IDEA EXCHANGE, NOVEMBER, 2019 Tuesday 11/5 Lincoln Learning Strategies A to Z: Activating the Zombies

Facilitated by Karen Tulli and Rebecca Shannon Simple Strategies to Check for Student Understanding

Facilitated by Sharyn Vicente Engaging Students by Connecting to Their Interests

Facilitated by Lisa Ethier Wednesday 11/6 Warwick Simple Strategies to Check for Student Understanding

Facilitated by Heidi Henry Distance Learning Best Practices

Facilitated by Maria Coclin Just in Time Learning: Harnessing the Power of Child-like Wonder for Teaching

Facilitated by Zak Kerrigan Creating Simple and Clear Assignments

Facilitated by Mish McIntyre

Learning Strategies A to Z: Activating the Zombies

Facilitated by Karen Tulli and Rebecca Shannon

(continued on next page)

Discussion facilitated by

Karen Tulli & Rebecca Shannon Tuesday 11/5 11:00-12:30, Lincoln, Room 1304

Learning Strategies A to Z: Activating the Zombies Active learning can include any activity that requires students to participate in class instead of passively listening. Below are a few ways to engage students with active learning:

As a Class In Pairs In Groups Whiteboards- The instructor poses a question either verbally, via the projector, or on the whiteboard. Each student then writes their answer on a mini whiteboard and holds it up so all students are giving a response. Class Discussion Questions- Each student writes down a discussion question for the class, which the instructor collects to initiate class discussion of the topic.

Think-Pair-Share- After the instructor poses a question, students think or write about their responses. Then, students pair up and are given a fixed amount of time to discuss their responses. When time is up, pairs will share their responses with the class. Peer Teaching -In pairs, each student takes a turn explaining their understanding of the material to the other student.

Jigsaw- Students each learn part of a lesson, then share the information in groups of three or four until all parts of the lesson have been discussed. Student Teachers- Assign groups of three or four. Each group creates a quiz based on the materials. Quizzes are then administered to a neighboring group.

Simple Strategies to Check for Student Understanding

Facilitated by Sharyn Vicente

(continued on next page)

Sharyn Vicente, M.A. Ed. Instructor, English Department

Teaching and Learning Collaborative Idea Exchange

Simple Strategies to Check for Student Understanding “Students don't remember what you try to teach them. They remember what you are.” ― Jim Henson

By conducting frequent formative evaluations while each specific lesson is underway, we can take the time to address weaknesses and misunderstandings the students may have at the time and correct them instantaneously.

Without the implementation of these evaluation strategies, we cannot accurately know for sure if understanding for each specific lesson has occurred. Instructors need to take advantage of each of these moments. This is the surest way to get through to students and confirm that learning has occurred. As soon as we notice the subtle signs of a student struggling, we must act. There are some very useful ways to help with these formative evaluations.

Instructors can structure lessons so that every student can understand them. Examples: One way is to structure lessons using the Backward Design Process (BDP).

Plan and communicate the observable behaviors that will show the achievement of the learning objectives during the lesson.

Ensure that each important lesson or activity has a check-in or an assessment built in so that student progress is continuously monitored.

Obtain frequent feedback from students. Solicit students’ opinions during class.

Some students shut down when they know they are being assessed. Instructors need to assess students who feel as though they “do not test well” in a covert manner.

If students do not feel like they are being tested, they are more apt to offer an answer.

Examples:

Peer instruction Draw a T-chart Ask students to summarize Instant response Four corners Think-pair-share One question quiz 3-2-1

Journal reflections Teach back Student quiz question submission Graffiti Wall

The ultimate goal for our students is metacognition – we know that students are more likely to carry knowledge and understanding of a lesson or activity into the next day when they experience a lesson that begins and ends with time for reflection and metacognitive processing. Examples: Arrange a “misconception check.” Present students with common or predictable misconceptions about

a designated concept, principle, or process. Ask them whether they agree or disagree and explain the correct answer.

Have students offer answers with clickers or with an app like Poll Everywhere or Socrative. They can easily signify whether or not they understand the topic at hand immediately.

Have students “paraphrase” or retell information in their own words. They can share or upload it to Blackboard for you to read and share so that they do not have to read aloud – or correct, grade and return it confidentially.

Organize groups of students and have them take a “3-minute buzz” to share ideas. Encourage students to write down 1 piece of new information on a sheet of paper. Students then

move around the room and “give 1 idea and get 1” to add to each of their lists. Ask students to explain how they solved a problem. Allow students to describe the strategies they used to complete a task. Have students summarize the main ideas from a chapter in a textbook. Have the class make predictions about what they expect to happen next with a lesson. Pair students and have them reflect on what they understand as well as what is confusing about a

topic, text, or task.

There are ways to tell if students do not understand the lesson. Examples:

• Noticing non-verbal cues:

o Body language Gestures Posture

o Blank stare • Answering incorrectly

Engaging Students by Connecting to Their Interests

Facilitated by Lisa Ethier

Engaging Students by Connecting to their Interests Facilitated by: Lisa Ethier

Ask students about their interests at the start of the semester. Include a short survey at the start of the semester to learn about students’ interests and goals.

Connect student interests to the course content. Incorporate the information gained from students into lesson plans.

Create assignments related to student interests. Reading assignments, class discussions, essays, oral presentations, technology-based assignments, and artwork are some examples. Giving students a choice can increase their engagement.

Connect student interests to future careers. Invite guest speakers, explore career options.

Connect to resources at CCRI and in the larger community. Connect to resources such as the CCRI Library as well as resources at other institutions that are engaged in work related to the course. Schedule field trips.

