Category: Best Practices

Read&Write Screenshot of a webpage highlighted
Accessibility, Best Practices, instructional technology

Improve your, and your students’, reading and writing confidence

Mendi Benigni

Did you know that the College has purchased a site license for Read&Write from TextHelp (thanks Disability Services). Read&Write is a toolbar for your computer or web browser that allows the users to increase their literacy.  This toolbar works in any application on your computer, allowing you to:

  • have the computer read digital documents to you
  • highlight any website or document to assist with summarizing and categorizing
  • suggest words as you type (prediction) to develop writing skills
  • convert inaccessible text, such as a screenshot, into accessible text
  • proofread your documents
  • and more…

Read&Write toolbar screenshot

I use Read&Write to read difficult or boring documents out loud while I read it.  It helps me stay focused especially if I’m not keen to read it to begin with.  It also has a Screen Masking tool which is another tool to help prevent loss of focus.

These are just a few of the things Read&Write can do without much, if any, instruction.  However, if you want to do more then you can use it to

  • give you word definitions.  There is even a picture dictionary which can be good for non-native speakers.
  • create audio files from typed text.
  • check verbs for agreement.
  • create a collection from your highlights.
  • create a vocabulary list.
  • add text facts to a web resource (such as notes, title, author, etc.).
  • export the notes you create to a Word document.
  • translate words
  • similar word checker

These tools can definitely help users with disabilities but it’s important to know that they can help EVERYONE become more literate.  We all have times where focus or vocabulary or writing is an issue and this is a tool that can help.

If you want to know more visit Read&Write Quick Start and Read&Write Getting Started.

Installation:

  1. Go to https://www.texthelp.com/en-us/products/read-write/read-write-for-education/
  2. Click Try Now choose your platform and follow the normal installation instructions for your platform
  3. Once it’s installed, open it up and accept the User Terms, click OK.
  4. IMPORTANT: When asked to sign in you MUST choose GOOGLE and use your CofC email and password.

If you have problems getting it installed or logged in, contact the CofC Service Desk at 843-953-DESK.

Small Teaching Tip 17: Crafting a Learner-Centered Syllabus
Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #17: Crafting a Learner-Centered Syllabus

Jessica Smith

Historically, a syllabus has been defined as an outline of the topics to be covered during a course. But in the past twenty years, the functions of our syllabi have expanded greatly. Common functions faculty cite include serving as a contract, listing required textbooks, detailing policies and procedures, and describing the focus of the course.

One important but overlooked role a syllabus plays is that it’s the first point of interaction between you and your students. The words you choose provide a window into your beliefs about teaching, learning, and your discipline. Since the syllabus is the first point of contact between instructor and students, it sets the tone for the rest of the semester. And first impressions are very powerful.

If syllabi serve such important functions, why do we have to goad students into reading them?

In my experience, first as a student, then as a faculty member, and now as an instructional technologist, syllabi are usually not very engaging or welcoming. Their tone tends to be cold and sterile, like a legal contract. They resemble those Terms of Service agreements that no one actually reads. Not only are syllabi often unattractive, dictatorial, and cold, their format hasn’t changed much in the past twenty years to reflect the amazing technological advancements in graphic design, information transmission, and Web 2.0 applications.

So perhaps the answer to our question is that many students recoil from our syllabi because they’re so uninviting and inaccessible. Simply put, from a student perspective, a boring syllabus is the precursor to a boring class.

One solution is to make your syllabus more “learner-centered.” Through content, appearance, and tone, a learner-centered syllabus communicates to students that faculty care about their success, view learning as a collaboration, and make it clear that students will not be treated as passive receptacles for information. Instead, they will be treated as active, contributing participants. A learner-centered syllabus requires faculty to focus more on what will help student intellectual development as well as viewing the syllabus as a community builder.

We need more empirical research on this topic, but the studies we do have indicate that learner-centered syllabi tend to contribute to positive outcomes. Students who read learner-centered syllabi are more likely to believe the professor expects them to be successful. They are also less likely to drop the class, are more likely to approach the instructor for assistance, and more likely to believe the instructor cares about their learning.

So where do you begin?  Here are a few ideas for getting started creating a learner-centered syllabus:

Language

It’s important to be conscious of the words you choose because they are the most influential variable impacting student perceptions. Using warm, positive, and supportive language is an easy way to start building rapport. You don’t have to be bubbly or saccharine in order to communicate to students that you care about their learning. One of the simplest ways to make students feel like active contributors is to use more inclusive pronouns, such as “we,” “us,” and “our,” rather than relying only on “you” or stating “students will/students will not.”

Transparency

Another aspect of learner-centered syllabi is their transparency.  A colleague of mine calls the lack of transparency on many syllabi playing “find the cookie.” In this metaphor, the cookie equals the steps to success. So if you’re playing find the cookie, you are being too vague, confusing, or indirect.

