Sunday, 29 November 2015
3260 Inspirational Life Long Learning
https://www.ted.com/talks/ben_dunlap_talks_about_a_passionate_life?language=en
3260 Lecturing more Creatively
For further reading....How to insert creativity into lecture content
Twenty Ways to Make Lectures More Participatory Retrieved November 29, 2015 from:
Derek Bok Center for Teaching and Learning Harvard University
http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html
The Most Creative Teacher Ever!
https://www.youtube.com/watch?v=QNxaSct3UHs
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en
Twenty Ways to Make Lectures More Participatory Retrieved November 29, 2015 from:
Derek Bok Center for Teaching and Learning Harvard University
http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html
The Most Creative Teacher Ever!
https://www.youtube.com/watch?v=QNxaSct3UHs
Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.
https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en
3260 Resistance to Learning (Wk 5 topic)
The working adults’ resistance to learning surfaces because of many reasons: time, health, work stress, finances, isolation, distractions, and/or the fear being judged. However, my experience is... nothing is as strong as the fear of being judged/protection of the ego fragile from past experiences or damaged esteem.
As Josh Kaufman describes in his 2013 TED Education talk, in order to protect the ego, and to avoid that uncomfortable feeling of not knowing or not being able to perform something, the fastest, most effective way to stop that negative feelings is to give it up. Therefore out of frustration, we unconsciously sabotage our efforts or fall into a self-fulfilling prophesy of failure/"I can't do this".
If we’re not conscious of this phenomenon occurring, then resistance to learning can become habitual or ingrained around certain specific content or worse, in general. However, with some reflection and insight, some external prompt motivates us to move forward. (Brookfield, 2015).
Brookfield, S. (2015). The Skillful Teacher: On Technique,Trust, and Responsiveness in the Classroom (3rd ed.). San Francisco, CA: Jossey-Bass Publishers
Kaufman, J. (2013) The First 20 hours, how to learn anything. Retrieved fromTED Education Talks November 29, 2015 2
Further Articles for Self Assessment
For Reading
Self-assessment is a habit of mind that engages one in meta-cognition and reflection. Such reflective behaviour calls for intentionally reviewing our own performance based on criteria that we have internalized. We can think of it as meta-cognition with an evaluative bent
Donham, J. (2010)
Self assessment gives students practice in monitoring an evaluating their own work, a type of self-regulation behaviour that over time can become a valuable life skill
Ozgul, G., & Sullivan, H. (2009).
Self assessment has been associated with moves towards developing greater student autonomy and responsibility in their learning
Lew . N., Alwis, W. M., & Schmidt, H. G. (2010
Self assessment would appear to be an ideal tool to facilitate learning-oriented assessments. It has the capacity to encourage students to take more responsibility for their own learning by requiring them to provide their own feedback, contribute to their own assessment.
Willy K., & Gardner, A. (2010)
Wednesday, 25 November 2015
3260 Creative Commons
"This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials."
Saturday, 21 November 2015
3250 Faculty of Medicine.... THIS Changed My Teaching...
Interesting site, peer contributed, 2-3 min stories, about the pivotal moment or realization that changed someones practice or mind or viewpoint.
http://facdev.med.ubc.ca/this-changed-my-teaching/
This Changed My Teaching (TCMT)is a peer-reviewed, free online educational initiative that delivers quick summaries of key, pivotal moments that inspired a more effective teaching approach. The articles are designed for rapid consumption, typically taking less than 2-3 minutes to read, and they include links to references for further exploration. We hope that the articles foster comments and dialogue so each article provides the opportunity for readers to submit comments, ask questions, and vote on the impact the information presented will have on your teaching.
http://facdev.med.ubc.ca/this-changed-my-teaching/
This Changed My Teaching
This Changed My Teaching (TCMT)is a peer-reviewed, free online educational initiative that delivers quick summaries of key, pivotal moments that inspired a more effective teaching approach. The articles are designed for rapid consumption, typically taking less than 2-3 minutes to read, and they include links to references for further exploration. We hope that the articles foster comments and dialogue so each article provides the opportunity for readers to submit comments, ask questions, and vote on the impact the information presented will have on your teaching.3260 More TPI
http://medicine.osu.edu/faculty/oecrd/Documents/20120815TeachingPerspectives.pdf
Good Basic Explanation and presentation....
