-
Pre-Assessment: Saving time, gaining buy-in and setting the stage
[social_share/] [social-bio] By Carolyn Hoessler Although BOPPPS model suggests discussing objectives before pre-assessment, I often start with a quick polling activity. What I do… I poll students through a quick show of hands of where they are along a continuum of confidence or competence in today’s topic. I stand in a corner at the front of the class and describe a continuum with one wall representing “I may have heard about a mean, but I am not sure how to calculate it or if it is the statistical definition, or I may vaguely remember so please remind me” the opposite wall represents “I know how to calculate a mean…
-
Bridge-in/Intro: Setting the scene for active learning (Part II: A template)
[social_share/] [social-bio] In my previous post, I used the analogy of an opening scene (Footloose) to illustrate the role that the bridge-in plays in setting up expectations for further learning. To plan and facilitate active learning, I use a BOPPPS lesson plan template that I’ve modified slightly from resource provided through the Instructional Skills Workshop (ISW) Resource Network. My version has four vertical columns labeled “what I do” (teaching methods, instructions for myself), “how to encourage students to actively engage” (notes on facilitation including examples of questions to ask students), “what my students do” (learning activities), and “intended learning objectives or outcome”. This template forces me to plan in more…
-
Bridge-in / Intro: Setting the Scene for Active Learning (Part I: An analogy)
[social_share/] [social-bio] Most teachers use the bridge-in as a means to introduce their lessons in an engaging way, build capacity and motivation to learn, or garner students’ attention or interest. I view the bridge-in as an opportunity for students to actively learn and participate in my class. This post builds on Carolyn’s analogy that the bridge-in of a lesson may be compared to the opening scenes of a movie, in which purpose, topics, or general story are introduced. Music is a well-known cue in film: think of any movie and the music that accompanied the opening scenes of the story. An example that springs to mind immediately is the movie,…
- General, Indigenization, Decolonization, Reconciliation, Instructional / Course Design, Instructional Strategies
Undergraduate Student Engagement Underpins Success of Indigenous Philosophy Class
[social_share/] [social-bio] How can a European educated, non-Aboriginal philosopher effectively and ethically teach a course on Indigenous philosophy? For Dr. Daniel Regnier, professor and department head of philosophy at St. Thomas More College, the answer to this question was to set aside a traditional approach to teaching in favour of collaboratively designing and teaching Phil 115: Indigenous Philosophy. “There is a big ethical problem in approaching teaching the normal way when there is such a history of injustice. Normally, a professor who has a minimal familiarity with logic or some philosophical tradition would still be qualified to teach, for instance, an introductory logic class,” Regnier said about the challenges he…
-
Lynda.com Open to All at U of S
[social_share/] [social-bio] By Lavonne Cloke Have you ever wanted to learn new software, design or business skills to enhance your personal or professional goals but don’t have the money for expensive courses? U of S faculty, staff and students now have the opportunity to fully access thousands of unlimited, free tutorials, seven days a week, day and night with lynda.usask.ca – a valuable online training resource. Lynda.usask.ca is an online training library that contains thousands of professional grade Windows and Mac tutorials accessed through streaming video. In these videos you will find information that covers many software titles, scripting languages, design and web development platforms as well as popular online…
-
Bridge-In / Intro: Creating an Opening Scene
[social_share/] [social-bio] By Carolyn Hoessler The smell of popcorn wafts by, the lights dim, the audience stills, the screen darkens then comes to life…ready for a movie? Cues signal the activity we are about to engage in and prepare our minds and bodies. We look, listen and wait for cues that tell us to wash our hands and fell hunger because dinner is about to happen, to get comfortable and be swept away by music, to wait in anticipation then yell surprise to a friend, to get warmed up and ready for a sports game… What cues are there in your class? When I teach statistics, the first slide…
-
Course Design Institute Being Offered as ‘Flipped’ Workshop
[social_share/] [social-bio] For several years, the GMCTE has offered the Course Design Institute (CDI), a four to five-day intensive workshop that walks instructors through the development or redevelopment of one of their courses. This May, the CDI we be delivered in an entirely different format than in the past by “flipping” it to provide participants with more hands-on work time. While in the past, participants attending all day for the four to five days during a single week, this offering will require participants to attend three Thursday mornings over three weeks in May. They will also watch videos and complete assignments outside of these meeting times. They will post their…
-
4th Annual SoTL Conference to Be Held at USask
[social_share/] [social-bio] I am extremely pleased to promote and encourage participation in the 4th annual Scholarship of Teaching and Learning (SoTL) symposium. The day will be strengthened by a diversity of perspectives so we welcome all who would like to attend, no experience of undertaking SoTL is necessary. The event will be held on the 1st and 2nd of May on the University of Saskatchewan campus. In addition to plenary presentations, there will be various opportunities to present your SoTL work or ideas. We invite participation from those interested in dipping a toe in the SoTL waters, those part way through a SoTL project, as well as those experienced with…
-
Learning Not to Learn?
[social_share/] [social-bio] By Carolyn Hoessler We teach so that students engage in actions to continue to learn including completing assignments, readings and answering questions in class. But does our teaching increase such behaviours or decrease them? One lens, psychology of learning, suggests we likely do both. Unlike classical conditioning’s focus on reflexes such as drooling, B. F. Skinners’ operant conditioning examines the rewarding of active behaviours including participating in class discussion or completing homework. What is Operant conditioning? As Thorndike’s Law of Effect and B.F. Skinner’s operant conditioning notes we are influenced by the consequences of our actions. Good consequences encourage more of this activity, while unpleasant (or unhelpful)…