It shouldn’t be a mystery how students will achieve the learning objectives, how they will be evaluated, and how they can be successful in your class.  Remember that students are still disciplinary novices. They may not pick up on or understand certain norms or expectations that we as experts recognize so easily.

There are often particular elements, topics, or assignments that students find more difficult than others. Consider giving students a heads-up about these components and providing advice about strategies that can help them succeed. You could also include a section about helpful resources students can turn to.  Perhaps this is where you include information about campus resources such as Disability Services, the Center for Student Learning, the Counseling Center, and the Library. Also consider adding outside resources, such as websites that provide practice tests or flashcard generators. Including this information is not simply useful, it also communicates to students that you care about their success.

Expectations

Syllabi typically focus on what instructors expect from students. We often spend pages and pages telling them what they should and should not do. Learner-centered syllabi include policies and procedures, but also outline what students can expect from their instructor.  This communicates that the course is a joint effort and a community. During the first week of classes, you could set aside time for students to discuss what teachers and professors have done in the past that has helped or hindered their learning. Students and instructors could then negotiate which ideas will become expectations of the instructor.

Shared decision making

A learner-centered syllabus could also mean allowing students to have some say in course policies and procedures. For example, depending on the course and the students, you could be flexible regarding assignment weights and options and consult the students on those decisions. You could also leave a class period open on the schedule and allow the students to vote on which topics will be covered that day. While first-year students might not have the maturity to make these types of decisions, juniors and seniors may thrive when given some choice in how they will demonstrate their learning.

Format

Most of us likely use black and white Word documents with 12-point font and maybe some bold or italics thrown in for good measure. If you were a 19 year old, would you want to read your syllabus?

We are members of a visual culture in which knowledge is increasingly conveyed in images and decreasingly conveyed in lengthy text. Raised on television, video games, and social media, our students are part of a generation that is leading this shift. We may grumble about this, but we can’t ignore the cultures our students are growing up in or what they perceive as normal.

Keep in mind, young people aren’t the only ones who appreciate visuals.  Our brains are image processors, as much of our sensory cortex is devoted to vision. And research has demonstrated that images are more likely to be noticed and remembered. Incorporating visual elements on your syllabus can make it more eye-catching and engaging.  

One way you can create more visual and interactive syllabi is to use digital tools like Google Docs, Populr, WordPress, Adobe InDesign, or Canva. One benefit of hosting your syllabus online is that the document comes alive.  By adding hyperlinks, even embedding video, you make your syllabus an interactive experience. This is not only more engaging, but it allows you to share significantly more information with students without making a 20-page syllabus because you can link to other websites. If that sounds too “techy” for you, there are many newsletter or magazine style templates that you can use in Microsoft Word to make your syllabus more aesthetically pleasing.

But please keep in mind that adding color, graphics, attractive fonts, and other visual elements does not guarantee a well-designed and engaging syllabus. It’s vital that clarity and readability are not negatively affected. Also, if you decide to include visuals, you must consider how accessible the document is. For example, screen reading software may not be able to read the image, chart, or table you’ve included in your syllabus. So I recommend keeping on hand the old version of your syllabus which is completely text-based in case you have a student who is visually impaired.

Your Turn

I encourage you to take a moment to look over one of your syllabi and consider how students might perceive you based on what they read. Through your choice of language and tone, what signals are you sending to students about your class, your discipline, and you as a professor?  Does the document encourage community-building or is it solely instructor-focused?

When examining your syllabi, adopt an open-minded and curious perspective.  Scan your syllabus for the norms it represents and the attitudes it communicates. Then determine one element you could change to make your syllabus more learner-centered.

Want to learn more?  If you are a graduate of the Distance Education Readiness Course, you can participate in the Distance Education Extension Program and access the “Crafting a Learner-Centered Syllabus” mini-course. If you haven’t taken the DE Readiness Course yet and want to know more, please visit http://blogs.charleston.edu/dereadiness/

Image of students sitting around a table talking with the words Structured In-Class Discussion Formats Small Teaching Tip #16
Best Practices, discussion, Pedagogy, Small Teaching Tip, Teaching Advice

Small Teaching Tip #16: Structured Discussion Formats

Jessica Smith

“I’m tired of looking out at a sea of blank faces.”

“There’s nothing but crickets when I try to get a discussion going.”

“It’s like talking to a brick wall!”

How many times have you lamented the quality of discussions in your classes? Facilitating engaging conversations is one of the most challenging aspects of teaching.  Even the most brilliant lecturer can be stymied by an unresponsive class.

