Small Teaching Tip 21: It's Time for a Syllabus Redesign
Best Practices, Small Teaching Tip, Teaching Advice, Web 2.0

Small Teaching Tip #21: It’s Time for a Syllabus Redesign

If you’re like most faculty, you receive an inordinate number of questions from students that they could have easily answered themselves if they only consulted the syllabus.  For years, I’ve pondered the question: why don’t students read the syllabus?  The answer I’ve come up with after a lot of research and talking with students is that syllabi are boring. Yep, I suggest it’s as simple as that.  As I’ve written about before, syllabi tend to feel cold and sterile like those Terms of Service agreements no one actually reads. In addition, their format hasn’t changed much in the past twenty years to reflect the amazing technological advancements in graphic design and information transmission.  Should it truly surprise us that students avoid reading these inhospitable documents?

In other blog posts, I’ve suggested ways to make your syllabus more welcoming, engaging, and learner-centered.  Today, I’d like to offer two tips specifically regarding the format of your syllabus.

Construct Your Syllabus Like an FAQ

Students likely ask you the same questions from one semester to the next:  Do you accept late work? What is your attendance policy? Can I buy the textbook used or a previous edition? How am I going to be graded? Can I take the final exam early so I can leave campus sooner?  If you’ve been paying attention to these repeat questions, you’ve already compiled a list of FAQs (frequently asked questions) that students seem to care the most about. To encourage students to locate answers themselves, make the information as accessible as possible.  Organize your syllabus into distinct segments with very clear headings so students can scan the pages and quickly find what they’re looking for.  You can also make your syllabus more reader-friendly by using bulleted or numbered lists and constructing shorter paragraphs. These organizational features create greater white space, which is easier on the eyes, and also makes the text seem less dense and, therefore, less intimidating.

Create a Digital Version of Your Syllabus

Rather than presenting students with a Word document or PDF, consider creating a digital version of your syllabus. What do I mean by “digital”?  I’m referring to creating your syllabus using a Web 2.0 application and hosting it online.  For example, creating your syllabus using Google Docs, Google Slides, Populr, WordPress, or Piktochart.

There are numerous reasons to create a digital syllabus.  First, it transforms a traditionally static document into a dynamic and responsive experience.  You can embed links to web pages, documents, or videos, allowing you to share more information while preventing “syllabus bloat.”  Secondly, using an online tool makes it easier to “spice up” your syllabus with color and graphics (such as memes and gifs) which make your syllabus more inviting to students.  Third, a digital syllabus is likely more mobile-friendly than a Word document or PDF.  Most students want to access your syllabus (and other course materials) on their phones but relying on tools designed to create print materials often do not display well on mobile devices.  Finally, the fourth reason to create a digital syllabus is that it is easily shareable.  You can post the link to your syllabus just about anywhere — in an email, on your department’s webpage, on your own professional webpage or blog, and even on your department’s social media accounts to encourage greater visibility which could increase enrollments.

An Important Note About Accessibility

If you decide to experiment with digital syllabi, it’s important to keep accessibility in mind.  You want to ensure all students can consume the information contained in your syllabus regardless of ability.  For example, if you include images in your syllabus, you should also add “alt text” that describes the image so screen readers can detect that information and relate it to the user. 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. If you are unfamiliar with screen reading software or the specific needs of our students with disabilities, I encourage you to reach out to the folks in Disability Services.

Now that I’ve convinced you to create a digital syllabus, check out these examples for inspiration:

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/

Strengths in 60
Uncategorized

Strengths in 60! Winner’s Cards

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Tips and Tools for Teaching and Student Success with Clifton Strengths.

This is a series designed to help instructors and departments on campus incorporate a Clifton Strengths activity in 60 seconds or 60 minutes.  Each strategy provides an opportunity for you and your students or team members to use strengths every day and to create “Moments That Matter” around strengths in the classroom. These strengths teaching and learning strategies are organized as opportunities for engagement, creative applications, assessments, and recognition. Have fun.

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Winner’s Cards

Don’t wait until the end of the term to write Winner’s Cards. Winners Cards are short notes to students explicitly tying strengths to achievements and success. Write winners cards for each of your students at three weeks into the term or at mid-term. Our orientation might be to wait until the end of the term. Writing a brief card or note earlier about your observations of the student’s strengths will provide powerful interpersonal motivation for the student to succeed (using their strengths) for the rest of the term. Write them at the end of the semester too.

