These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
1. Teaching at URI:
What All Instructors Need to Know
Julie Coiro, School of Education
Josh Caulkins, Office of Student Learning,
Outcomes Assessment and Accreditation (SLOAA)
2. • Introductions
• Notespace
• 1:00 http://goo.gl/oLjiqY
• 2:30 http://goo.gl/FW6vLD
• Overview of URI Teach Sheet
(more details in the
Course Transformation Guide)
• Three areas of teaching
for discussion and reflection
Welcome – Our Agenda
3. • Who are we?
• Who are you?
1. Introduce yourself (position, courses you teach,
years experience, etc.)
2. Discuss in your group and come to consensus:
What are the top one or two things that you are
most interested in learning about teaching your
course this fall?
Share at https://todaysmeet.com/teachuri
Introductions
6. • Efforts to motivate students are woven into all parts
of a lesson
• Contextualize and make relevant your time
together, informed by student voices and concerns
• What techniques have you used that do NOT
appear to motivate college-age students?
• A
• B
• C
• D
How do we motivate our students?
7. • What teaching techniques have you used to
successfully motivate college-age students?
• Share on Google Docs Note-taking Space at
http://goo.gl/oLjiqY (or Time 2: http://goo.gl/FW6vLD)
• What similarities/themes do you see across these
practices?
How do we motivate our students?
10. Turn and Talk (Exit Slip):
What is one thing you will
change or do this fall in
one of your courses that
reflects these motivational
practices?
Relevance
Choice
Collaborate
Feedback
Challenge
How do we motivate our students?
11. 2. How do we ENGAGE our students
with challenging content?
12. Guiding Questions For Our Next Activity:
• How might you engage your students with the
challenging content that you teach?
• Where do you anticipate students having trouble
and how might you intervene?
• DISCUSS: How is being “engaged” different
than being “motivated”?
How do we engage our students?
13. Refer to your URI Teach Sheet
• SHOW
• What is required for conceptual mastery of key
content in your course?
• Show how to apply the knowledge, rather than
just the facts.
• REMEMBER
• Connect to/build on students’ prior knowledge,
but also consider their preconceptions
• Model expert thinking (especially of steps that
might be automatic for you)
How do we engage our students?
14. • Cognition: Thinking
• Metacognition: Thinking about thinking
• Cognitive Apprenticeship: Making these
metacognitive thoughts visible
How do we engage our students with
challenging content?
15. Think-alouds: Deliberately planned commentary and
conversational support at points where students
might need explanation, elaboration, or connection.
• Expectation: I do > We do > You do
How do we engage our students with
challenging content?
16. Students show their thinking (and confusion)
while engaged with literature & math
17. PLANNING FOR A THINK-ALOUD (as a teacher)
Step 1. (Think & Write): What is a problem/process from my
discipline that students often have difficulty
understanding?
Step 2. (Think & Write) What steps in this process do I
anticipate students might struggle with most? (Try to
anticipate preconceptions and misconceptions)
Step 3. (Think Aloud) Verbally explain to a partner the steps
you might take to work through this problem/process.
Step 4. (Clarify) See what questions your partner has about
your process or suggestions to fill gaps in understanding.
How do we engage our students with
challenging content?
18. GOAL OF THINK-ALOUDS: Model and then provide
students time to practice and internalize how to “walk the
walk” and” talk the talk” in your discipline
REFLECTING ON THINK-ALOUDS
Reflect on this planning process and the role of think-
alouds for engaging your students with challenging
content
• What are your key takeaways? (post on Today’s Meet)
• How might these insights inform or transform your
instruction of challenging content?
• Questions/concerns?
How do we engage our students?
19. 3. How do we RESPOND to our students
and their efforts to engage with
challenging content?
20. • Formative feedback is most appropriate at those
steps where students are likely to struggle.
• The process of reflection and giving feedback can
inform your students AND your own teaching.
• What does formative feedback mean?
How do we RESPOND to our students
and their efforts to engage with
challenging content?
21. Refer to your URI Teach Sheet
• SHOW
– Explain how to improve with detailed, constructive
feedback; highlight precisely where in the process
students can improve and give guiding suggestions for
how to improve
• REMEMBER
– Give points for what you value (e.g., quality, quantity)
as these define your expectations
– Foster value in the process, not just points
How do we respond to our students
and their efforts?
22. • What are some specific examples of activities you
have used that apply some of these underlying
principles for practice and feedback? (discuss and if
time, note briefly on the Google Docs Notes page)
• When should formative feedback happen to improve
student outcomes/performance?
• How can we involve students in the feedback
process?
• What are some barriers to giving formative feedback?
How do we respond to our students
and their efforts?
24. • What is the most significant thing you’ve
learned today?
• What question do you have at the end of
today’s class?
• (Or…give a small task to solve)
• Helps evaluate your success in engaging students with
content in a way that is clear and memorable
• Quote 1-2 responses to begin conversation in next class
• Good practice for future essay questions
These are great because…
Formative Feedback: One Minute Essay
28. • Record your feedback in a podcast (AudioNote on
your iphone) rather than in writing.
• Think-aloud and critique work from a previous
year; critique another example with students
• Involve students in developing/refining a rubric or
scoring guide and then work through improving a
specific example together to meet criteria
Formative Feedback: Other Ideas
29. • Introductions
• URI Teach Sheet
• Your insights and
questions about three
areas of teaching
for discussion and
reflection
Wrapping Up
Motivation can be broadly implemented across a course, a program. It not only happens at the beginning of an activity or lesson but elements are woven throughout (hence the double arrows in our URI Teach Sheet)
The previous activity we did in small groups is an example of how to contextualize and make relevant how we are spending our time here today. We are interested in your needs, concerns and questions, and we can now customize how we move through our time together informed by your voice(s). Doing this in your courses is an essential element to ensuring students engage with you, your course, your materials, etc.
TIME 2: http://goo.gl/FW6vLD
RELEVANCE: Connect to authentic, real-world practices (Why am I learning this? How is this information useful?) what motivates you (the instructor) most about your discipline? Enthusiasm can be contagious.
CHOICE: Give students choice in how they focus their attention (options in seeking answers to questions posed by students related to learning objective), how they represent their learning (options in assignment topics or formats), or the materials they use (options in readings).
COLLABORATION: Encourage students to work together to gain meaning, represent their thinking about complex problems in your discipline, appreciate differences in what each person can contribute to the process.
FEEDBACK: give frequent feedback that enables learners to be successful, involve students in setting goals and self-monitoring the quality of their work and their peer’s work
CHALLENGE: Create challenging problems for students to grapple with. (setting up a carefully scaffolded problem > letting the students try to solve it > anticipating where students might struggle > be prepared to jump in with explicit modeling > then encourage students to practice and be successful)
Slide wording does not exactly match the Teach Sheet wording
Think about what you might say
TODAY’S MEET = GREEN HIGHLIGHT
Formative assessments are most appropriate at those steps where students are likely to struggle – and these can greatly inform our efforts to know whether and at what point to provide additional support. Then it’s a matter of HOW to RESPOND?