Often, class discussions fall flat because we fail to remember that students are academic novices. They are not subject matter experts and they are unfamiliar with academic discourse. When it comes to in-class discussions, students benefit from clearly stated instructions, explicit expectations, and structure. Here are a few popular structured discussion formats to try:

Think-pair-share
After lecturing, ask students to jot down their responses to a prompt you provide on scrap pieces of paper or in a Google Doc. After a few minutes, ask them to turn to their neighbors and share their ideas. Finally, bring the entire class together and have the pairs report what they discussed and use what arises as a jumping off point for an entire class discussion. This simple exercise gives students the chance to think and talk through their ideas before being put “on the spot” in front of the entire group. This is essential for students who struggle to participate in discussions because of introversion, social anxiety, or learning disabilities.

Fishbowl
In this exercise, instructors seat students in two concentric circles. The inner group of students discuss a topic while the outer group listens and take notes. Then, the groups switch roles and the outer group summarizes the inner group’s ideas and builds on them. This discussion format helps students practice active listening and argumentation. Another version of the fishbowl is problem-based, in which the central group is charged with solving a problem and the outer group listens and acts as researchers and advisors.

Gallery walk
Place large sheets of paper around the room each with a different prompt (e.g. question, problem, brainstorming task). Assign a few students to each sheet of paper.  Give the groups 5 minutes to respond to the prompt. The groups then rotate to a new sheet and build upon the previous group’s comments. After all the groups visit each sheet, everyone walks around the “gallery” to read all the responses. This can then serve as a springboard for a larger class discussion about conclusions and questions that arose.

Stand where you stand
This exercise works for discussions about questions that don’t have a single answer and, thus, can be debated. Assign a different theoretical or analytical perspective to each corner of the classroom. Ask students to stand in the corner of the room that represents their position on the issue.  As a small group, they should formulate evidence-based arguments to support their position that they think will convince others to agree with them. Each group then presents their arguments and students are given the opportunity to move to a different corner if they were convinced to change their mind. Students can articulate why the arguments did or did not change their opinion on the topic, which can lead to a discussion of effective argumentation and persuasion.

Jigsaw
This exercise is a great use of peer teaching. In preparation for class, each member of a small group completes a different reading on a particular topic (that they find themselves or that the instructor assigns). In class, each student shares a summary of their reading and his/her analysis with their team. During this “reporting out” and subsequent discussion, students become budding “experts” on a specific topic. After a period of time, each student then moves to a new group to teach their speciality to their classmates.

Instructors can also incorporate other sources of knowledge, such as student’s own experiences. For example, students could analyze how a recent experience aligns with or deviates from the theoretical perspective they examined or the results of the research they read.  Students could also complete a “webquest” by seeking examples online (e.g. memes, cartoons, quotes, video clips) and using them to supplement their small group discussion.

Collaborative autoethnography
Based on the qualitative research method designed by Heewon Chang, this exercise privileges students’ lived experiences and encourages significant self-reflection. Students use both their own stories and scholarly sources to analyze a larger societal context. This exercise could take multiple class periods, or could even become the overarching structure of a course. It involves 6 stages:

  1. Students collectively explore a particular phenomenon, problem, or question as a small research team. Based on research and their personal stories related to the phenomenon, students generate an initial set of questions to explore further.
  2. Students then individually reflect on these questions and write their own responses.
  3. They then share their reflections with their team, which collectively identifies commonalities, differences, and remaining questions.
  4. Those themes and questions are discussed in class, benefiting from the insights of classmates and instructor. What arises from those conversations becomes the next set of prompts for further research by the team.  
  5. This cycle of researching, reflecting, and sharing is repeated until no new discoveries occur (or the time allotted for the exercise runs out)
  6. The team then writes about their overall findings, often building models to explain the phenomenon explored.

These ideas are great for face-to-face classes and, with the help of technology and some creative thinking, a few could also be adapted for online courses. I also recommend the book Creating Engaging Discussions: Strategies for Avoiding Crickets in Any Size Classroom and Online by Jennifer Herman and Linda Nilson. And for more help improving discussions, check out these posts:

Do you have other suggestions for facilitating engaging class discussions?  Please share!

Team-based Learning: a quick guide to understanding
Assessment, Best Practices, Collaboration, Innovative Instruction, Pedagogy

Team-Based Learning Quick Guide

Mendi Benigni

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What is Team-Based Learning?

“Team-Based Learning is an evidence-based collaborative learning teaching strategy designed around units of instruction, known as “modules,” that are taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. A class typically includes one module.” 1

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Why incorporate Team-based Learning?

TBL covers all types of learning:

  • rote and concept learning tested by the individual assurance testing (iRAT)
  • collaborative learning when discussing and coming to consensus on the team readiness assurance test (gRAT/tRAT)
  • application and creative learning during the team case portion

In addition, it also encourages additional skills necessary to succeed in work/life today, such as:

  • problem-solving
  • teamwork
  • consensus
  • cooperation
  • leadership
  • listening skills
  • collaboration

 

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When should you incorporate Team-based Learning?

