these categories/levels:

Substitution:

Substitution is often the easiest level to achieve. It involves substituting technology for a non-tech process. Before substituting, ask yourself, “what do you or your students gain by replacing a traditional tool for a technology tool.

Examples:

Online test for a paper test
Microsoft Word doc for a handwritten document
Online calendar for a paper calendar
Recording a lecture and having students watch it, rather than giving the lecture in person

Augmentation:

Augmentation is adding technology to add something to the traditional method of doing something. This “something” should improve the process, making things more efficient, easy collaborative, etc.

Examples:

Using Google Docs instead of a Word Processor or paper so it can be shared with others.
Instead of a standard speech, augment it with images or a presentation.
Researching using online library journals.
Adding video to your regular lectures to reenforce a difficult concept.
Having a video assignment instead of a paper.

Modification:

Modification involves actually changing the lesson’s design and its learning outcome. It’s about designing interactive and dynamic tasks. The critical question here is, “does the technology significantly alter the learning task?”(1)

Examples:

Students produce a podcast summarizing a topic and other students review and revise the podcast.(2)
Use a website or blog to post their book reviews, receive peer feedback, and participate in ongoing discussions about their book.(3)
Students are asked to write an essay around the theme “And This I Believe…”. An audio recording of the essay is made along with an original musical soundtrack. The recording will be played in front of an authentic audience such as parents, or college admission counselors. (4)
Students use multimedia online resources including audio and video tools and learning to gain greater insight into the motivations of a particular character, based on the text and supplemental learning (5)
Students complete the quiz using video as opposed to writing out their answers, allowing for virtual marking (5)

Redefinition:

Redefinition is all about using technology to transform your students’ experiences. It involves using technology to all you and your students to do something that couldn’t not be done without the tool. In this case, you ask yourself if the technology tools allow educators to redefine a traditional learning task in a way that would not be possible without the tech, creating a novel experience. (1)

Examples:

Network with students at another university or in a K12 classroom
Visit museums virtually or using AR/VR
Interacting with experts via Zoom that wouldn’t be possible otherwise.
As a group, create a documentary video based on specific concepts learned in the class (include interviews as well).
Use Google Earth Street View to travel to different parts of the world, to look at architecture, city planning, etc.
Recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection (2)
Having students publish their work online where it can be viewed by peers and the broader community (2).

QUESTIONS TO ASK YOURSELF AS YOU MOVE THROUGH THE MODEL:

Whatever you do, don’t lose the strides you made during the COVID semesters. Keep pushing forward and keep being curious!

Resources:

Assessment, Best Practices, Pedagogy

Pedagogy Pointer – What DO your students know?

October 25, 2021January 31, 2023 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?

THINGS TO THINK ABOUT…

First, 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.

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

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

Fourth, 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


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

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.
When possible, allow them to work in groups or pairs.
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.

TLT

What to do if the professor needs to be out…..

October 20, 2021January 31, 2023 metzkh

In the past 18 months, there has been a large focus on what to do if students need to miss class. Have you thought about what will happen if you, as the educator, need to miss class? Have you made any plans for that possibility? Thankfully, with OAKS, if you plan correctly, your class can run without you for a bit, if necessary!

During the pandemic, it would not be unlikely for someone to have an emergency, for even a week or more. While many of us are vaccinated, there are still certainly breakthrough cases as well as family members you may need to care for. You may find yourself in a position where you are unable to plan for or conduct class, if you have to be out. While your department will help figure out what to do if you will have a longer absence; it may be helpful to have your students continue with their work until more permanent plans can be made or until you can return to “normal.” You do not want to be scrambling to create and post plans when you can’t keep your eyes open! However, if you create a few emergency class plans, you can be in much better spot to simply turn on (or have a colleague turn on) instructions for your class rather than having to plan something when you are sick or caring for someone else.

