t eaching p ractices for f ocusing l earning, f raming c ontent and c reating c ommunity judith v....
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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
May 14 2013 1
St. Mary’s University – May 14 2013 Faculty Institute
Focusing
Course Framing
Collaborating
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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 Imagingwww.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
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GETTING ACQUAINTED
May 14 2013
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GETTING ACQUAINTED
May 14 2013
A 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?
GETTING ACQUAINTED; GETTING STARTED
1. Form groups of two or three 2. Share a question that has been brewing in your head3. If 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…
4. Then one person from group will share with the rest of us 5. Anther person will track action items for group (3)
May 14 2013 6With Help from Susie
Purpose — Develop
specific goals
QUESTIONS – INTO GOALS
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I wish I knew how to…
Is there a better way to…
I worry about…
It would be great if only…
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TIP 73 – DEVELOPING EXPLICIT AND PERSONAL LEARNING
GOALS (1)
May 14 2013
Tip 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. “
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TIP 73 – DEVELOPING EXPLICIT AND PERSONAL LEARNING
GOALS (2)
May 14 2013
Strategy #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…
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TIP 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 purpose• Helps 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
Why this makes sense for learning…
TIP 73 DISCUSSION – SETTING PERSONAL GOALS
• When would be a good time in your course to do this?
May 14 2013 11
• Can you make time for this activity?
• How do you think your students will respond?
• Ideas for enhancing this activity?
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TIP 94 – CREATING A SYLLABUS THAT JUMPSTARTS LEARNING
(1)
May 14 2013
Tip 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? “
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TIP 94 CREATING A SYLLABUS THAT JUMPSTARTS LEARNING
(2)
May 14 2013
Strategy #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
14May 14 2013
US HISTORY - TONA HANGEN (1)
May 14 2013 15http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
US HISTORY SYLLABUS TONA HANGEN (2)
May 14 2013 16http://www.tonahangen.com/wsc/us2/wp-content/uploads/2011/01/112.Spr11.pdf
US 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
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TIP 94 CREATING A SYLLABUS THAT JUMPSTARTS LEARNING
(3)
• Well, yes… it is, but it is worth it• Similar to writing out a lecture, creating a script, preparing a
presentation• Creating a concept map /graphic overview requires deep processing
of your course content• A 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
This looks like a lot of work…
What might a first step for you be?
TIP 94 DISCUSSION – REFRESHING YOUR SYLLABUS
• What one change might you make in your next term?
May 14 2013 19
• Do you need help? Time? A friend? A tool? A camera?
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TIP 92 COLLABORATING WITH GROUPS OF TWO, THREE OR
MORE (1)
May 14 2013
Tip 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?”
“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 2013 21
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TIP 92 COLLABORATING WITH GROUPS OF TWO, THREE OR
MORE (2)
May 14 2013
Strategy #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
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TIP 92 COLLABORATING WITH GROUPS OF TWO, THREE OR MORE
(3)
• Discovering and developing colleagues • Building a life-long network and support system• Hearing your own voice and the voices of
others…and the perspectives shared with those voices
• Clarify your own thinking; process and think through course content ideas and questions, to explain to others what you think…
May 14 2013
Why is collaborating a good idea? Great for…
Do you have a success story?
TIP 92 DISCUSSION – TWO, THREE PERSON DIALOGUES,
BRAINSTORMING• How will learners respond? • How might this strategy increase
dialogue between you and your students?
May 14 2013 24
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TIP 74 – LECTURING WITHOUT LECTURING: SHAPING THE CONTENT WITH YOUR VOICE
AND KNOWLEDGE (1)
May 14 2013
Tip 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…”
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TIP 74 – LECTURING WITHOUT LECTURING: SHAPING THE CONTENT WITH YOUR VOICE AND KNOWLEDGE
(2)
May 14 2013
Strategy #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
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TIP 74 – LECTURING WITHOUT LECTURING: SHAPING THE CONTENT WITH YOUR VOICE AND KNOWLEDGE
(3)
May 14 2013
Strategy # 4 Meet in a Live Classroom regularly…once a week, for open Q & A and
for debriefings on assignments and for sharing project ideas
LET’S THINK…
• How do you share your enthusiasm for your “intellectual treasures?” For your discipline? – When? – Where? – How? – Props?– Current findings, challenges, disputes– Great stories??
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WRAPPING UP QUOTE -VERY IMPORTANT
In 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
SHARING OF ACTION ITEMS
QUESTIONS
THANKS SO MUCH
May 14 2013 30