TBL is most successful when used on a consistent basis throughout the semester.  This is because the critical component to TBL is the ongoing, consistent team!  CIEL at Vancouver University states, “Groups are collections of individuals. Teams are groups who have developed a shared purpose and sense of collective responsibility. Groups evolve into teams when an instructor creates the proper conditions for effective collaboration.” 2  In order for these teams to gel and be successful they need to meet and work together on a regular basis otherwise, it’s just in class group work.

TBL can be used in any discipline so don’t shy away from the idea because you don’t immediately see how this will work for you.   A little web research will show you many case studies and problems that you can use to teach your concepts.  When choosing a case or problem remember, the teamwork is most effective “when used with assignments where students are asked to converge their diverse thinking in making a single, collective decision, much like a deliberative body.”2

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Creating the Teams

The teams are the most important part of TBL.  Here are a few rules to follow when making the groups:

  1. never use student-selected teams
  2. create diverse teams (balanced intellectual and personality resources)
  3. make the selection process transparent
  4. 5-7 students per team
  5. decide what criteria are important to the groups in your class, as well as detrimental.  Ex. had previous courses in the program.
  6. prioritize your criteria (good and bad)
  7. call out the first criteria and allow the students to self-determine if they meet the criteria or not

Learn more about creating your teams at Team Formation for TBL.

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The Process

Taught in modules (usually one per class) in three-step cycles: preparation, in-class readiness assurance testing, and application focused exercise.  

  • Student Preparation:
    • must be done before the class – watching, reading, completing a worksheet, etc.
    • some give a reading/watching guide of things to look for and vocab to know.
  • In-class Readiness Assessment Test (RAT):

Step 1:  Students complete an individual RAT (5-20 questions) and submit it (this is not on the if-at) a.k.a. iRAT
These questions are based on the reading(s) and shouldn’t be an easy yes/no answer.  They are multiple choice but should require some thought and application.

Step 2: Students get into their teams and take the same RAT together (uses if-at) a.k.a. tRAT or gRAT
All answers must be agreed upon by the entire team so if there is a discrepancy, the students have to try to convince the other students on the team until they come to a consensus.  This is the same test they took earlier as an individual.  

Team reads the question and discusses it.
They then scratch off the answer they agree upon on the If-At scratch-off.
If it is correct they see a star and get full points.
If it is incorrect they have to discuss again and give it another go.
They continue to scratch answers until they receive the correct one.  Their points decrease every time they incorrectly scratch.

Step 3: Teams are given the opportunity to appeal answers they got incorrect.  This is a formal process in writing where they state their Argument then provide Evidence with page numbers from the readings that back their argument.

Step 4: Professor conducts a clarifying lecture of what the students didn’t grasp, based on the RAT scores.

  • Application Exercise:
    • students are given a problem or challenge and they must come to a team consensus to choose the “best” solution.  These problems do not have one right answer.
    • the teams discuss their findings and solution with the class.

The application-based exercises are very case-based and should include the following:

  • Significant: demonstrates a concepts usefulness.
  • Specific choice: based on course concepts.  Ex which procedure is BEST to use and why.
  • Same problem: all teams receive the same problem.
  • Simultaneous report to the class in a discussion.

Scaffolding

  • Instructors can give a worksheet to the teams that teach them to think through a problem by walking them through the process, how to dissect a statement and make an argument.

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Student to Student feedback at midterm and final

This feedback is critical to the success of a long-term team so these evaluations are an important part of the process.  The feedback should be positive and constructive.  Here are some ideas for questions:

  • One thing they appreciate about this team member
  • One thing they request of this team member
  • Distribute points among the members
    • Look at Preparation, Contribution, Gatekeeping, Flexibility
  • Also, include what they appreciate/request about the instructor

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Sample Case Repositories

Public Health

Exercise Science

PEHD

 

COFC ONLY – Does this seem at all interesting?  If so, contact me and I’ll give you the IF-AT scratch-off cards to use in your class.  They include instructions and a test-maker!  This offer is first come, first serve so don’t wait!  Email benignim@cofc.edu using your CofC email to let me know you want them.

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Resources:

Team-Based Learning Collaborative

Team-Based Learning Video

Yale Center for Teaching and Learning: Team-based Learning

What is Team-Based Learning? from the Center for Innovation and Excellence in Learning

 

 

 

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Top Secret
Best Practices, Google, Google Apps, TLT

#OneNewThing: Secret Google Drive Sharing Tips!

Mendi Benigni

Google Drive makes it easy to share any file with someone as either VIEW ONLY or EDIT via the SHARE button in any Docs, Sheets or Slides file. But did you know that there are other methods to share?

Preview Mode:

Preview mode is a cleaner look for sharing on websites or with others.

Use this when you want to viewer to only view the document but not make a copy of it into their own Google Drive.  When you share a Google file as View Only it still gives the users an opportunity to download it or to copy it into their own Google Drive.