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By Idahlynn Karre Copyright © 2008 Gallup, Inc. All rights reserved. Gallup®, Clifton StrengthsFinder®, and StrengthsQuest™ are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners

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TLT

Try this OER site… MERLOT.org

The Multimedia Educational Resource for Learning and Online Teaching (MERLOT)is a community of staff, volunteers, and members who work together in various ways to provide users of OER (Open Educational Resource) teaching and learning materials with a wealth of services and functions that can enhance their instructional experience” . It houses a robust collection of resources that cover over 85k pieces of educational materials covering numerous disciplines. It uses a visual interface that is very user friendly and very searchable. Narrow your search by using their many filters or just click around and brows your options.

Check them out at MERLOT.org

Overcome your fear of public speaking
Others, Presentation, Research

Faculty Focus: Overcome Your Fear of Public Speaking

Fear of public speaking is very common, with an estimated 1 in 4 people reporting being anxious when presenting ideas and information in front of an audience. Some folks report being more scared of public speaking than death! While fear helps to protect ourselves in risky situations, it can also get in our way. In the case of public speaking anxiety, fear can prevent us from sharing our research and ideas within academic circles as well as with the larger community. Developing effective public speaking skills will help you advance your career and share your ideas with the world.

What causes public speaking anxiety?

Before we discuss speech anxiety management, it’s important to understand what causes this apprehension. Basically, an evolutionary, physiological mechanism in your body called the fight-or-flight response takes over. When faced with a situation you perceive as threatening, your mind sends a message to your body that you are in an emergency situation and the body responds with surges of adrenaline. This adrenaline energizes you to either fight the threat or to run away from the danger. Unfortunately, your body doesn’t distinguish between physically threatening situations, where you might actually need the extra adrenaline, and psychologically threatening experiences, where the physical symptoms only add to your stress. Thus, when you perceive a public speaking situation to be scary, your body reacts and you experience anxiety. Symptoms of speech anxiety include blushing, accelerated heart rate, perspiring, dry mouth, shallow breathing, shaking, churning stomach, forgetfulness, and nervous “ticks” such as playing with jewelry, tapping fingers, clutching the podium, or twirling hair. Thankfully, scholars from a variety of disciplines have developed techniques to manage speech anxiety. 

How can I manage my public speaking anxiety? 

Change your self-perceptions

The goal is to change how you perceive yourself and your abilities. The saying “mind over matter” is actually quite true. Simply put, if you think you’re a terrible public speaker, you are very likely to perform terribly. These repeated negative thoughts become a self-fulfilling prophecy. As simple as it may sound, replacing negative thoughts with positive thoughts is a very effective technique to reduce speech anxiety. This is called cognitive restructuring or reframing. Speakers who think negatively about themselves and the speech experience are much more likely to be overcome by speech anxiety than speakers who think positively. So whenever a negative thought creeps into your mind, immediately force yourself to think positively.

Try following this three-step plan: (1) Whenever you have a critical thought, acknowledge it without judgement. (2) Next, replace that negative thought with a positive thought. For example, instead of thinking “I’m an awful public speaker,” think “No one’s perfect, and I’m getting better with each speech I give.” (3) Finally, focus on the things you do well. Think about all the things you like about yourself that have nothing to do with public speaking—traits that, in the grand scheme of things, are far more important than public speaking skills. Concentrate on these strengths rather than obsessing over your perceived weaknesses. Speech anxiety is often the result of a lack of self-confidence. For many, this comes from fearing harsh judgment by others. Feeling this way can cause us to simplify the situation into two categories—perfection or complete disaster. But thinking this way will only make you feel worse. By using cognitive restructuring, you can begin to stop this extreme thinking and realize that perfection is next to impossible and disaster is highly unlikely.

Visualize success

Another cognitive restructuring technique is called visualization, which takes place prior to your speech and involves the speaker imagining himself/herself in a hypothetical public speaking situation. The goal of this method is to vividly imagine delivering a very effective speech. Simply put, you imagine yourself performing successfully in a situation that causes nervousness and anxiety. Repeatedly visualizing a positive performance has been shown to reduce fears of public speaking because the positive image eventually replaces the negative one. 

Visualization is a very popular ritual for athletes because it helps them perform successfully. Allyson Felix, an Olympic track and field sprinter, routinely uses visualization: “Visualization involves thinking through every detail of a performance so when the time comes, you know exactly what your next move is.” In a study of basketball players, researchers divided a team into three groups: one group practiced free throws, a second group practiced visualization, and a third group practiced both visualization and free throws. Which group do you think performed the best? The third group who practiced visualization in combination with skills training scored the most free throws. So by thoroughly practicing your presentation as well as practicing visualization, you are on the road towards more confident public speaking. 

