We found 320 results that contain "classroom observation"

During the 2020 Fall Semester, three workshops will be offered about providing feedback to students (full series recordings below). This series of workshops aims to provide educators with an interdisciplinary space and community to consider ways of providing effective and meaningful feedback to students. The professional development provided in these workshops will offer peer-to-peer interaction with information and discussion that considers feedback strategies and tools across disciplines. Participants will have the opportunity to learn about strategies and tools for providing feedback to students, exchange ideas about feedback, and practice and implement ideas about feedback for course design, pedagogy, and practice.
 
By participating in all three workshops, participants will be able to:

Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms) 
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation

The Friday Feedback Series took place via zoom:
Foundations of Feedback: Developing meaningful feedback for studentsSynchronously Facilitated: Friday, October 23, 12:00 p.m.-1:30 p.m. ESTView recording here
View workshop slides here
During the first workshop, facilitators talked about research-based strategies for feedback and why providing feedback to students is important for their learning experiences. Participants had time to discuss opportunities and challenges related to student feedback and worked together to brainstorm ideas for implementing feedback strategies in their classrooms. The first workshop of this series provided a foundation for subsequent workshops while providing information about and modeling the use of feedback strategies and tools. 
 
Make a Plan: Identify tools and strategies you’ll use to provide student feedback
Synchronously Facilitated: Friday, November 6, 12:00-1:00 p.m. EST
View recording here
View workshop slides and other resources here
During the second workshop, participants brought back developed ideas for providing feedback in their classrooms. Participants worked together to plan ways in which meaningful feedback can be provided to students in their classrooms.  Participants were asked to consider the benefits and constraints of student feedback and developed research-based, manageable plans to use feedback strategies and tools in the classroom. Feedback plans were tailored to the needs of participants and their classrooms. 
 
Practice and Implementation of Feedback Tools and Strategies
Synchronously Facilitated: Friday, November 20, 12 p.m.-1:00 p.m. EST 
View recording here
View workshop slides and other resources here
The final session of the Friday Feedback Series was structured so that participants could receive feedback from fellow participants and facilitators to develop and refine their plan for implementing feedback in the classroom. Participants engaged in large-group discussion and one-on-one time to practice and plan for implementation of using feedback strategies and tools in their classrooms. Before we ended the session, we talked about how to stay connected and continue learning about and implementing strategies for student feedback. 
 
For more information, contact Ann Burke at burkean1@msu.edu 
 

You might think linguistic diversity equates to different languages people speak. However, I urge you move toward a more nuanced understanding, one where our linguistic background involves both our variable linguistic repertoire (the resources of a language we use or have access to) and our sociolinguistic competence (our ability to interpret social uses of language and use language in socially meaningful ways). A linguistically inclusive classroom, then, would include nuanced understandings of linguistic diversity. To help you intentionally move toward linguistic inclusion, I provide seven tips below.

Learn a little about language. Language is a resource we utilize for a variety of purposes (e.g. prestige, power, recognition, etc.). For instance, you might use language perceived as “more proper” to be identified as educated or professional, or use more colloquial language to fit in with peers. Thus, before you engage with language in the classroom, make sure you can differentiate the facts from the myths (to start, see Richard Nordquist’s post about Language Myths).


Get to know your linguistic background. Have you thought about how you use language? If not, you might be surprised by how your own language varies (from how much -ing vs. -in you use to your speech in formal or informal situations). Taking some time to get to know yourself as a language producer and perceiver will help you come to terms with your linguistic identity.


Get to know students’ linguistic backgrounds. No matter where you teach, you will surely come across language variation. Recognizing this will help you understand students and how they use language. Students come from different linguistic backgrounds and bring different language experiences (with different associated norms). I get to know students by having them talk about where they are from on the first day of class, but mostly this work requires listening for clues enabling you to differentiate between, for instance, dialectal features (e.g. “ain’t”) and mispronunciations.


Become aware of linguistic assumptions. Though it is not always easy to talk about, we all have linguistic biases. These might surface as pet peeves (see Weird Al’s parody “Word Crimes” for some examples), stereotypes (e.g. that “southern”-sounding speakers are “lazy”), or assumptions (e.g. thinking there is an objectively “right” or “correct” way of talking). Acknowledging and addressing these biases will help you see language more objectively and address language in the classroom more dynamically.


Know how linguistic assumptions affect the learning environment. Regardless of whether you teach a course that discusses language or not, you are in a position to set rules and expectations about language. As such, it is important to consider what you tell students about language. Language assumptions can lead to linguistic profiling. They can make students linguistically insecure, or feel they are somehow linguistically inferior. Make sure you’re creating classrooms flexibly, accommodating multiple and diverse language uses.