Good Basic Explanation and presentation....
3260- Teaching Perspective Inventory
This is a wonderful exercise - I think it should be a course unto itself in any education/teaching program. It was interesting and very useful teasing apart what I think I do when I'm teaching and what I'm actually doing.
I scored high 30's and 40's for all perspectives. My dominant traits were Apprentice, Developmental. No surprise there. Transmission and Nurturing was neutral ( I thought those would be dominant too) and Social reform was recessive. That surprised me as in every health care course on anything that I've EVER taught, I've tried to impart how that particular content relates to not only the professional role but to the role as a citizen & human being in this city.
It occurred to me that this would be a useful tool for evaluations. Once I have properly assessed and processed what all my scores mean in detail, I would like to discuss this with other instructors to compare and see how it deconstructs for different teachers.
My inventory: http://www.teachingperspectives.com/tpi/tpisurveyresult.html?surveyid=81179
http://www.teachingperspectives.com/tpi/#/reflect-items#reflect-items
I scored high 30's and 40's for all perspectives. My dominant traits were Apprentice, Developmental. No surprise there. Transmission and Nurturing was neutral ( I thought those would be dominant too) and Social reform was recessive. That surprised me as in every health care course on anything that I've EVER taught, I've tried to impart how that particular content relates to not only the professional role but to the role as a citizen & human being in this city.
It occurred to me that this would be a useful tool for evaluations. Once I have properly assessed and processed what all my scores mean in detail, I would like to discuss this with other instructors to compare and see how it deconstructs for different teachers.
My inventory: http://www.teachingperspectives.com/tpi/tpisurveyresult.html?surveyid=81179
http://www.teachingperspectives.com/tpi/#/reflect-items#reflect-items
- Transmission – Effective delivery of content
- Apprenticeship – Modelling ways of being
- Developmental – Cultivating ways of thinking
- Nurturing – Facilitating self-efficacy
- Social Reform – Seeking a better society
- Pratt DD. Five Perspectives on Teaching in Adult and Higher Education Teaching Perspectives Inventory can be determine on line at www.teachingperspectives.com
Thursday, 19 November 2015
New Virtual Learning/Educator Roles
http://elearningindustry.com/7-elearning-specialties-rise
New roles for educators in our new tech world....
New roles for educators in our new tech world....
Summary of Group Work
Summary of 'Group Work' discussion forum
Summary of discussion forum: Group Work
Forum Analytics:
65 Total postings (from my original threads)
5 Discussion threads and one introduction thread
1. Pros and cons of 'Group work'
- 21 posts
2. Types of Group work and the +/ - of each
- 11 posts
3. Group contracts: a necessary evil?
- 18 posts
4. How to monitor the effectiveness of 'Group work'
- 7 posts
5. Bits and bobs on Group work
- 6 posts
Key Ideas:
The definition of group work, and the pros and cons were well defined. There was some discussion on the definitions of group work vs collaboration, which most people were fans of the latter. There was a lot of discussion about the pros and cons, unfortunately, the cons outnumbered the pros this time.
Joanna wrote: “Pro:
- Less time consuming grading for the instructor
- Students tackle a big project, similar to how they might in the workplace
- Social aspect
- Learn collaboration and teamwork
- Learn from new skills, perspectives, work experiences
- Time management skills
- For some, I see leadership skills develop
Con:
- Conflict can occur
- Instructors in my experience either devote too much class time or not enough, which means that students are spending a lot of outside time trying to coordinate project
- One or more students may take the bulk of the project while another does very little
- Can be a challenge for the instructor to manage the conflicts and grade appropriately
Andreas added: “To the pros I would add that:
-Students have the opportunity to learn from and support each other
-Some weaker students may be forced to up their game
-Students gain real perspective where their strengths and weaknesses lie compared to other students
To the cons I would add:
-A bad apple may pull the whole group down
-Introverts are overpowered and may not be able to contribute as much as more assertive people(See Journal 2)
The question to even evaluate group work was introduced by Doug and there were differing opinions on this, people were mostly unsure what to do about the proposed question, but definitely one that got people thinking.