Understand your physiology

As mentioned previously, there are many physical symptoms of speech anxiety – sweaty palms, rapid heart rate, shaking, and so on. But there are ways to manage these symptoms so you can feel a bit calmer once you get to the podium. Nervous speakers tend to take short, shallow breaths. This induces more anxiety because you are not fully oxygenating your body. To break this habit, practice taking slower and deeper breaths. To know if you are breathing deeply, place a hand on your chest and a hand on your stomach. If your chest rises more, you are breathing shallowly and not taking advantage of all the oxygen your body is capable of taking in. When you breathe deeply, you use your diaphragm and your stomach will expand. Deep breathing also circulates nitric oxide through your body, which has a stress-reducing effect. Think about how emergency medical technicians provide individuals with oxygen when they experience shock. The increased oxygen and nitric oxide flowing through your blood has a calming effect on your body.

In order to take deep breaths, you must have good posture. When you hunch over, your chest collapses and your lungs compress, reducing the amount of air you take in. As a result, less oxygen gets to the brain, leaving you fuzzy-headed. Throwing your shoulders back and standing up tall can also trick you into feeling more confident. Researchers at Ohio State University found that people who slouched reported feeling less qualified to handle a task than those who had good posture. So stand up tall and take those deep, relaxing breaths. You’ll not only look more confident, you’ll feel it too.

Nervous energy can cause you to shake, bounce, or jiggle due to the extra boost of adrenaline pumping through your system. Physical activity is one of the best ways to reduce tension. Before arriving to give your presentation, simply taking a relaxing walk, doing jumping jacks, or some other movement can be enough to release some of the extra tension in your body. Before you approach to the podium, try gripping the edge of your chair seat and gently squeeze the chair. Feel the muscles in your hands and arms tense, then quickly relax. Notice how the tension rushes away.

Prepare, prepare, prepare

Nothing beats preparation for relieving anxiety. If you have invested a considerable amount of time and effort into creating and practicing your speech, you will feel more confident about it. That confidence will inevitably come out in your delivery. Jim Loehr, Ed.D., author of the Power of Full Engagement, has devoted thirty years to helping professional athletes manage their stress and energy. He notes that 90% of successful athletes’ time is spent preparing and only 10% performing. The same can be said for public speaking. Most of your time should be spent preparing your speech in advance. Procrastinating will only hurt you: 

“Procrastination is a way for us to be satisfied with second-rate results; we can always tell ourselves we’d have done a better job if only we’d had more time. If you’re good at rationalizing, you can keep yourself satisfied this way, but it’s a cheap happy. You’re whittling expectations of yourself down lower and lower.” —Richard O’Connor, Ph.D. 

Even more tips

Before you speak: 

  • Work especially hard on your introduction. Research has shown that a speaker’s anxiety level begins to drop significantly after the first 30 seconds of a presentation. Once you get through the introduction, the rest of your speech should progress more smoothly. 
  • Before moving to the podium, imagine speaking to one person at a time. This can help you focus on communicating with your audience rather than performing for them.
  • Scientists have long known that the brain cements memories during the hours you’re asleep. Sleep deprivation temporarily reduces levels of brain-derived neurotrophic factor, a protein that’s crucial for storing new information. Therefore, staying awake until 4am on the day of your speech, trying to memorize every word, will not serve you well. Practice your speech thoroughly, in advance, and then go to bed early. While you sleep, your brain will store your speech into memory. 
  • It’s also important to eat before a speech. Having low blood sugar will make you feel sluggish and queasy. If you have butterflies, I don’t recommend eating something heavy or greasy, but you should definitely eat something with both carbohydrates and protein.
  • To bring about physical relaxation, tighten your toes, calves, and thighs – then relax them. Clench your fists, tighten your arms – then relax them. When you relax your muscles after tightly clenching them, you should feel blood rush into these areas. Imagine that rushing feeling is the tension being eliminated from your body. 
  • Right before walking up to the podium, try this exercise from psychologist Lucy Jo Palladino, Ph.D. First, find an object that has four corners such as a window or a piece of paper. Focus on the upper left-hand corner; inhale for a count of four. Next, hold your breath for a count of four as you look at the upper right-hand corner. Then, gaze at the lower right-hand corner, and exhale for a count of four. Finally, look at the lower left-hand corner and smile. Repeat a few times.

