Creating Community Judith V Boettcher PhD Designing for Learning University of Florida judith designingforlearningorg May 14 2013 1 St Marys University May 14 2013 Faculty Institute ID: 806203
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Teaching Practices for Focusing Learning, Framing Content and Creating Community
Judith V. Boettcher, Ph.D. Designing for Learning University of Florida judith@designingforlearning.org
May 14 2013
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St. Mary’s University – May 14 2013 Faculty Institute
Focusing
Course Framing
Collaborating
Slide22
The Story of Three, Maybe Four Tips
Embracing and customizing learning goals for focusing learning (#73)
Creating a Launching and Promising Syllabus (#94)
Martinos
Center for Biomedical Imaging, Randy Buckner,
Ph.D
and the Laboratory of Neuro Imaging
www.humanconnectomeproject.org
May 14 2013
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The Story of Three, Maybe Four Tips (2)
Teaming, Partnering, Peering, Collaborating for Community (#92)
Martinos
Center for Biomedical Imaging, Randy Buckner,
Ph.D and the Laboratory of
Neuro Imagingwww.humanconnectomeproject.org
Lecturing without Lecturing (#74)
May 14 2013
Slide4Getting Acquainted May 14 2013
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Slide5Getting AcquaintedMay 14 2013
5A CATHOLIC AND MARIANIST LIBERAL ARTS INSTITUTION
Searching and sharing of
wisdom, love and self…
What do you wonder about in your teaching? What do you think about?
Slide6Getting Acquainted; Getting Started Form groups of two or three
Share a question that has been brewing in your headIf you prefer, complete one of these sentences I wish that I knew how to …I wonder if there is a better way to …
How can we (collectively) make a change in…Then one person from group will share with the rest of us
Anther person will track action items for group (3)
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With Help from Susie
Purpose — Develop specific goals
Slide7Questions – into Goals May 14 2013
7I wish I knew how to…
Is there a better way to…
I worry about…
It would be great if only…
Slide8Tip 73 – Developing Explicit and Personal Learning Goals (1)May 14 2013
8Tip 73 – Make learning goals meaningful and relevant to learners …
“When
I finish this course, this is how I will be different…This is how I want my time and effort to make a difference in my life. “
Slide9Tip 73 – Developing Explicit and Personal Learning Goals (2)May 14 2013
9Strategy #1 – Create an assignment, activity around personalizing and customizing goals.
Strategy #2 – Use course projects so learner can pursue customized area of interest and purpose.
Strategy #3 – Translate learning
goals into
family and coffee conversation…
Slide10Tip 73 – Developing Explicit and Personal Learning Goals (3)Begins to prepare the head, the brain, tap into your learners’ existing knowledge structures
A quick way to get a sense of your students’ readiness for the content, their zones of proximal development, ala Vygotsky and zone of proximal development Begins to build connections, relationships with what learners already know Establishes purposeHelps learners get ready to answer the question, “What is my next step?” (David Allen, getting things done (GTD), stress-free productivity)Provides an intro to what might might be an overwhelming new topic for learners, makes its “do-able”May 14 2013
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Why this makes sense for learning…
Slide11Tip 73 Discussion – Setting Personal GoalsWhen would be a good time in your course to do this?
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Can you make time for this activity?
How do you think your students will respond?
Ideas for enhancing this activity?