Regular Sharing Mode:
Regular share showing the Google Docs menu bar at the top

Preview Mode:

When you use PREVIEW mode it’s cleaner and has no copy/download options
Preview mode with no menu bar showing

How to Use Preview Mode

  1. Start in Google Drive inside your file.
  2. Click the Share button in the upper corner.
  3. Click on Get Shareable Link and choose Anyone with the link can view.
  4. Copy the link given.
  5. Open a Word document, Google Doc, or a Text Note and paste the url you copied into that document.
  6. Highlight the end of the url, everything from the word Edit or View on and delete it.
  7. Now, in it’s place, type in the word preview.
  8. Copy this new URL and use it wherever you want (webpage, blog, etc.)

Example: https://docs.google.com/document/d/1Qutrs_d25LuUioopq2VFUV6iJe2GNYxSxrUJeZeXovM/preview

Copy Mode

Copy mode forces the file to be copied into the viewer’s Google Drive account before they can view it.

You can use this when you want to give a handout, worksheet, or template to your students for them to complete without altering the original.  When you share a Google file as View Only it can be copied into a user’s Google Drive but the user has to know how to do this.  Using the copy mode the user is prompted to copy the file and doesn’t have to know how to manually do it.

copy document screen with blue "make a copy" button
Above is what the user will see when they click on a link modifies for Copy mode.  Clicking on Make a Copy will automatically copy the file into their Google Drive.

How to Use Copy Mode

  1. Start in Google Drive inside your file.
  2. Click the Share button in the upper corner.
  3. Click on Get Shareable Link and choose Anyone with the link can view.
  4. Copy the link given.
  5. Open a Word document, Google Doc, or a Text Note and paste the url you copied into that document.
  6. Highlight the end of the url, everything from the word Edit or View on and delete it.
  7. Now, in it’s place, type in the word copy.
  8. Copy this new URL and use it wherever you want (webpage, blog, etc.)

Example: https://docs.google.com/document/d/1Qutrs_d25LuUioopq2VFUV6iJe2GNYxSxrUJeZeXovM/copy

Other Options

Other options available using the method outlined above.  Just replace the Edit/View area of the URL with:

export?format=doc – forces the Doc to download as a Word file.
export?format=pdf – forces the Doc to download as a PDF file.
export?format=rtf – forces the Doc to download as a Rich Text Fomat file.
export?format=txt – forces the Doc to download as a Plain Text file.
export?format=html – forces the Doc to download as an HTML (web) file.

Example: https://docs.google.com/document/d/1Qutrs_d25LuUioopq2VFUV6iJe2GNYxSxrUJeZeXovM/export?format=doc

 

 

 

 

 

 

Copy Mode:

TLT's Summer Reading List
Best Practices, Innovative Instruction, Pedagogy, Teaching Advice

TLT’s Summertime Reading List

Jessica Smith

Summer is a great time to catch up on reading! When you take a break from your research, why not explore the scholarship of teaching and learning?

Here are my current favorite books related to pedagogy, student engagement, and how the brain works:Cheating Lessons Book Cover

Cheating Lessons by James Lang — a guide to tackling academic dishonesty at its roots. Lang analyzes the features of course design and classroom practice that create cheating opportunities, and empowers instructors to build more effective learning environments. In doing so, instructors are likely to discover numerous added benefits beyond reducing academic dishonesty.

Make it Stick by Peter Brown, Henry Roediger, and Mark McDaniel — Drawing on cognitive psychology, neuroscience, and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and teaching methods that are quite common but counterproductive.

The Spark of Learning: Energizing the College Classroom with the Science of Emotion by Sarah Rose Cavanagh — Cavanagh argues that if you want to capture your students’ attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. She provides a wide range of evidence as well as practical examples of successful classroom activities from a variety of disciplines.

The Spark of Learning Book CoverSmall Teaching: Everyday Lessons from the Science of Learning by James Lang — This book bridges the gap between research and practice by sharing how faculty can take incremental steps towards improving student learning and engagement. Lang provides simple, concrete, classroom-tested strategies that do not require a lot of preparation or class time but can make a big impact.

The New Education: How to Revolutionize the University to Prepare Students for a World in Flux by Cathy Davidson — Davidson argues that our current system of higher education hasn’t changed much since the early 20th century and is not suited to prepare students for our digital world and gig economy.  The book provides case studies of innovators from the Ivy League to community colleges who are striving to change how we educate young people.  Not all the ideas shared are new, but it’s an engaging read.

What are YOU reading this summer?  Please share!

Small Teaching Tip 14 Course Design with Accessibility in Mind
Accessibility, Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #14: Course Design with Accessibility in Mind

Jessica Smith

A couple years ago, I had a startling wake-up call as an instructor.  While wandering the aisles at Target, I received an email from one of my students informing me that she is blind and may need accommodations in my class.  I leaned against my cart and realized I had never before considered how accessible my course is.  Most of my readings were scanned book chapters and articles that were not screen reader friendly.  None of the images I used included alt text.  Some of my charts and diagrams relied on color alone to convey information.  And I relied a lot on video clips.  