When you speak: 

  • Do not worry that the audience will notice signs of your inner turmoil. Most of the nervousness that you feel is not visible. 
  • Communicate in a conversational style. Try to use gestures and facial expressions that you regularly make use of in normal conversation. Pretend you’re talking with a group of friends. This will make you appear approachable and natural.
  • Even though it may make you more nervous in the beginning, make eye contact with your audience members. Remember that they are individual people, not a blur of faces. If looking people directly in the eye is intimidating to you, try looking just above their eyes, at the middle of their foreheads (as long as you’re not close to them). From their perspective, it will appear like you are looking right at them. But do strive to make direct eye contact with at least half of your audience. 
  • The audience does not know what you plan to do during the speech; thus, they will be slow to pick up on any mistakes. Since they do not know exactly what you planned, it is easier to make adjustments during the speech without jeopardizing your objectives. Remember – you are the expert on your speech topic. 
  • SMILE! Even if it’s the last thing you feel like doing, smiling can trick your brain into thinking you’re actually feeling good. Research suggests that smiling releases endorphins and boosts serotonin, which can lead you to feel the emotion you’re projecting. 

Regardless of which techniques you use to manage your anxiety, none are as effective as being well-prepared. Preparation is the number one way to reduce speech anxiety because the more time and effort you put into the speech, the better you will feel about it. By implementing these tips and techniques, your next speaking engagement will surely result in a mic drop moment! Best of luck!

decorative
Assessment, Best Practices, Pedagogy

Top 5 Tips To Get Students To Read Your Feedback

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WHY WON’T STUDENTS READ/USE THE FEEDBACK I GIVE?

A complaint I hear over and over again from faculty is “What can I do to make my students read and use the feedback I give them?”  Faculty and teachers spend so much time giving detailed feedback and notes on assignments only to find the returned work in the trash.  That’s because, to the students, the assignment is OVER.  They look at the assignment long enough to find out their grade then they are done.  To them, that assignment (and learning) is over and in the can, along with the graded assessment.

 

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SO WHAT CAN YOU DO?

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The most important thing is to determine WHY you are giving feedback.  

Is it to justify the grade you’ve given or to cover your hide (grade-centered approach) or is for the students to improve and learn (learning-centered approach).  Both are fine, but Grade-centered normally focuses retrospectively on the errors made and what was wrong with the assessment and therefore, a student is never going to read that or take anything away from that type of feedback.  Learning-centered feedback focuses on suggestions for future practice.  The other issue is that, even if we are giving future practice comments on a completed assignment, many times the student won’t need to apply that feedback until the next assessment which can be some time in the future.  By that time the feedback is out of the student’s mind.

Learning-centered feedback (formative) should be given DURING the assessment and the students should use it to BETTER their final assessment (summative).  During this process, the intense reading and markup is done at the formative stage.  For the final assessment, you, as the instructor, just read it and grade it.

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In my research on this subject everyone seems to say the same thing over and over again.  The #1 way to get students to read their feedback is to

DELAY THE GRADE!

Whether is a draft or a final assignment, when you return them only give the feedback.  Don’t include a rubric or a checklist or grades.  Students are more likely to read the comments to try to discern their grade.  You will then release the grade at a later time.

This is only one method below are more you can try.

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Top 5 Strategies to Get Students to Read and Use Feedback

  1. Don’t provide a grade with your feedback.
    No rubrics, no checklists, no grades.  Only you’re commented feedback.   
     
  2. Explain the purpose of the feedback 
    Why do you give feedback and what is your expectation of them to read and use the feedback?  When they know why or how you expect them to use it they are more likely to read it.
     
  3. Build a connection from the feedback to the revision.
    Have the students read the feedback and make three observations and two questions based on your feedback.  You could also have them make the changes in the final assessment then write a brief paper of how using the feedback improved the final assessment or what they changed as a result of the feedback and what they learned from those changes.  You are basically requiring them to read and use the feedback as part of the process.
     
  4. Use a mix of feedback styles
    Try different feedback forms on different assignments such as text, audio, video, in person, interviews.  Mixing it up keeps the students on their toes.
     
  5. Prevent feedback overload.
    Don’t mark up every tiny thing that is wrong with a paper.  Focus on the most important things you want your students to glean and improve from your feedback (2-3 things) and mark only those.  Try the Sandwich technique: compliment; changes; compliment.