Tips for making emergency plans:

Make them ahead of time. Plan now so that it will be easier, later. This whole concept only works if you plan ahead.
Make them maintenance free. You do not want to be constantly updating your emergency plans, so think of a plan that could be appropriate at any time during the semester. Once you develop a set of plans, you should be able to use them for several years, as well as share them with one another.
Make them relevant. While you want to make the plans as maintenance free as possible, they also still need to be relevant and not simply a time filler. Emergency class plans can give you the perfect opportunity for extending content and covering material you do not always get to cover.
Make them accessible. If your class is online, you will easily be able to put a note in your OAKS class. If your class is face to face, hopefully you still use OAKS to help organize your class, and students are likely to check there. You might want to set up this expectation at the beginning of the semester. In OAKS, you can keep the emergency material hidden until you need it. If you don’t use OAKS at all, you could always email the class or have a colleague leave a note in the classroom.
Make them have an appropriate title. Refrain from using the word emergency in the title of your material since it may make the students feel like it isn’t important.

Ideas to get you started:

A work/study session. A work/study session may work for one class, but you don’t want to do that for an entire week—hence the need for real emergency plans.
Work on research/academic journal skills. Have students summarize journal articles that you provide or have them find their own relevant articles!
Work on choice/creativity projects where students can show what they know. Students can use whatever method they want to produce learning materials from past material or upcoming material. For example, they might make infographics, a video, a PowToon or other animation, game, test questions or other assessments or they might simply summarize the material.
Online interactives, case studies, and real-world examples that involve your content are excellent sources for emergency plans.
Use your discussion boards! This is a fabulous tool all the time, but very useful in this situation. Using any of the ideas above, students could post the assignment to the discussion board, and then comment or collaborate on one another’s post. For example, in the first class meeting, students find an appropriate journal article and list the appropriate bibliographic information, correctly formatted. They should read several articles to find the most applicable one, and you could specify no repeated articles. In the next class meeting, they discuss the information in X number of posts, and in the third class meeting, they summarize their article or one of the other articles as well as the significance of the article. They can also edit one another’s work in the discussion board.
Another way to use the discussion board tool, would be to have students post questions/content that they are struggling with, requiring students to post as well as answer someone else. You should tell students to correct one another or add citations if they are disagreeing on the content. Students are often excellent teachers to one another because they know where someone is likely to misunderstand. Repeating content in a different way is beneficial to both the learner and the one providing the information; it’s even better if they are looking up the information to teach it to someone else because then they are learning the information too!

Planning for a future emergency will leave you more comfortable when it really matters. Putting in effort now to plan ahead, will mitigate the circumstances if you have to be out and allow students to continue on their path. Feel free to share ideas and successes about your own situation in the yammer comment section. As always, your instructional technologist is available to discuss these ideas as well as to make sure that you understand how to use OAKS to help you. They are only an e-mail away!

Pedagogy

Pedagogy Pointer – Instructional Scaffolding

October 11, 2021January 31, 2023 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.

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.

Gauge what students already know. Have them contribute information about their experiences to make lessons relevant.
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.
Model It. Show students what to do. By modeling the task, you help your students understand the steps involved in doing it.
Incorporate realia. Having a real-life example can help students recognize what you’re talking about.
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.
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.
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

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.
Give them time to talk through think pair shares, triad teams, etc.
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.
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.

Best Practices, Collaboration, Pedagogy

Pedagogy Pointer – Student Motivation

September 20, 2021January 31, 2023 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

Productivity

60 Seconds to Student Success

September 17, 2021January 31, 2023 Mendi Benigni

This 60 Seconds to Success! is about PLANNING A SUCCESSFUL SEMESTER. We are at the beginning of the semester and students should planning how they are going to run their semester to be sure they are successful

Partnering with the CofC Center for Student Learning, we’ve made some little tidbits that you can easily share with your students to increase academic success. These are items that you can either share via an OAKS announcement or take a minute at the beginning of your class to discuss. It’s just another way to get the great resources provided to the students. I’ve included several methods you can use to get the information to your students should you wish.