It was one week before the semester started.  I was screwed.

Ultimately, however, the student and I worked together to make her experience in my class positive.  I learned about optical character recognition (OCR) and how to make PDFs “readable” by software like JAWS.  When grading, I recorded audio feedback rather than using Word’s track changes and discovered almost all my students preferred this method.  And I provided typed descriptions of important visual elements in the videos I showed in class.  While I was able to ensure this student had access to everything the rest of her classmates did, it was a lot of work and a lot of last-minute scrambling.

Thus, I want to encourage you to not make the same mistake.  Now is the time to think about accessibility, not when you receive an accommodation letter from a student.  Yes, it will add preparation time up front, but it is much more efficient to be proactive than reactive.

What can you do as an instructor to ensure all students have equal access to your course materials and learning environment?  Here are a few ways to get started:

  1. Information must be presented to students in ways they have the ability to comprehend (it can’t be invisible to all of their senses).  For example:
    • Provide text alternatives for non-text content (such as full-text transcriptions).
    • Include appropriate alternative text (alt text) that provides an equivalent to image content.
    • Provide captions and/or alternatives for audio and video content.
    • Make content available to assistive technologies, such as screen reading software.
    • Use sufficient contrast to make things easier to see.  For example, use dark background and light font or vice versa.  A contrast checker can help determine if your materials adhere to Web Content Accessibility Guidelines.  Also, do not rely on color alone to convey meaning.
  2. Make sure all users can navigate and interact with your learning environment.  For example:
    • Make all functionality keyboard accessible, rather than requiring a mouse or trackpad (e.g. keyboard shortcuts).
    • Give users enough time to read and use content (e.g. additional time to take an exam).
    • Do not use content that may cause seizures or sensory discomfort (e.g. rapidly flashing animations).
  3. Avoid hyperlinking phrases like “Click here,” “More information,” or “Continue.”  
  4. Ensure technology tools, websites, or other outside resources used in the class are accessible to all students. 
    • For example, if you will be using a textbook publisher website, it is your responsibility to confirm their website is Section 508 compliant.

These additional resources will further help you design your course with accessibility in mind:

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Small Teaching Tip 13 Building Stronger Learning Communities
Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #13: Building Stronger Learning Communities

Jessica Smith

In higher education, teaching is often perceived simply as the transmission of knowledge and that can contribute to our focus on content delivery at the expense of other elements of effective teaching.  Educational philosopher John Dewey argued that effective teachers do more than deliver content to their students.  They also value learning by doing rather than simply listening, giving students the freedom to explore and create their own meaning, and encouraging the application of knowledge to their lived experiences.

In order for these values to flourish in the college classroom, students and professors must build a safe, supportive learning community.  After all, the goal of teaching is not simply to build knowledge and competencies, but also to grow a network in which learners feel comfortable sharing perspectives, challenging one another’s world views, and stretching their thinking.  So the following are a few simple ideas to build greater community in your own classes.

  • Add clear statements to your syllabus that explain expectations regarding community and communication (and discuss them during the first week of class). Consider including topics such as:
    • The roles of students and instructor (e.g.  the instructor may initiate discussion, but students are responsible for facilitating).
    • How you want students to communicate with you and with each other (e.g. behavioral expectations, technology tools, etc.)
    • If you’ll be incorporating online interaction, include a section on netiquette.
    • What students can expect from you in terms of communication (e.g. response time to emails, making appointments, etc.)
    • Your expectations for quality participation (e.g. what “counts” as contributions to class discussion).
    • How students can get support and help when they need it (e.g. your office hours, Center for Student Learning, Helpdesk, etc.)

 

  • At the very beginning of the semester, send students a “welcome” video introducing yourself and the course.  Voicethread is a fantastic application to use for this purpose because it combines online discussion with multimedia content delivery.  For example, you could combine Powerpoint slides that contain information about you and the course with a webcam video of you discussing this information.  Then, students can leave audio, video, or text comments to introduce themselves and ask questions.  Creating such a presentation serves multiple purposes:  First, because you can cover typical syllabus information in the video, it frees up the first day of class for icebreakers and discussions.  Second, if you share personal information and use a webcam to record yourself talking, it allows students to get to know your personality better.  Finally, if you use an application like Voicethread, it allows students to engage one another in conversation and start building community.

 

  • Use the minutes before class starts to get to know your students better.  Many of us arrive to our classrooms without time to spare.  We then concentrate on taking attendance, turning on the computer and projector, and reviewing our lecture notes. Meanwhile, our students sit silently, gazing at their phones.  We may not consider the minutes before class begins as consequential, but they offer a fertile opportunity to get to know our students better and build a more positive classroom environment.   A number of studies suggest that learner satisfaction is related to the social presence and immediacy of the instructor.  So make it a goal to arrive to your classroom early and use those extra few minutes to chat with your students and set the stage for the rest of the class period.