    If you’re giving multiple assignments where feedback will be given then consider scaffolding your method.  The first assignment, give the feedback but teach your students how to revise their work based on that feedback.  Then move to a place where you are leaving them on their own to fix it.  This is particularly important for younger students and college freshmen.

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Small teaching tip 20: integrate public speaking into any class
Presentation, Small Teaching Tip, Teaching Advice

Small Teaching Tip #20: Integrate Public Speaking into Any Class

The belief that people fear public speaking more than death has become so readily accepted that Jerry Seinfeld’s joke about preferring to be in the coffin than giving the eulogy is now cliché.  Unfortunately, this fear prevents us from honing our oratory skills since we typically recoil from opportunities to practice. But practice we must! And as educators, we should encourage students to strengthen their oral communication skills as well, regardless of our disciplines.

Why does public speaking matter?

It is not sufficient for new college graduates to simply have knowledge of an academic subject; increasingly, it is necessary for students to gain additional skills which will enhance their future success. These include: the retrieval and processing of information, planning and problem solving, and written and oral communication skills.  At a liberal arts institution, these skills are part of our mission. Unfortunately, however, communication skills are frequently reported by employers as one of the most notable deficiencies observed in new college graduates. We may be preparing whip-smart students who understand disciplinary content, but are we preparing them to communicate that information?

Including more opportunities for public speaking in your classes is essential for preparing students not only for their future careers, but also for their role as active, competent citizens.  In addition, integrating more public speaking can differentiate your assessment by providing students with another way to demonstrate their knowledge other than papers or exams. There’s quite a bit of research indicating that quizzes and exams, especially those that contain simple recall questions, promote surface learning (1, 2).  Students cram, then promptly forget the material (3).  But preparing a presentation encourages deeper, longer-lasting understanding. Speeches and presentations put students into the role of teacher and requires them to understand their material well enough that they can explain it to others.

How do I incorporate more public speaking into my classes?

Many faculty are pressured to cover a lot of material in a single semester and public speaking takes time.  But try to think about presentations in a variety of ways. There isn’t one single type of public speaking or one way to provide students with the opportunity to hone their oral communication skills.

While formal, prepared presentations are one of the best ways to improve both skill and content knowledge, giving students the chance to speak in front of the class in a more informal way is also beneficial.  Think about your current in-class activities and assessments. Is there a way portions of those could require students to talk in front of the class? For example, role plays in language courses or presenting lab reports in the sciences.  Impromptu speaking is also an effective, informal opportunity for students — learning to think on their feet is a valuable skill. It also helps boost confidence because students realize that if they can speak for a couple minutes without any preparation, surely they can present effectively with days or weeks of practice.

Also, keep in mind that speeches don’t need to be ten minutes long.  In the business school, for example, brevity is valued and when students give pitches, they are often limited to 1 or 2 minutes.  This is actually more challenging than preparing a ten-minute talk because students have to understand the information so well that they can condense it to the most important information and explain it clearly yet succinctly.

Another strategy to reduce the class time used by speeches is to make them team presentations.  This gives students the opportunity to practice their oral presentation skills while learning other “soft skills” such as cooperation, time management, and conflict negotiation.

Finally, if you simply do not have class time to devote to presentations, consider having students give speeches outside of class and record them.  There are a variety of tools available that allow students to upload their videos and receive feedback from instructors and classmates, such as Voicethread.

While it may be challenging to find time to integrate public speaking opportunities into our classes, I think it’s a challenge worth accepting.  Let’s prepare our students to eloquently communicate their knowledge to the world!

References:

  1. Stanger-Hall, K. F. (2012). Multiple-choice exams: An obstacle for higher-level thinking in introductory science courses.  Life Sciences Education, 11, 294-306.
  2. Simkin, M. G., & Kuechler, W. L. (2005). Multiple-choice tests and student understanding: What’s the connection?  Decision Sciences Journal of Innovative Education, 3, 73-98.
  3. Weimer, M. (2102, November 19). Deep learning vs. surface learning: Getting students to understand the difference. Faculty Focus blog: http://www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/
Strengths in 60
Uncategorized

Strengths in 60! Creative Strengths

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Tips and Tools for Teaching and Student Success with Clifton Strengths.

This is a series designed to help instructors and departments on campus incorporate a Clifton Strengths activity in 60 seconds or 60 minutes.  Each strategy provides an opportunity for you and your students or team members to use strengths every day and to create “Moments That Matter” around strengths in the classroom. These strengths teaching and learning strategies are organized as opportunities for engagement, creative applications, assessments, and recognition. Have fun.