The common feelings surrounding group work are mostly negative due to unfair workloads. While most recognize the need for group work and that people must learn to work together, most people have had very negative experiences in the past and do not look forward to group work in general.
Promoting positive group dynamics was also revisited as this is a concept familiar to many. Ice breakers, games and fun activities were seen as examples of promoting positivity.
For monitoring of group effectiveness, the idea of peer evaluations was recommended which included an individual mark and a group mark. Concerns with giving a peer a low score and the ramifications of this was also introduced which was thought might bring on hurt feelings and thus negative future group work.
Confirmation bias was introduced as a side note and Gloria and I both became very excited with this find! ‘Searching out literature to support our beliefs’…...definitely something I want to go and research more of. Perhaps I will find more confirmation bias about my confirmation bias research!
Lisa-Marie wrote: “One way to ensure the marking is fairly distributed would be too have the learners journal their own participation and experience throughout the project and to self-assess both their own contributions and their efforts to act as a contributing group member. If the expectation is there from the beginning of the project or activity, individuals will be more conscious of and aware of what their responsibilities are.” (Nov, 12, 10:48pm).
An interesting suggestion which I am curious to try and which now leads me to my next key point, the group contract. I thought the pros and cons would have generated the most interest, but it turned out it was the group contract. Much interest resulted and many are eager to implement this in a future project. Many felt this is most likely the only way to implement group work that will be fair and produce the positive results that everyone goes in hoping for. Doug asked about teamwork contracts and the internet had many resources available supporting the use of and I believe I was objective in my research. The research also provided templates for teams to consider.
Susan Cain felt that we needed to “stop the madness for constant group work”!!! (Ted Talk).
Articles & videos:
The two articles below list the pros and cons of group work.
Susan Cain “ The power of introverts” Ted talk. http://www.bing.com/videos/search?q=susan+cain+ted+talk+the+power+of+introverts&FORM=VIRE1#view=detail&mid=5C6C8A8B8149973EEE635C6C8A8B8149973EEE63
An interesting read about social contracts and team contractshttp://managementstudyguide.com/team-contracts.htm
Team contract samples http://www.marketingurl.com/forms/TEAM_CONTRACT.PDF
Books:
Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San
Francisco, CA: Jossey-Bass
Brookfield, S. (1987). Developing critical thinkers. San Francisco: Jossey-Bass
Brookfield, S. D. (2006). The Skillful Teacher: On technique, trust and responsiveness in the
classroom (2nd ed.). San Francisco: Jossey-Bass
Merriam, S. B. (2007). Learning in Adulthood: A COMPREHENSIVE GUIDE. San Francisco:
Jossey-Bass
Saturday, 14 November 2015
More SET Re: Debate
Technique #1: Four Corners. An effective debate mixer is the four corners method. The teacher displays a topic on the white board/overhead/interactive whiteboard and assigns a different position relative to that topic to each corner of the room. Students then choose to stand in the corner that best reflects their personal opinion on the matter. Once the corners have been chosen then the teacher gives the students five minutes to create their discussion platform for supporting their position. The debate, or pseudo-debate, begins with each team presenting their opening argument then in turn, each team has time for presenting evidence and rebuttals, and then the closing arguments.
Technique #2: Partner. In training for debates, some students are extremely shy and may work better with just one partner rather than a whole group. The process is the same as the four corner technique, but the debate is between two people, not the whole class.
Technique #3: Devil's Advocate. This is a twist on the debate positions preparation. Instead of supporting their own opinion and platform, the students will also try their best to throw kinks into their supporting argument, so that, in essence, instead of preparing just one argument "pro," they also have to prepare one "contra."