LINK: https://spark.adobe.com/page/kUCfqOkgXXxCM/

Assessment, Best Practices, Pedagogy, PLC

Pedagogy Pointer – Academic Rigor

September 13, 2021January 31, 2023 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:

harsh inflexibility in opinion, temper, or judgment
a tremor caused by a chill
a condition that makes life difficult, challenging, or uncomfortable
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

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.

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.
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.
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.

Set strategies for in-class discussions and don’t accept lower-level thinking answers. Encourage them to go further; deeper.
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.
Require high-level answers from your students.
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)
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)
Ask for evidence with questions like, “How do you know?”(1)
To increase actual discussion, require students to elaborate on another students response then, ask an additional question.
Require students to take and defend positions.(3)

ASSESSMENT

Design lessons that require multiple steps that build on each other and necessitate lengthy analysis over time.(1)
Get your students to synthesize multiple sources as a way to understand a variety of perspectives. Considering other viewpoints requires critical thinking.(1)
Make sure your assignments are systematically scaffolded from one to the next.
Give examples of desired outcomes and undesired outcomes are overtly shared with students.(2)
Students have opportunity to revise their academic attempts.(2)
Assignment is made relevant and relatable to student background information and interest.(2)
A balance of formative and summative assessments intermittently provided.(2)
Students reflect on their learning progress and efforts.(2)
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.
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.

Uncategorized

Create a Class Policy to Set Expectations

August 9, 2021January 31, 2023 Mendi Benigni

[et_pb_section bb_built=”1″][et_pb_row][et_pb_column type=”4_4″][et_pb_text]

Many faculty are experiencing difficulties with students not being engaged in their online classes. Regardless of how many activities they incorporate into their teaching, students are not listening and won’t turn on their cameras. In asynchronous classes, students aren’t logging into the class regularly and are constantly asking for extended deadlines and special treatment.

A possible way to alleviate this behaviour is to be sure the everyone, faculty and students, have the same expectations. For example, a student may attend a synchronous class while driving and think they’re doing the right thing because they are attending class. The faculty member, however, may see this as ridiculous because it’s dangerous, the student can’t participate in the activities, and can’t take notes during lecture. These types of disconnects cause frustration as the semester progresses.

[/et_pb_text][et_pb_divider _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 admin_label=”Create Class Policy” _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″]

Create a Class Policy

[/et_pb_text][et_pb_text admin_label=”define class policy” _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″]

A class policy is a document created by you and your students that contains the expectations, procedures, and consequences for the class. A class policy can make your students more self-directed, self-motivated, self-aware, and self-disciplined.

However, I don’t recommend you create the entire thing on your own.

The system you develop for your classes might make perfect sense to you, but you can’t assume that it will make sense to your students. So it’s best if you make part of the policy (the non-negotiable part) but then work with your students to create the rest.

[/et_pb_text][et_pb_text admin_label=”What Should Be Included in a Class Policy?” _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” custom_padding=”10px|10px|10px|10px” border_width_all=”2px” border_color_all=”#e09900″ box_shadow_style=”preset3″ 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″]

What Should Be Included in a Class Policy?

For your part, think about all the things that haven’t been working in past online classes.

Where are/were your misunderstandings with students?
What frustrates you most about classroom management or your students?
Where do you think you are becoming a babysitter for your students?
How do you define an engaged and participatory student?

These types of questions will get you started.

Think about your categories that you want in your policy.
For example, web cam use, cell phone policy, attendance, class participation and interaction. There are more listed below in the Sample Questions section.

Create a template document.

In this document, write up the policies that are non-negotiable (for example: attendance policy or no-late assignments)
Then put the categories in that the class as a whole will create.

On the first day of class, create this document

I would recommend using small group work using Breakout rooms in Zoom if it’s a synchronous class and Group Discussion board if it’s an asynchronous class.
Discuss it as a class if possible and you write up the final doc.
Have one final vote on the document and have all students sign it and turn it in to an OAKS Assignment/Dropbox. This gives some accountability.