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Creative Strengths

Take tinker toys, pins, straws, marshmallows, and toothpicks to class. Ask students to create a tower, bridge, or “masterpiece” using the objects.  After the creative exercise, discuss the processes that went on during the experience. Tie the process to students’ strengths.

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By Idahlynn Karre Copyright © 2008 Gallup, Inc. All rights reserved. Gallup®, Clifton StrengthsFinder®, and StrengthsQuest™ are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners

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Strengths in 60
Uncategorized

Strengths in 60! Strengths Notes

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Tips and Tools for Teaching and Student Success with Clifton Strengths.

This is a series designed to help instructors and departments on campus incorporate a Clifton Strengths activity in 60 seconds or 60 minutes.  Each strategy provides an opportunity for you and your students or team members to use strengths every day and to create “Moments That Matter” around strengths in the classroom. These strengths teaching and learning strategies are organized as opportunities for engagement, creative applications, assessments, and recognition. Have fun.

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Strengths Notes

Use the Name-Strengths Deck to get to know something special about each student. Note this
positive attribution with the student’s strengths so that you will have ready access to your notes when you return
papers with comments or write notes or winners cards for your students.

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By Idahlynn Karre Copyright © 2008 Gallup, Inc. All rights reserved. Gallup®, Clifton StrengthsFinder®, and StrengthsQuest™ are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners

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maze
Pedagogy, Research

Creating Personal Learning Paths with Symbaloo

In the early 2000s a popular lesson type was a webquest.  The goal of this was to create an inquiry-oriented lesson where all of the information comes from web-based resources.  This isn’t a newsletter on how to create a webquest.  There is tons of information on the web on how to do this, including an entire site dedicated to it at webquest.org.  This newsletter is about how to use Symbaloo to create these in a fast and easy way that includes student tracking.

Symbaloo is an amazing graphical bookmarking and web organization tool. I use it everyday and I love it.  Recently, they’ve expanded their offerings to add “Learning Paths.”  These paths take the user through the web resources in a sequence.  You can add almost any web resource as well as little quizzes and questions that can divert the uses onto a new path.  These are called branches.  This allows you to give students different content based on their knowledge but it also allows the user to choose the path in which they are most interested.

There is also a marketplace of Symbaloo Learning Paths created by other teachers that you can use for free!

HERE’S HOW IT WORKS

Start by going to http://learningpaths.symbaloo.com/

  • As a student, you type in a Session Code to begin
  • As an instructor, you log in after creating a free account

1 – Click Create a learning path
2 – Create a web tile (this can be audio, video, text, Google Drive files, etc.)
—- Title it with the Lesson title
—- Choose a web resource (this will include Google Drive files and sites)
—- Type in instructions or outcomes for that article or video
—- Click Save
3 – Create a new tile
—- Click one of the plus signs to add more resources or to put in a branch
4 – Create a quiz or question title
—- Click Create My Own Resource
—- Type in a title, ex. Quiz
—- Add all of the items indicated on the form

When you’re finished you can click the Play icon to preview it yourself
Then share it with your students

Screenshot of the Sharing Screen that is also pointing to the Reports icon in the upper right corner

Monitor your students’ progress in real-time.

SEE IT IN ACTION

Want to Learn More? Check out the Learning Paths Tutorials

Strengths in 60
Best Practices

Strengths in 60! Strengths Deck

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Tips and Tools for Teaching and Student Success with Clifton Strengths.

This is a new series designed to help instructors and departments on campus incorporate a Clifton Strengths activity in 60 seconds or 60 minutes.  Each strategy provides an opportunity for you and your students or team members to use strengths every day and to create “Moments That Matter” around strengths in the classroom. These strengths teaching and learning strategies are organized as opportunities for engagement, creative applications, assessments, and recognition. Have fun.

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Strengths Deck

Ask students or team members to fill out a 3×5 card with their name (as they would like to be called in the class) on one side of the card. Ask students to include their Top 5 Signature Themes (or strengths) on the other side of the card. Ask students to note the strength(s) they think will serve them most during your class.This activity does several things:

  • First, it provides a classroom name and strengths deck for you.
  • Second, it requires students to know and link their strengths to your class.
  • And finally, it provides opportunities for future conversations as students’ understanding of their strengths and class content evolve.

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By Idahlynn Karre Copyright © 2008 Gallup, Inc. All rights reserved. Gallup®, Clifton StrengthsFinder®, and StrengthsQuest™ are trademarks of Gallup, Inc. All other trademarks are the property of their respective owners

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