Technique #4: Worst-Case Scenario. This is another take-off of debate platform preparation. Students preparing to support their position look into the future at the worst possible thing that could happen as a result of the opposing argument, and prepare their defense from that point on.
Technique #5: Glass Half Empty or Full. This is a technique to help the students view the different perspectives and prepare for arguments from each. Students look at their platform from a positive point of view and from a pessimistic point of view.
3250 SET's More Debate Benefits
The Great Debaters, a marvelous movie with Denzel Washington, demonstrates the power of debate as an educational tool to prepare students to be college-ready communicators. Aside from showing the drama and conflict of the times, it displays the rigorous training the debate team had to embrace in order to be prepared intellectually, to argue a point of view, to speak clearly and authoritatively, and to think critically on a moment's notice.
Based on a true story a great cast, great period piece, lots of social justice issues and GREAT illustration of the power of debate as a tool for many things.
https://www.youtube.com/watch?v=JnezpSJwr8c
AND.. a couple of great quotes:
The time for justice is always right now.
I am here to help you find and keep your righteous mind.
Based on a true story a great cast, great period piece, lots of social justice issues and GREAT illustration of the power of debate as a tool for many things.
https://www.youtube.com/watch?v=JnezpSJwr8c
AND.. a couple of great quotes:
The time for justice is always right now.
I am here to help you find and keep your righteous mind.
3250 Articles on Self Assessment
Self-assessment is a habit of mind that engages one in meta-cognition and reflection. Such reflective behaviour calls for intentionally reviewing our own performance based on criteria that we have internalized. We can think of it as meta-cognition with an evaluative bent
Donham, J. (2010)
Self assessment gives students practice in monitoring an evaluating their own work, a type of self-regulation behaviour that over time can become a valuable life skill
Ozgul, G., & Sullivan, H. (2009).
Self assessment has been associated with moves towards developing greater student autonomy and responsibility in their learning
Lew . N., Alwis, W. M., & Schmidt, H. G. (2010
Self assessment would appear to be an ideal tool to facilitate learning-oriented assessments. It has the capacity to encourage students to take more responsibility for their own learning by requiring them to provide their own feedback, contribute to their own assessment.
Willy K., & Gardner, A. (2010)
3250 New thoughts on Gaming
Via DM...This Ted Talk changed my perspective on games in education. take the ten minutes and enjoy.
https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en
and DR's forum on the differences between....
and DR's forum on the differences between....
Thursday, 12 November 2015
3250 Virtual/Simulation Learning
http://2014.highereducationsummit.ca/PDFs/Presentations-for-posting-2014/7_LR2014_Technology_Loyalist_final.pdf
Great foundation presentation on Virtual /Simulation Learning ...
A good kicking off point.....
Great foundation presentation on Virtual /Simulation Learning ...
A good kicking off point.....
Wednesday, 11 November 2015
Bottom Line
Particularly when thinking about SET's & motivation, (2350) with the ethical responsibility (2360) inherent in the student/teacher relationship...
Here is this article posted which has always been fundamental (but imperfectly executed no doubt) in my approach to all students... and I suspect this is my world view as well, again imperfectly executed but an ongoing aspiration;
If students feel that you care, that you are pulling for them and wanting them to succeed, that goes a long way and helps fill in the gaps when they are flagging or struggling with their own reasons.
http://www.facultyfocus.com/articles/teaching-professor-blog/caring-about-students-matters/
This paragraph a bit disconcerting but I have no doubt it's true:
"In one of the studies the researchers did a qualitative analysis of a set of comments written by students who had participated in a Thank-a-Professor program. What was surprising was the number of comments thanking teachers for what most would see as part of our job—being in our offices and welcoming to students, offering to help, expressing understanding, and showing respect. As the researchers point out, the fact that these behaviors merited a thank you would lead one to conclude that students aren’t experiencing them as often as we might expect."