Slide12Tip 94 – Creating a Syllabus That Jumpstarts Learning (1) May 14 2013
12Tip 94 – Make your syllabus an exciting entry point into your course. Think movie trailer! A brochure of coming events! An overview of upcoming learning experiences…
“ Where is all the information on our assignments? Our readings? Oh, in the syllabus, where is that again? “
Slide13Tip 94 Creating a Syllabus That Jumpstarts Learning (2) May 14 2013
13Strategy #1 – Create a graphic that “frames” the course content, sets boundaries, provides “birds-eye view”
Strategy #2 – Use pictures, use people, suggest, hint at stories and cases, unanswered questions
Strategy #3 – “Talk” to your students as if you were right there with them… get them excited, share your enthusiasm with your expertise
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Slide15US History - Tona Hangen (1)May 14 2013
15http://www.tonahangen.com/wsc/us2/wp
-content/uploads/2011/01/112.Spr11.pdf
Slide16US History Syllabus Tona Hangen (2)May 14 2013
16http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
Slide17US History Syllabus Tona Hangen (3)May 14 2013
17http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
“It
is entirely possible to do well in the class without
being transformed by your newfound historical knowledge, but
it would be a darn shame.” Tona Hangen 2011
Slide18Tip 94 Creating a Syllabus That Jumpstarts Learning (3)Well, yes… it is, but it is worth itSimilar to writing out a lecture, creating a script, preparing a presentation
Creating a concept map /graphic overview requires deep processing of your course contentA concept map helps them create lasting “worlds of content” in their knowledge structures Ask yourself, “How can I create/share a sense of purpose, clarity, excitement? “One great benefit of concept maps – you make patterns, relationships explicit that help to chunk content and develop skill in the discipline How would I do this? Start small…May 14 2013
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This looks like a lot of work…
What might a first step for you be?
Slide19Tip 94 Discussion – Refreshing Your Syllabus What one change might you make in your next term?
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Do you need help? Time? A friend? A tool? A camera?
Slide20Tip 92 Collaborating with Groups of Two, Three or More (1) May 14 2013
20Tip 92 – Build connections between learners to add a feeling dimension to your course content …
“I really liked working with Jacob. When I had to explain my idea out loud, it finally became clear to me.“
Design for peer consulting and brainstorming, but independent and personal work “What do you think of my idea, project?”
Slide21“I don’t know what I think until I write it down.” Attributed to Norman Mailer and also to
Novelist and essayist Joan DidionThe Year of Magical Thinking May 14 201321
Slide22Tip 92 Collaborating with Groups of Two, Three or More (2)May 14 2013
22Strategy #1 – Use “casual grouping” (Fink, 2004) This means informal chats, sharing, and simply gathering to process and talk about the course ideas, events
Strategy #2 — Think buddy system, coffee
mtgs
, study groups. Purpose is to have students use their voices, fingers, hands…
Strategy #3 — Form short term, “buzz” groups on specific questions, cases, problems
Slide23Tip 92 Collaborating with Groups of Two, Three or More (3)Discovering and developing colleagues
Building a life-long network and support systemHearing your own voice and the voices of others…and the perspectives shared with those voicesClarify your own thinking; process and think through course content ideas and questions, to explain to others what you think…May 14 201323
Why is collaborating a good idea? Great for…
Do you have a success story?
Slide24Tip 92 Discussion – Two, Three Person Dialogues, brainstormingHow will learners respond?
How might this strategy increase dialogue between you and your students? May 14 201324
Slide25Tip 74 – Lecturing without Lecturing: Shaping the Content with Your Voice and Knowledge (1)
May 14 201325Tip 74 – Share your expertise; create and communicate your teaching presence
“But what do you think? You are my expert for this course. I would like to hear what you think and what you think about what I think…”
Slide26Tip 74 – Lecturing without Lecturing: Shaping the Content with your Voice and Knowledge (2)
May 14 201326Strategy #1 – Your syllabus is your first “lecture.”
Strategy
#2 — Create
short module introductions (video?)
Strategy #3 –
“Wrap and bridge” Wrap up discussions and create thought bridges to the next topic, activity, readings
Slide27Tip 74 – Lecturing without Lecturing: Shaping the Content with your Voice and Knowledge (3)
May 14 201327Strategy # 4 Meet in a Live Classroom regularly…once a week, for open Q & A and for debriefings on assignments and for sharing project ideas
Slide28Let’s think…How do you share your enthusiasm for your “intellectual treasures?” For your discipline?
When? Where? How? Props?Current findings, challenges, disputesGreat stories??May 14 201328
Slide29Wrapping up Quote -Very Important
29In course design, we design for the probable, expected learner; in course delivery, we flex, we customize to
the specific, particular learners within a course.
“I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”
May 14 2013
Slide30Sharing of Action ItemsQuestionsThanks So Much
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