Be willing to accommodate. As a result of individual linguistic backgrounds, students’ language behaviors might not map to your expectations. Some students might not have experience writing essays, but might be profound bloggers, tweeters, or novelists. Some might speak different languages or come from backgrounds where there are different cultural norms surrounding language use (e.g. the use of silence, turn-taking, interruptions, etc.). Before jumping to conclusions, ask yourself if a student comes from a culture where language use is governed by different rules. Be flexible, willing to accommodate, and work together toward where you all hope to go. Start by defining culture- or dialect-specific terms in course content and assessments; vary assessment types to accommodate different communication preferences; and grade based on content, not grammar (unless grammar is the focus of your class). Grammar-based grading privileges native-English speakers and students from certain educational backgrounds.


Recognize linguistic diversity as a resource. Some assume classrooms should run under cultural norms expected by a given region, country, or community. However, as sociolinguist Carmen Fought (2006) points out, “…interactional patterns from different ethnic groups might enhance learning and ultimately provide all participants with a wide range of skills.” Seek to understand ways the inclusion of several different interactional norms and behaviors might benefit learning environments. Some communities, for instance, encourage a “collective orientation […] group harmony, and the avoidance of conflict” in classrooms. Though inclusion of this orientation can be viewed as problematic, it could also be used to teach concern for others, humility, and an ability to work cooperatively (pp. 193-4).

If we aim to make students feel seen and heard, we must question what we really listen to when students communicate. We have an opportunity to co-construct an inclusive curriculum, classroom, and community built out of diverse linguistic resources.
 

MSU educators are invited to view a workshop about giving meaningful feedback to students. This workshop is open to any educator who is interested in learning about strategies and tools for meaningful feedback.The workshop aims to provide educators with an interdisciplinary space and community to consider ways of providing effective and meaningful feedback to students. The professional development provided will offer peer-to-peer interaction with information and discussion that considers feedback strategies and tools across disciplines. Participants will have the opportunity to learn about strategies and tools for providing feedback to students, exchange ideas about feedback, and practice and implement ideas about feedback for course design, pedagogy, and practice.
 
By participating in this workshop, participants will be able to:
 

Identify characteristics of meaningful feedback and its importance for student learning
Reflect on ways we already use feedback in our classrooms
Consider opportunities and challenges for feedback in our classrooms
Generate ideas with colleagues on how to implement feedback in the classroom (both small and large classrooms) 
Develop and revise ideas for implementing feedback in the classroom, based on workshop discussions and peer feedback
Create short- and long-term goals for implementing ideas into the classroom
Connect with educators across campus to build community and conversation

 
The Meaningful Feedback Workshop originally took place on February 26, 2021 (synchronously via zoom). 

The Cube (publishing - process - praxis) is a publishing nexus housed in Michigan State University's Department of Writing, Rhetoric, and American Cultures (WRAC). The Cube supports, promotes, and produces open-access works created by diverse members of the mid-Michigan and Michigan State communities. Our publishing focuses on messages of social justice, accessibility, diversity, and inclusion. We provide a space for diverse voices to publish and advocate for their work and engage with audiences they would otherwise have difficulty reaching. This Poster, featuring The Cube's director, its graduate assistant, and its lead undergraduate web developer, will provide an overview of the work the Cube does, from brainstorming to final product, and show how we faced adversity and thought creatively in the wake of massive budget cuts to the humanities. 

To access a PDF of the "We Are The Cube" poster, click here.
Description of the Poster 
This poster is made using something similar to a mind map, with bubbles named “high-impact experiential learning,” “people,” “mentorship and community,” “projects,” “process,” and “skills.” Surrounding those bubbles are smaller bubbles with descriptions (described below). 
We are The Cube. 
Publishing - Process - Praxis  
We are a publishing nexus that supports, promotes, and produces open-access work created by diverse members of the mid-Michigan community, focusing on messages of social justice, accessibility, diversity, and inclusion through high-impact experiential learning. We provide a space for diverse ranges of persons, places, and communities to publish and advocate for their work and to engage with audiences they would otherwise be unable to reach. 
High-Impact Experiential Learning Circle: 
Mentorship is key. Project proposals come to The Cube via our website; from there, we review projects and hire paid undergraduate and graduate interns to complete the work. At any given time, The Cube has between twelve and twenty interns, and our entire budget is dedicated to labor. 
 Throughout our processes, students are mentored by faculty members, encouraged to take risks and make mistakes,  praised for their good work, and given credit for that work. For a full list of our mentors and interns, see our website: https://thecubemsu.com/. 
Experiential learning programs allow students to take risks, make mistakes, and learn from those mistakes in a safe and supportive environment. 
There are two goals. One is to learn the specifics of a particular subject, and the other is to learn about one’s own learning process. 
Experiential learning works in four stages:  

concrete learning,  
reflective observation,  
abstract conceptualization, and  
active experimentation. 

