Training for EMCP Instructors - PowerPoint Presentation

Slide1

Training for EMCP Instructors

Morgan Rooney

Educational DeveloperSlide2

Introductions

Introduce yourself to the group

Course you are teaching

Experience with the programSomething non-academic about yourselfSlide3

Getting Oriented

Concerns You Identified in Your Feedback:

Set-Up, Mechanics, & Tech:

What do I do for budget? Snacks? Other supplies?

X4

How do I arrange for access to computer lab? Other sites on campus?

X4

Logistics behind field trips? X2Can I arrange for online journaling/blogging? X3What do I do if I ‘lose’ a student? Student tracking generally? X3IMS key? IT support?How do I deal with classroom emergencies?Do I have to use cuLearn? Can my students get wifi access?

Student Engagement, Classroom Management:Dealing with disengaged students x11Using the time, time management x9Creating a safe space for learners at different levels x7Creating fun, meaningful activities x10Using icebreakers, promoting friendship & safe space x4Balancing content/lecture with activities x4Dealing with tech distractions, other problematic student behaviors

Content Concerns:

Making content “age appropriate”

x3

Making content interesting for those who aren’t

x3

Teaching sensitive topics

x2

Do I assign homework?

How do I connect my content to their lives?Slide4

Getting Oriented

So, I decided to focus on what seemed to be your main concerns:

Creating an engaging classroom

Incorporating & running activitiesClassroom management

Practical considerationsSlide5

agenda

12:15-30:

Creating a Productive

Learning Space12:30-1:30:

Fostering an Active Classroom

BOPPPS—A Model for Engagement (15

mins

)Activities & Best Practices for Running Them (15 mins)An Activity on Activities (30 mins)1:30-50: Dealing with Practical Considerations with Nestor Querido1:50-2:00: Wrapping UpSlide6

Learning outcomes

By the end of today’s session, you will be able to

:

Elaborate on best practices for preempting disruptive classroom behaviorsDescribe the different components of the BOPPPS model & their implications for your teaching

Elaborate on a series of activities, as well as best practices for managing activities generally

Identify answers to common practical questions for EMCP instructorsSlide7

1. Creating a productive learning spaceSlide8

1. Creating a productive learning space

From students’ perspective, the classroom can seem like a rigidly hierarchal space, with power running from the top down. But it doesn’t have to be that way

Undoing that conditioning is possible, but it takes careful planning in advance & meaningful consultation early on

Note: Fostering student ownership in the class can significantly reduce the need to deal with problematic / disruptive behavior laterSlide9

1. Creating a productive learning space

Think/Pair/Share (3~

mins

): What can you do in the early stages of your class to give students a voice in the shape & tone of your course?

Let’s share!

White BoardSlide10

1. Creating a productive learning space

Some “Best Practices”

Have a class discussion in the 1

st hour wherein you develop “

ground rules

” for the course

Washroom breaks, laptop/phone policy, expectations for civil discourse, etc.

Develop a written documentConsider providing limiting optionsHave a discussion in the 1st hour about expectations in the courseWhat students expect of you (student-generated)What students expect of each other (student-generated)What you expect of your studentsHold frequent feedback sessions in the early days of your course“Muddiest point”“Stop, start, continue”Allow you to check in for learning, develop bridging exercises for your next class, and provide you with concrete information to help you adapt to your students on the flyThe best classroom management strategy is a preventive one. When you foster a sense of student ownership & involvement, you are setting yourself up to avoid disruptive behavior—and establishing the (student-generated) mechanisms for dealing with disruptive behavior if it arises. Slide11

2. Fostering an active classroom

BOPPPSSlide12

2. BOPPPS—A Model for Student engagement

What is BOPPPS, you ask, other than a really awkward-looking acronym? Good question!

BOPPPS = a model for consistently incorporating active

learning

Stands for:

B

ridge-in

OutcomesPre-TestParticipatory learningPost-TestSummaryDistribute: HandoutSlide13

2. BOPPPS—A Model for Student engagement

Bridge-In

Providing a point of interest, or “hook”

Usually, something that connects the more abstract / arcane concept under study with something likely to be familiar to your audience

My example: poetic syntax & Yoda from

Star

Wars

OutcomesProviding statements that define what students should be able to accomplish after the lesson is completeNeed active, ‘doing’ verbs here—observable, measureable, & specificAvoid vague verbs—e.g., appreciate, be familiar with, understand, enjoy, master, etc.Isolate what it is that your students are going to take away from this lessonSlide14

2. BOPPPS—A Model for Student engagement

Pre-Test

Determining

what your students already know on the

subject

Opportunity

for group discussion / brainstorming: “what do you already know about…?

”Often, students anticipate a number of subjects you are planning to cover anyway, creating the opportunity to affirm their contributions and build their confidence / comfort levels

Participatory LearningAllowing students the chance to engage with the lesson’s materials in a hands-on, active wayThe ‘meat and potatoes’ component of your lessonCombining lecturing with activities, alternating back and forthSlide15

2. BOPPPS—A Model for Student engagement

Post-Test

Assessing

whether student learning has happened and learning outcomes have been

achieved

A

crucial

stepDoesn’t have to be for marks (‘summative assessment’); can be as simple as a review / check-in (‘formative assessment’) to make sure information has been retained“What have we learned today?”

SummarySummarizing your key points, connecting past and future learning, and reinforcing learning outcomesA brief summary of your lessonUnderscore whenever possible the relation between information learned and its applications for the courseSlide16

2. BOPPPS—A Model for Student engagement

Brainstorming:

What are the potential advantages of the BOPPPS model

for your learners?Slide17

2. BOPPPS—A Model for Student engagement

“OK, so BOPPPS provides me with a model for incorporating active learning into my classroom, but I’m a little short on ideas for activities themselves. Help!”