Here is this article posted which has always been fundamental (but imperfectly executed no doubt) in my approach to all students... and I suspect this is my world view as well, again imperfectly executed but an ongoing aspiration;
If students feel that you care, that you are pulling for them and wanting them to succeed, that goes a long way and helps fill in the gaps when they are flagging or struggling with their own reasons.
http://www.facultyfocus.com/articles/teaching-professor-blog/caring-about-students-matters/
This paragraph a bit disconcerting but I have no doubt it's true:
"In one of the studies the researchers did a qualitative analysis of a set of comments written by students who had participated in a Thank-a-Professor program. What was surprising was the number of comments thanking teachers for what most would see as part of our job—being in our offices and welcoming to students, offering to help, expressing understanding, and showing respect. As the researchers point out, the fact that these behaviors merited a thank you would lead one to conclude that students aren’t experiencing them as often as we might expect."
Thursday, 5 November 2015
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Monday, 2 November 2015
3250 Post Education vs Learning
On a Robinson roll this morning... this one is talking about Teaching vs Education vs Learning. He makes some excellent points around engagement in the task of teaching vs the creativity of teaching. Some good points about standardized testing and it's place in the big picture.
https://www.youtube.com/watch?v=wX78iKhInsc
https://www.youtube.com/watch?v=wX78iKhInsc
3250 Post Creativity in Education
This is part of the series that Ken Robinson does on various issues in education that I think ties in with Student Engagement Techniques. This one is on the death of creativity in Education. I think he is extremely accurate but he's extremely funny as well.
If you have 20 min this is very uplifting and inspiring with amazing examples. Enjoy!
https://www.youtube.com/watch?v=iG9CE55wbtY
If you have 20 min this is very uplifting and inspiring with amazing examples. Enjoy!
https://www.youtube.com/watch?v=iG9CE55wbtY
SET Debate 3250 Post
Have been thinking about the SET of Debate since it was the topic I chose for the digital project. I have used that technique for years, before I formally "knew" it was a technique, just based on the students responses to it.
I would schedule 3 a term- early, middle and end. At first I used the split room- literally cutting the class in half and assigning a side. As the term went on the groups were made smaller i.e. 3-4/side and then at the end; 1-2 /side.
The obvious outcome was engagement but there was more than that benefit. I saw students who never said a word present a piece of their teams position. I saw students who knew they were "right" about a topic view take a 2nd look, I saw students learning to deepen their investigations from opinion to research and I saw students start connecting the dots from the issues in their city to the determinants of health that we were studying. Barkley (p. 202) offers the purpose of this technique as providing a framework for more mature thinking, exposure to difficult topics and different perspectives and gives practice opportunities to grapple with messy and complex issues in a critical way which is exactly what the students demonstrated.
If the students already had a mastery of the mechanics (research techniques, critical thinking skills, articulation) sometimes I would the pro group represent the con position and vice versa. This was not popular when announced initially, but ended up being their favourite sessions!
Barkley (p.205) made mention of the creation of a safe space and the security to speak freely and I think in recognition of that we started off the term with fairly straightforward topics.
Have others had good results using this technique?
I would schedule 3 a term- early, middle and end. At first I used the split room- literally cutting the class in half and assigning a side. As the term went on the groups were made smaller i.e. 3-4/side and then at the end; 1-2 /side.
The obvious outcome was engagement but there was more than that benefit. I saw students who never said a word present a piece of their teams position. I saw students who knew they were "right" about a topic view take a 2nd look, I saw students learning to deepen their investigations from opinion to research and I saw students start connecting the dots from the issues in their city to the determinants of health that we were studying. Barkley (p. 202) offers the purpose of this technique as providing a framework for more mature thinking, exposure to difficult topics and different perspectives and gives practice opportunities to grapple with messy and complex issues in a critical way which is exactly what the students demonstrated.
If the students already had a mastery of the mechanics (research techniques, critical thinking skills, articulation) sometimes I would the pro group represent the con position and vice versa. This was not popular when announced initially, but ended up being their favourite sessions!
Barkley (p.205) made mention of the creation of a safe space and the security to speak freely and I think in recognition of that we started off the term with fairly straightforward topics.
Have others had good results using this technique?
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