Connect to professionals in related fields. Connect in person (guest speakers, internships, service learning) and through the use of technology.

Create opportunities for reflection and feedback. Journals, course evaluations, questionnaires. Students reflect on their learning and faculty reflect on the effectiveness of their teaching. Ongoing feedback supports learning and informs instruction.

Resources CCRI Library Student Engagement Techniques – A Handbook for College Faculty by Elizabeth F. Barkley

TLC Evaluation Form

Simple Strategies to Check for Student Understanding

Facilitated by Heidi Henry

TLC Idea Exchange Facilitated by: Heidi Henry Simple Strategies to Check for Student Understanding

Frequent Low Stakes Assessments

• Check for student understanding throughout the course, using results to make adjustments in instruction

Adjust Instruction by Asking Questions, Using Student Responses (or Lack of Responses)

• Call on volunteers and non-volunteers to answer questions, keeping everyone engaged. (*Remember- students who raise their hands often know the answer. Typically, the student who does not raise his/her hand is the one you need feedback from in order to assess student understanding)

• Align questions with the learning objective • Allow longer wait time after asking a question, allowing students time

to work through their ideas • Begin by asking simple open-ended prompt questions most anyone

can answer, providing positive feedback. Ask students to build off that previously stated response, guiding the conversation back to the learning objective.

• Ask students to clarify and explain their responses in their own words, building critical thinking skills

• Use color letter cards or clickers to poll student response, making adjustments in instruction based on response patterns

The Minute Paper- Center for the Enhancement of Learning & Teaching

• Provides time for students to reflect on their learning • Allows those shy students a chance to voice their responses • Instructors can make adjustments based on written responses

https://provost.tufts.edu/celt/files/MinutePaper.pdf Muddiest Point

• Ask students to write down what parts of the lesson or the material are still unclear to them. Use student feedback to make adjustments in your instruction.

https://www.mghihp.edu/faculty-staff-faculty-compass-teaching-teaching- strategies/examples-classroom-assessment-techniques#muddiest Classroom Assessment Techniques (CATs) https://library.gwu.edu/utlc/teaching/classroom-assessment-techniques-cats The Association of College and University Educators ACUE: “Checking for Student Understanding”

Distance Learning Best Practices

Facilitated by Maria Coclin

11/5/2019

1

Online Teaching:  Best 

PracticesNovember 6, 

2019

Maria CoclinAssistant ProfessorCommunity College of 

Rhode IslandPhoto by Heather Schwartz on Unsplash  22

Best Practices - So many choices…

Teach

Effective Assessments

Backwards Design

Quality Matters

Connecting People

Visually Appealing

Think Before You Write

33Photo by Brooke Cagle on Unsplash

According to Dr. Lawrence Ragan, “Since most of the course is already authored and designed for online delivery, the instructor may believe they simply need to serve as the proverbial ‘guide on the side’ as the students navigate the learning system…The role of the instructor is actually more important than ever before”  

4

Backward Design (aka “objective-driven design”)

What is my goal for students?

How do I know if students have 

achieved it?

What activities are the most effective way for students to reach that 

achievement?  

What do they need to know 

to be successful in 

those activities?

Photos by Brandon Wong, Konstantin Planinski, rawpixel.com, Eliot Peper on UnsplashSlide Credit: Karen Bellnier ‐Director of Instructional Technology and Online Learning ‐Community College of Rhode Island

55

Photo by rawpixel.com on Unsplash

Connecting People

66

Think Before You Write

Online format lacks verbal and visual clues present in face to face communication.

Remember – humor or a “witty” comment might be taken as sarcastic.

Establish online “etiquette” rules

Provide clear instructions and examples of what you are looking for regarding assignments.

Photo by Annie Spratt on Unsplash

11/5/2019

2

7

RubricsGroup Projects

MonitoringPublisher Provided

Effective Assessments

Photo by Annie Spratt on Unsplash

Quality Matters

https://pixabay.com/en/mona‐lisa‐leonardo‐da‐vinci‐74050/

Clear & ConsistentContent

Organization

Course evaluations

Questionnaires

Course design

Seek continuous course improvements

99#HEBITS

Visually Appealing

https://pixabay.com/en/sunset‐dawn‐nature‐mountain‐turkey‐3325079/1010

Ready to Go?

Photo by Nicola Gypsicola on Unsplash

1111https://pixabay.com/en/thank‐you‐silhouette‐letters‐3270740/

Just in Time Learning: Harnessing the Power of Child-like Wonder for Teaching

Facilitated by Zak Kerrigan

TLC Idea Exchange, November 6, 2019 Zak Kerrigan Adjunct Professor, Physics Department, CCRI Just in Time Learning: Harnessing the Power of Child-like Wonder for Teaching. Just in Time Learning – Approach to individual or organizational learning and development that promotes need-related training to be readily available exactly when and how it is needed by the learner (Wikipedia).

More helpful – Focus on a specific skill or information that can be applied immediately. Then, dig deeper into the “Hows”, and “Whys” as they would naturally arise.

Strategy 1. Large-scale, relatable topic 2. Open-ended question about that topic (Think-Pair-Share) 3. Narrow down by asking “why” and “how” whenever an answer seems to be obvious. 4. Return to base concepts as they relate to the next large-scale topic Forgetting Curve (www.sciencetltoolkit.wordpress.com)

Example Progression: Currents Heat Salinity Acids/Bases Moving air/water Energy Bonds pH Mass Bonds Molecules Ions Molecules Molecules Ions Atoms Atoms Atoms Atoms

Creating Simple and Clear Assignments

Facilitated by Mish McIntyre

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