 

  • Incorporate more opportunities for student collaboration.  Yes, students often grumble about group projects, but there are so many other ways to include collaborative learning in your classes.  Consider including more low-stakes opportunities rather than only culminating projects worth a significant portion of the students’ grades.  Peer teaching is one great option and a significant amount of empirical research indicates that working with peers has a positive influence on students’ psychological wellbeing, including autonomy, environmental mastery, and personal growth.  The research of Eric Mazur, who popularized peer instruction in the hard sciences, demonstrates learning gains frequently double and sometimes triple when peer instruction is integrated into class time.  To get you started, check out this post about peer teaching strategies and this one about facilitating drama-free group projects.

 

  • Create an online space where students can “hang out.”  This allows students to build community in a less formal way than structured assignments and in-class discussions.  This digital space could be used for students to ask one another questions, form study groups, and provide support.  There are numerous ways this can be accomplished, including using the OAKS discussion board, social media such as Twitter, Google Hangouts chat, Slack, Lino.it, or RealTime Board

These are just a few ideas to start building community in your classes.  What ideas do you have?  Please share in the comments!

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Small Teaching Tip 12
Best Practices, Small Teaching Tip, Teaching Advice

Small Teaching Tip #12: Spice Up Your First Day of Classes

Jessica Smith

Take a moment and envision the first day of classes.

Does it resemble the following?

  1. introduce yourself
  2. hand out your syllabus
  3. tell students which textbook to buy
  4. ask them to introduce themselves
  5. call it a day

Many faculty do just this, letting a golden opportunity pass them by.

I get it.  The first day of classes can be tough.  With department retreats, meetings, and Convocation, you may have run out of time to put the finishing touches on your course.  Plus, students may be hounding you to get into your class, while others are dropping like flies, so your class roster changes by the minute.  And let’s admit it, icebreakers can be incredibly corny, even painful to introverted students (and professors).

But, despite these challenges, it has become my annual tradition to encourage you to “spice up” your first day of classes.  So here is my advice:

Don’t let them go after five minutes.  What’s the point of meeting if nothing is going to be accomplished the first day?  I used to think students would perceive me as “cool” if I let them go after only a couple minutes.  Not so.  Most students felt their time was completely wasted.  Put yourself in their shoes.  If you were asked by a colleague to come to campus for a meeting then, after just a couple minutes, they said “Eh, let’s just continue this conversation later,” you’d likely be frustrated.  Take advantage of the opportunities the first day presents to build connections and start forming a supportive learning environment.

Don’t make the first day of class “Syllabus Day.”  Avoid reading the entire syllabus to students.  This is a waste of everyone’s time.  Students who care about their learning will read the syllabus on their own.  If you’re wary of putting that onus on students, ask them to sign a syllabus contract or include a syllabus quiz the first week (which is very easy to accomplish using the OAKS quizzing tool).  Perhaps more importantly, write a syllabus that students might want to read rather than one that looks like a Terms of Service agreement.  David Gooblar, lecturer at the University of Iowa, recently wrote about this in Chronicle Vitae: “Your Syllabus Doesn’t Have to Look Like a Contract.”  If interested, this rubric (bit.do/syllabusrubric) may help you critically examine your syllabi.

Establish intentions.  Rather than spending time listing policy after policy, consider setting intentions for the semester and involving your students in this process.  What do you hope they accomplish and what do they want to learn?  What do you expect from them and what can they expect from you?  Is there a way both parties can be satisfied?  Here are some ideas I have tried in my own classes:

  • Ask students to think about their favorite classes and the classes they hated.  Then (without revealing identifiable characteristics), ask them to generate lists of qualities that made the classes awesome or terrible.  Students love this activity and it always results in a fruitful discussion of expectations.  It also provides fantastic insight into the minds of both students and professors, which leads to better understanding and empathy.
  • I also ask students to compile a list of what they would like from me.  Punctuality, availability, and fairness are usually mentioned and these are qualities that I already deem important.  But because students composed the list themselves, it gives them the sense that I’m willing to share my power and that I’m open to their perspectives.
  • Consider establishing a classroom code of conduct.  Some of you may find this infantile, but I believe it’s one of the best and easiest ways to establish a respectful classroom culture.  When students generate the rules, they’re more likely to own them.

