establishing course guidelines and expectations that improve student success and satisfaction
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Establishing Course Guidelines and Expectations that Improve Student Success and Satisfaction. Gloria J. Howell, M.S.Ed. This is a reversible figure. Use something to get your students’ attention at the beginning of class. Back in the “olden days” Our students. - PowerPoint PPT PresentationTRANSCRIPT
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Establishing Course Guidelines and
Expectations that Improve Student Success
and SatisfactionGloria J. Howell, M.S.Ed.
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This is a reversible figure
Use something to get your
students’ attentionat the beginning of class
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Back in the “olden days”Our students would make an appointment with us would come by the office called us “Dr.” or “Professor” now just email us with a “yo” or “hey”
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yo prof, sup?i had 2 miss class yday cos my BFF & my GF
came 2 town hope this is OKBTW u can check my FB pg 2 c pics so u can c
i really was w/ them omg we had fun rofldid i miss anything important can u send me
the notes so i no what 2 do b4 next class mhm ill be there
Thx TTYL
To: [email protected]: [email protected]: hey
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Times have changed
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Essential “E” Strategy Educate ourselves
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They want to be
successful but aren’t quite
sure how
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They are willing to work hard
As long as they get
something in return
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You’re special!
They have been told
over and over
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Essential “E” Strategy• Educate ourselves • Entice them
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Learn their names
Make it your goalto know all of their names by Week 3 of the semester
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Did you know…
Most people do not have a bad memory when it comes to remembering names….
They have bad listening skills!
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Memory / Conversation starter activity
Use images!It helps our
memory
Use this with your students
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Memory / Conversation starter activity Name plate House Kids playing Work glove Airplane Tennis rackets for wings Light bulb
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Other ways to learn names History of a name New buddies Add a name Weekly quizzes Seating charts
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More ways to connect Get signatures Stand up / sit down Balloon challenge Ask me anything 3 truths and a lie
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Feeling connected is related to success
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TWWA..……TAWWA
Teach While Walking Around
Take Attendance While Walking Around
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Grab their attention
At the beginning ofevery class
Even
in youronline classes
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Add Spark and Teach Critical Thinking Power point
4x4 / 50 word rule + images “Did you know…” History.com FunnySign.com Urban Legends
Fact or fiction contest Use noise makers and props Use music
Attention!
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In Microsoft Word
•Insert
•Picture
•Clip Art
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“SEARCH FOR” box
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On this day in history…
Hank Aaron
of the Atlanta Braves hit his
715th career home run
breaking Babe Ruth's legendary record
April 8, 1974
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Share pictures of yourself
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Especially when you do something fun
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This is my “grand” cat, Splash!
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More ideas to add spark & connect Tell stories
Take them down the road Use teasers and hooks Ask questions / repeat their answers Intersperse videos, funny images Metaphors, analogies
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Did you know…during a lecture Adult learners attention span is 15-20 minutes Best attention span is at the beginning Attention spans to 3-4 minutes by the end
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Get them moving Change the furniture Stand up / sit down Agree / disagree Informal debate Go outside Take candy Newsprint & markers Sit on the floor Stand on a chair
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Telling is Not Teaching
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Hearing is Not Learning
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Essential “E” Strategy Educate ourselves Entice them Expectations
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It’s not all fun and games
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Syllabus / Course RequirementsYou must decide what you want how you want it when you want it consequences
Be Specific
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Class policies – specific expectations
Due dates Missed exams Attendance Tardiness
Gentle reminders
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Be creative with assignments
Avatar Project Talk show host Develop game YouTube video Runshe’s Séance
Decide your objectives / Give specific guidelines
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Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation
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Give feedback
“Not concise” “I don’t see that you addressed….” “It would have been better if you…” “I would have liked it if you….” “What I would have done differently is…”
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Why did you give me this grade?
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Rubrics
Dimension / CapabilityProficientPerformance3 pts
StandardPerformance2 pts
BasicPerformance1 pt
Non-Performance0 pt
Score
Course concepts Analyzes and synthesizes relevant course concepts
Summarizes and applies relevant course concepts
Mentions course concepts
Does not explain course concepts
1.
Specificity and support Provides clear, constructive examples from observed and real-life experiences
Provides some examples from observed and real-life experiences
Provides minimal examples from observed and real-life experiences
Does not provide examples
2.
Thoughtfulness Comments are articulate and show a high level or thought
Comments are communicative and show some thought
Comments are restrained and show minimal thought
Comments show no thought
3.
Responses to peers Responds to peers, relating discussion to relevant course concepts and consistently extends the dialogue through providing substantive feedback
Responds to peers without necessarily relating discussion to the relevant course concepts and provides acceptable feedback
Responds to peers without relating discussion to any relevant course concepts and/or provides minimal feedback
Does not respond to peers
4.
5.
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Checklist: Critical Analysis Essay_____I. Introduction (10 points) Introduces the title and author of the article Presents a clear central theme / thesis
_____II. Short summary (10 points) Gives a very brief summary of the article Previews your argument
_____III. Body (50 points) Accurately communicates purpose and intent Arguments are clearly identified
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More tips Info Sheet / addendum Point values Word count Submission format “How-to” list Where to focus Examples
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No more excuses Consequences
Follow through no matter what No exceptions
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Stop burning out Up front time No more excuses Just follow through Refer to syllabus Firm but fair
Their failure is not your failure
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You are teaching responsibility
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Student quotes
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Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy
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• Many students have travelled great distances to attend our schools• Their backgrounds and customs may seem strange to us• English is their second language
Diversity is everywhere
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Some of our students• grew up in poverty and in drug andcrime infested neighborhoods• are first generation students with little or no support from home to attend college
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Some of our students
• became parents as teenagers• have caretaking responsibilities• have debilitating illnesses
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Some have alreadywitnessed the tragedy of war
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They don’t need us for the content…They need us for the relationship
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Our studentswant to be challenged rewarded respected
They need clear expectations guidelines reminders
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Our students
need us to connect with them talk to them listen to what they say allow them to show off praise them for what they do
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Our studentswant us to understand them see them as special
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Our students
want us to be a first-rate role model
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Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy Ethics
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Leadership it is not what we do
but who we are
and how we live our lives
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How do you live your life?
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Can You Do It? Self-Assessment Are you organized? Do you get to class early? Do you know all of their names by week 3? Do you help your students meet your expectations? Do you relentlessly follow through with your own
policies and class rules? Are you excited about what you teach? Can you account for every point you deduct on a
paper, project, or essay? Do you ask your students for feedback about your
teaching? Do you make changes based on what your students
like and dislike? Do you use a variety of activities and change
activities every 20-30 minutes?
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Scoring key
1-3 yeses – Check the resources to learn more and then start making changes in what you do
4-6 yeses – You are on your way to getting them to do what you want. With a little additional refinement, you will have them doing what you want
7-10 yeses – You are doing it! Your students probably do what you want
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Essential “E” Strategy Educate ourselves
Entice them Expectations Evaluation Empathy Ethics Evaluation of you
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Do you ask for feedback? College end-of-semester evaluations Design your own eval Have a meeting and ask them RateMyProfessors.com
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Our studentsneed us to have our act together be organized, flexible know what we want
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Our studentswant us to have high moral standards follow through with what we say we will do care enough to make it fun
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That’s how to get your students
to do what you want Gloria J. Howell, M.S.Ed.