As the class progresses, if things start to falter, bring up the policy and discuss it with the class. Remind them they agreed to it and signed it. Reinforce it by discussing it throughout the semester.

[/et_pb_text][et_pb_text admin_label=”Sample Questions:” _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″]

Sample Questions:

What are your expectations for class discussion (synch/asynch)?
Would you like students to turn off their mobile phones in the classroom? What is your attendance policy?
How do you want students to address you?
How should they structure an email that they write to you?
What file formats are acceptable for assignments?
If you are teaching online, how do you want students to communicate with you and each other?
How can students take responsibility for their learning and what does that even mean?
How can student come to class prepared and what does that mean?
What constitutes “attending class?” (ex. Is being in the car acceptable?)

[/et_pb_text][et_pb_divider _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 admin_label=”Great Resource” _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″]

Great Resource

I found this resource on Classroom Management by Lisa Rodriguez, Ph.D. where she create a table of classroom issues and possible solutions. Read this before creating your class policy to give you some great ideas.

Issue	Solution
1. Undermining the instructor’s authority	This is tricky as it speaks to “attitude.” A student might belittle the instructor or engage in a battle of the wills. This student would need to be privately told that their attitude was confrontational and asked how this might be resolved mutually. “Be careful not to read most questions about content, interpretation, or assignments as a challenge of authority. Acting as it they are not, even when you suspect they are, can convey a sense of confidence and control. Sometimes merely assuring the student, while smiling, that you have indeed reflected on this issue at length and that they too will understand soon why the information or the assignment is valuable diffuses the situation. You may even want to encourage them to ask the question again at a later date if necessary.”
2. Leaving class too frequently	Camps are divided as to whether or not students should ask for permission to leave for bathroom breaks or wait for a break in the class. I don’t require my students to limit their bathroom breaks or ask permission, however, this is contentious for some faculty when breaks are taken too frequently. You might privately ask the student if everything is OK so that they know that you are concerned by their behavior. Don’t assume disrespect – it might be a bladder infection or some other physical problem.
3. “Spacing Out” or Sitting With Back to Instructor	If this is a repeated problem, students need to know that their non-verbal behavior is perceived as disinterest. You might ask them after class if they need a more comfortable seat. Some students are extremely shy and it might take half of the semester before they open up enough to make sustained eye contact or face the instructor completely. Remember also that sustained eye contact is a culturally dictated practice that might not be feasible for some students.
4. Poor hygiene (possible cultural considerations)	Poor hygiene, too much perfume, cigarette odor or other strong odors can be distracting or even nauseating to students. The cause for the odor might be culturally based in bathing preferences between cultures. This can be a real problem for some faculty while others will never encounter the dilemma. I suggest letting the offending student know that in close quarters, some students have issues with strong smell. It might be suggested that for the course (not their outside of class lives) that the odor be masked in some way.
5. Verbal or physical threats	Verbal or physical threats are serious matters. They are discussed in detail by experts in the field in “Handling Crisis.” As a general rule consult professional experts for assistance immediately.
6. Gum, Food, Pagers, and Cell Phone Disruption	If decided upon by class, consequences for breaking this policy might range from the loss of participation points to the offender having to present on a topic of interest to the class. Some instructors allow pagers and cells to be on the vibrate setting as long as they are attended to at the break rather than used when it interrupts the class. Instructors need to abide by this rule as well and allow for at least one mistake per student as accidents do happen from oversight. The idea here is to prevent habitual disruption from gum popping and phones ringing.
7. Monopolizing Discussions	This is common but manageable. Many students are excited and talkative so it might be good to give them a few class periods to settle in. However, if it’s evident right away that this is a trend, it’s best to ask them to stay after class. You might approach them initially by saying that you are pleased with the amount of enthusiasm they have for discussion but were hoping that they have suggestions for getting the other class members equally involved. The student will most likely get your drift with minimal humiliation.