Google search results for icebreakers that aren't lame

Build icebreakers into the entire first week, even beyond.  Most professors include some type of “getting to know you” activity on that first day.  But the class roster doesn’t solidify until after the add/drop deadline.  Therefore, I suggest icebreakers are even more important during the third and fourth class periods.  This doesn’t have to take much time.  I typically incorporate self-introductions into roll call, asking students silly questions to make them chuckle.  I’m consistently surprised by the number of times students find unexpected connections: “Seamus Finnigan is my favorite Harry Potter character too!!!”  Some students may be grumpy about icebreakers, which is understandable considering they do them in every class, but that encourages me to find new ones each semester.  For example, I’ve had them do “speed dating,” play 6 degrees of separation, and go on scavenger hunts.  There are so many possibilities!  Google “icebreakers that aren’t lame” or ask your colleagues how they facilitate introductions.

While the first day of classes arrives too quickly and many of us feel underprepared, it is still ripe with opportunity.  Make the most of it and it will set you up for a successful and enjoyable semester!

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Best Practices, Collaboration, Pedagogy, Small Teaching Tip, Teaching Advice

Small Teaching Tip #11: The Benefits of Peer Teaching

Jessica Smith

When we ask students to work in groups or turn to their neighbor to discuss course content, many of us wonder whether this kind of collaboration is worthwhile.  Students aren’t experts, so could they be teaching each other incorrect information?  Or perhaps what they discuss is superficial or watered down?  Not to mention the drama and interpersonal conflict that can arise when students try to work together.  Is peer teaching really worth it?

Despite these concerns, and many others, a significant amount of empirical research indicates that there are numerous benefits of peer teaching.  For example, a recent study published in Teaching in Higher Education, found that working with peers has a positive influence on students’ psychological wellbeing, including autonomy, environmental mastery, and personal growth.  The research of Eric Mazur, who popularized peer instruction in the sciences, demonstrates learning gains frequently double and sometimes triple when peer instruction is integrated into class time.

Beyond the research, we must also recognize that peer teaching happens informally all around us.  Maryellen Weimer argues that students instinctually learn from one another.  When they have a question about course content, they often turn to their peers before their instructor.  Students are often intimidated by professors and don’t want to appear “stupid,” so they approach their classmates first.  I can’t tell you how many times I overhear students in the hallways turn to a classmate and say “I have no idea what Dr. so-and-so wants for this assignment. Do you?”  Students are constantly learning from one another, so why not use our classes to cultivate stronger collaboration and communication skills?

Here are a few simple peer teaching strategies to try:

Microteaching:  Students choose or are assigned class periods during which they are responsible for teaching the entire class.  They act as the professor for the day and are charged with developing a lecture, crafting activities, and facilitating discussion.

Think-Pair-Share: The professor poses a complex, challenging, or controversial question and asks students to think about their responses alone.  To encourage deeper thinking, students should write down their thoughts.  Then, ask the students to turn to a neighbor and compare answers.  The students are tasked with reaching a consensus or formulating arguments to support their views.  Finally, students report back to the rest of the class.

Peer Instruction using an Audience Response System:  Students are assigned a reading or video lecture prior to class and then quizzed on the more difficult or complex topics using an Audience Response System, such as Poll Everywhere, to submit their answers. Students then form small groups, discuss the quiz question, come to a consensus, and re-submit a group answer. Instructors can then instantaneously see where clarification is needed based on incorrect answers provided by both individuals and groups.

Immediate Feedback Assessment Technique:  This is the low-tech version of the above strategy.  Students are presented with multiple-choice questions that they discuss with group members.  Then, using cards that are similar to scratch-off lottery tickets, students choose their answer by removing the foil covering options A, B, C, or D.  If their choice reveals a star, they know they’ve answered correctly.  If they don’t see a star, they must problem-solve with their classmates and endeavor to determine the correct answer.  If you are interested in this technique, TLT can provide IF-AT cards to try with your students.

IF-AT scratch card used with peer teaching.

The Jigsaw Technique:  In this strategy, the instructor first divides a topic, problem, or assignment into parts.  Next, students are split into “home teams” with one member assigned to each topic.  Working individually, each student learns about his or her topic.  For example, if the content is divided into parts 1, 2, 3, and 4, group one would contain four students and one student would work on part 1, one student on part 2, and so on.  Next, groups are reformed into “expert teams” so that everyone in the group worked on the same topic (e.g. all the ones become a group, all the twos, and so on).  These students share their findings and collaborate to discuss, verify, and synthesize all the information gathered.  Finally, the home teams reconvene and listen to presentations from each member. These final presentations provide students with a better understanding of their own material, as well as the findings that have emerged from other groups.

Jigsaw method
Image via Eliot Aronson

 

These are just a handful of popular peer teaching strategies that do not require a significant amount of labor on the part of the instructor.  Consider giving one a try.  But remember, it’s important to recognize the benefits of peer teaching do not result from simply putting students together in groups. Group work that promotes learning and other positive outcomes is carefully designed, implemented, and assessed.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

Reference: Hanson, J. M., T.L. Trolian, M.B Paulsen, and E.T. Pascarella. 2016. Evaluating the influence of peer learning on psychological well-being. Teaching in Higher Education 21 (2): 191–206.