Let’s address that point now

!Slide18

2. Fostering an active classroom

Activities & Best Practices for Running ThemSlide19

2. ACTIVITES & Best practices for running them

Think/Pair/Share (2-3

mins

):

w

orking in NEW pairs, make a list of activities you have encountered in your time as a student / teacher

Let’s share! White boardSlide20

2. ACTIVITES & Best practices for running them

Simple

:

Brainstorming*

Inkshedding

Think/Pair/Share*

Intermediate

:Small Group QuestionsPresentationsFishbowls*Debates

Complex:Jigsaws*Worksheets (Fill in the Blank, Matrix*, Concept Map*, Venn Diagram*)

Games (Tic-Tac-Toe, Bingo, Who Wants to be a Millionaire?, Relay Race*, Headbands, Jeopardy)Slide21

2. ACTIVITES & Best practices for running them

Running an effective activity takes some preparation

Think/Pair/Share (3-4

mins

)

: working in NEW pairs or as a table, make lists of practical considerations an instructor should keep in mind for every stage of an activity

Before (Preparation)

During (Facilitation)After (Follow-Up)Slide22

2. ACTIVITES & Best practices for running them

Before (Preparation):

Identify a clear learning outcome, & pick/design an activity that allows you to work toward achieving it

Explain the pedagogical purpose of the activity to your students—how will it prepare them for an assignment or test?

Determine the mechanics:

group sizes (4-5)

seating arrangements

instructionstimeframe(s)materials/prep neededtiming (avoid the end of class)Have each group develop some written component, &/or make them responsible for reporting back—the “active” in activitySlide23

2. ACTIVITES & Best practices for running them

During (Facilitation):

Go over instructions orally, but also provide them in written format to reinforce

Employ a stopwatch & firm (but flexible) timelines

Confirm all students understand before proceeding

Facilitate:

Check in with all groups, work the room

Be engaged, present—mere body presence can have a focussing impact on studentsAnswer questionsBe flexible, adaptableHave each group, or as many groups as possible, report back to the classSlide24

2. ACTIVITES & Best practices for running them

After (Follow-Up):

Solicit feedback, oral or written (anonymous is best)

Instructions clear?

Effective in advancing student learning?

What to change, subtract, or add for next time?

… And should there be a next time?

Reflect, revise, rethinkHow do you think the activity went?Conception  Development  Execution  Feedback  Re-Conception…New to activities? Consider starting with simple activities and then slowly ramping up to more complex onesSlide25

2. Fostering an active classroom

An Activity on ActivitiesSlide26

2. An activity on Activities (how meta!)

Activity—Jigsaw (30~

mins

)

Step 1

: class breaks into groups of equal numbers

This first group is your “expert group

”Each group will be assigned an activity & collectively develop a method to teach the concept, with each individual becoming an expert on it (handout included to help)Each member of each group will be assigned a number as you workStep 2: once all expert groups are ready (6-8 mins), members will re-form into “jigsaw” groupsAll “1”s gather in one group, all “2”s in another group, and so onEach new group consists of 1 member of the each “expert groups”Each expert will have 3-4 minutes to teach his/her activity to the new jigsaw groupSlide27

2. An activity on Activities (how meta!)

Activity—Group Discussion (board work)

What activities strike you as having the most potential for your purposes, & why?

Bonus: unpacking the Jigsaw

activitySlide28

3. Dealing with practical considerations

With Nestor

QueridoSlide29

3. Dealing with practical considerations

Classroom Technology:

What do I do if something in my classroom doesn’t work?

Do I need an IMS key?CTS in Loeb, x3815, tunnel level in Loeb building, pick up anytime (Mon-Fri, 8:30-4:30)

What technology is available to me to spice up the learning experience in my classroom?

Wifi

login info for students:Login Name: CCSGuest2015Password: Ravens.Rock!Slide30

3. Dealing with practical considerations

Field Trips:

How do I organize transportation?

What paperwork do I need to complete?

Are there any other procedures I need to be aware of?

How do I plan a *good* field trip?Slide31

3. Dealing with practical considerations

Emergencies:

Who do I call in the event of an emergency?

What are the procedures for handling a health and/or safety emergency?What do I do if I ‘lose’ a student?

x.4444

OK to share cells #s just in caseSlide32

3. Dealing with practical considerations

Controversy in the Classroom:

I teach topics that may raise controversial / racy / edgy subjects for discussion.

What’s appropriate / inappropriate in this context?

How do I stay out of trouble while remaining true to the material?Slide33

3. Dealing with practical considerations

Any other questions / concerns we can help you with?

Budget for printing, snacks,

etc: $125, need receipt for all claims

F

or photocopying, free

at D299 LoebPolice check certificates; will be reimbursed all at same timeWordpress for bloggingA one-pager for contact infoSlide34

4. Wrapping upSlide35

Conclusions

Effective

activities require some forethought—draw on the tried-&-tested, then branch out from there

Consider implementing some of those “BOPPPS” features that build in student engagement

pre

-test, participatory learning, & post-

test

formative assessment is a powerful learning toolDon’t be afraid of failure, & keep trying out new approachesSlide36

FEEDBACK!

Thanks for taking the time to come out to this training—it’s great to see so many instructors committed to continual improvement!

To help serve and better support EMCP instructors in the future, please provide the EDC with some feedback on today’s training

Stop / Start / Continue

*Good luck with your courses!*Slide37

EDC—your additional resource

Questions? Please feel free to contact me:

m

organ_rooney@carleton.ca

613-520-2600, x.8560