8. Sleeping in class	Sleeping in class is usually considered rude. Most faculty believe it should not be tolerated and is best curbed up front by waking a sleeping student and asking them to step outside with you. Once there faculty often tell students that it’s best for the rest of the class if they return when they are awake enough to be an active participant. This occurs from time to time and you obviously are the one to choose lenience or punitive action. If it’s one of your more regularly involved students, perhaps give them an option of an extra credit research assignment they can bring to your next class period covering the subject matter they missed while they were sleeping. An alternative approach is to assume that the student does not feel well, was up most of the night with a sick child, or has some other condition that results in sleepiness when still for long periods of time. You might simply choose to wake the student and ask them if they are feeling alright. To pull this off you need to approach it with true concern for the student’s health and well being. Most of the time, student’s are so embarrased and so appreciative of your genuine concern that they don’t let it happen again. Encourage students to actively participate, take notes (explain that this is helpful to their learning as it stimulates memory in the brain) and in particularly long classes break up the session with activities or paired conversations about a topic to ensure that students stay engaged. Students don’t learn much from listening, so remember that the more they “experience” the learning process the more you are really teaching.
9. Repeated Tardiness:	There should be clear parameters set around this issue up front – either in your syllabus or in the class decided norms. Stick to your guns on the policy. Some fair policies might include 3 tardies equals one absence.It might be best to discuss this with students individually; some are habitually late because they are dependant on bus routes or other drivers for transportation to school.
10. Refusal to Participate or Speak	We cannot force students to speak in class nor participate in group projects. This can be addressed and become a win-win situation by either giving the student alternative options to verbal participation (unless it’s a speech class) or simply carefully coaxing some response out of them and praising whatever minimal effort you receive from them. Remember, some students are terrified to be in a class setting –especially if there are round tables rather than desks – allowing for little anonymity.
11. Sexual Innuendo, Flirting, or Other Inappropriate Suggestion	This behavior should be curbed as soon as it occurs. It’s never comfortable to tell a student that they aren’t being appropriate and if you are uncomfortable, a short, positive e-mail or phone call might suffice. Your response should be not judgmental and you might discuss it with your department chair or faculty mentor before broaching it with your student.
12. Sharing/Copying Work	In some cultures, students work together to produce homework. It may come as a shock to these students that they cannot submit identical work. This may also come as a surprise to couples, parent-child, siblings, or close friends. Be careful to give thought to how you will handle this before you encounter it and react as if it were intentional cheating. This can also occur when the class does a great deal of group work. Make sure you are clear about what is individual vs. group work in your assignments.
13. Plagiarism or Lying	Depending upon the class and the student’s prior knowledge of what plagiarism entails, some faculty issue an automatic F for the first instance, then expulsion from the class with a report to the department chair and division dean on a second instance. Most colleges have specific policies. Be sure to know you college policy before taking action. *Plagiarism should be outlined in your syllabus with a reference for students to the college catalog for more information.*
14. Too Much Chit Chat	Give 2-minute chat times for groups or before class begins let them know that you have material to be covered and that their talking isn’t helping you achieve your goals for the class. Know too that some students occasionally translate a word or phrase to a tablemate who might not have as strong an understanding of English, be patient and observant when curbing this behavior.
15. Disrespectful Behavior	The reality is that sometimes students just plain won’t like you. You will find yourself in a conversation with yourself about why they don’t like you and treat you with disrespect. Animosity will perpetuate itself so remember your role and look for a way to positively invite the student to engage more deeply in the class. Perhaps offer them a special task based on a self-disclosed talent; for instance, a student whose hobby is Origami (Japanese paper folding) might lead a lesson on the art of following instructions.

[/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section]

Uncategorized

CREATE AN ORGANIZED AND EASY TO NAVIGATE SYLLABUS IN ONENOTE

April 19, 2021January 31, 2023 Mendi Benigni

[et_pb_section bb_built=”1″][et_pb_row][et_pb_column type=”4_4″][et_pb_text]

Microsoft’s OneNote is available as part of our Office 365 and is available to all Faculty, Staff and Students. This newsletter will show you how you can use it to create and organize your syllabus into something that is more easily digestible by students.

Below is an example of a converted syllabus.

You’ll see from the example that OneNote forms an easy to use navigation on the left side which helps the student to find the exact section of the syllabus they need.

You can easily add graphics and images to your syllabus as well.

If you use the OneNote integration in OAKS to create a Class Notebook, you can import an existing syllabus right in and modify it for that semester. This will also give your students automatic access to the syllabus.

[/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” custom_padding=”15px|15px|15px|15px” border_radii=”on|10px|10px|10px|10px” border_width_all=”5px” border_color_all=”#e09900″ box_shadow_style=”preset2″ box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” vertical_offset_tablet=”0″ horizontal_offset_tablet=”0″ z_index_tablet=”0″]

IMPORTANT NOTE:

This method is not without its downsides.

You can only print one section at a time, not the entire syllabus. This could be difficult when including it in T&P or on a departmental website.
You should share it via the Class Notebook link in OAKS, otherwise, the Share link is only good for 30 days.
Students have to log in with their CofC credentials to see your class notebook and therefore, your Syllabus.

[/et_pb_text][et_pb_button _builder_version=”4.8.2″ button_text=”LEARN HOW TO USE ONENOTE” button_url=”https://onenoteforteachers.com/” url_new_window=”on” button_alignment=”center” custom_button=”on” button_text_color=”#e09900″ button_text_shadow_horizontal_length=”button_text_shadow_style,%91object Object%93″ button_text_shadow_horizontal_length_tablet=”0px” button_text_shadow_vertical_length=”button_text_shadow_style,%91object Object%93″ button_text_shadow_vertical_length_tablet=”0px” button_text_shadow_blur_strength=”button_text_shadow_style,%91object Object%93″ button_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″ /][/et_pb_column][/et_pb_row][/et_pb_section]

Problem-based Learning

The baseline: Problem-based Learning

Interest-based Learning

Empathy-based Learning

Inquiry-based Learning

Challenge-based Learning

TIPS

Share this:

Let’s not let that go!

Substitution:

Examples:

Augmentation:

Examples:

Modification:

Examples:

Redefinition:

Examples:

QUESTIONS TO ASK YOURSELF AS YOU MOVE THROUGH THE MODEL:

Whatever you do, don’t lose the strides you made during the COVID semesters. Keep pushing forward and keep being curious!

Resources:

Share this:

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

THINGS TO THINK ABOUT…

HERE ARE SOME IDEAS FOR IMPLEMENTATION

Quiz/Questionnaire

Group work

Problem or Case

Concept Map

Think About When

TIPS

Share this:

Share this:

Scaffolding

WHY SHOULD I SCAFFOLD?

WHEN DO I SCAFFOLD?

HOW DO I SCAFFOLD?

I DO (instructor)

WE DO (class/groups)

YOU DO (student)

BREAKDOWN ASSIGNMENTS

ALIGN ASSIGNMENTS

PROVIDE EXAMPLES

REFLECTION

OTHERS

TIPS

Share this:

Motivated Students

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

COMPETENCE

AUTONOMY

RELATEDNESS/RELEVANCE

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:

Share this:

Share this:

SO HOW DO YOU INCORPORATE RIGOR INTO YOUR TEACHING?

ESTABLISHING A CONDUCIVE ENVIRONMENT

CONTENT

CLASS DISCUSSIONS

ASSESSMENT

RESOURCES:

Share this:

Create a Class Policy

What Should Be Included in a Class Policy?

Sample Questions:

Great Resource

Share this:

Share this:

I DO
(instructor)

WE DO
(class/groups)

YOU DO
(student)