All of these are key for developing both hard and soft skills, which students will need to be ethical pioneers in their fields and in their communities. 
Representative People Circle: 
Catherine Davis, User Experience and Design Intern 
Shelby Smith, Writing and Editing Intern 
Grace Houdek, Graphic Design Intern 
Jaclyn Krizanic, Social Media Intern 
Jeanetta Mohlke-Hill, Editorial Assistant 
Emily Lin, Lead UX Designer  
Mitch Carr, Graduate Assistant and Project Coordinator 
Kara Headly, Former Social Media Intern 
Community & Mentorship Circle: 
Dr. Kate Birdsall, Director 
Dr. Alexandra Hidalgo, Editor-in-Chief  
Dr. Marohang Lumbu, Editor-in-Chief 
The Writing Center at MSU 
Writing, Rhetoric, and American Cultures (WRAC) at MSU 
Projects Circle: 
The Current, digital and print magazine 
JOGLTEP, academic journal 
Constellations, academic journal 
Agnes Films, feminist film collective 
The Red Cedar review, literary journal 
REO Town Reading Series Anthology, digital book 
Superheroes Die in the Summer, digital book 
Process Circle: 
Brainstorming 
Collaboration 
Client Relations  
Consistent Voice and Branding 
UX Design and Engineering 
Skills Circle: 
Confidence  
Editing and Writing Style Guides 
Professional Development 
Risk Analysis 
Develop Professional Portfolio 
Human Centered Design 
Developmental and Copy Editing 
Poster by: Dr. Kate Birdsall, Mitch Carr, and Emily Lin (Writing, Rhetoric, and American Cultures (WRAC) Department)) 

This article provides an overview of example syllabus language for discourse, especially for Fall 2024. This post is the second part of the Civil Discourse in Classrooms series and playlist.
When considering classroom discourse and behavior, you will want to follow the same steps above. Below, we provide some pathways and examples. 
Intolerant of Intolerance Policy Example

Reflect: In this example, this educator values creating a classroom where harmful language is not allowed while also recognizing free speech concerns may arise.
Frame: An example framing could be, “We strive to build an academic community where we are tolerant and respectful, even if viewpoints differ. Freedom of speech does not mean we have freedom from consequences, and we are all responsible for the impact of our words, regardless of intention.”
Set Expectations: An example of setting expectations could be, “In order to have a tolerant and safer classroom, we have to be intolerant of intolerance. While people do have the right to their own opinion, I will not tolerate disrespectful language or behavior. Disrespectful language includes, but isn’t limited to, micro/macroaggressions, violent, rude, insulting, and/or disparaging remarks/slurs. Disrespectful behavior includes, but is not limited to, talking when another person is talking as well as gestures that are violent and/or rude.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Potential outcomes could include (but are not limited to) having a conversation with me about the impact, being asked to leave class for the day, and/or referral to the MSU Office of Student Support and Accountability.”

Classroom Disruptions Policy Example

Reflect: In this example, this educator values students’ right to protest, but does not want their classroom to be that site as it’s not related to course content. The educator hopes to consider all students’ needs in the process.
Frame: An example framing could be, “The classroom is a space for open dialogue and the respectful exchange of ideas. While freedom of expression is encouraged, it must not infringe on the rights of others.”
Set Expectations: An example of setting expectations could be, “Students are expected to engage respectfully in class activities and discussions. Disruptive behavior – including interrupting to protest, inciting speech for social media, and unauthorized recording – is not tolerated. Electronic devices should be used for class-related activities only, and recording of class sessions requires prior permission from the instructor.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Immediate responses will address any disruptions, and repeated or severe disruptions may result in disciplinary action.”

Acknowledging This Semester Example 

Reflect: In this example, this educator, whose class does not touch directly on topics related to the possible happenings of this semester, still wants to acknowledge the potential happenings in this upcoming semester and offer expectations and resources.
Frame: An example framing could be, “The semester may have a lot occur, such as significant events, protests, lived experiences, and more.”
Set Expectations: An example of setting expectations could be, “While our course does not specifically address current events, there are many campus resources to support you as we navigate these times.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Sometimes, I may notice signs of concern or distress in students. At times, if the circumstances warrant it, I have an obligation to report those to the appropriate university resources.”

Continue to read more about in the next article, “Syllabus Policy Examples: Attendance,” or return to the Civil Discourse in the Classroom playlist.

This article provides some resources for faculty resuming courses in February 2023 and is a cross-post from the original post on the Enhanced Digital Learning Initiative (EDLI) website.
Per guidance from the Provost's office, faculty are encouraged to be flexible and accommodating with themselves and their students. Some courses may resume as planned, and others may need to make pedagogical changes in order to accommodate faculty and student needs. These changes may be very different depending on your specific course and will require some flexibility in thinking through options. As you assess the needs of your students and courses we encourage you to adopt a flexible and student-centered approach.

During the first week of returning to classes, you may wish to hold conversations or conduct activities that allow you and your students to understand where you are at and what your needs are for the remainder of the semester. You may wish to provide a survey to your students to allow those who may not be attending classes in person to contribute and to allow for anonymous contributions as you plan for any changes you wish to make.

Ideas for what you might do during this first week back include:


Reflect on where you are.  Reflect on where your students are.
It is ok to not require any academic work this next week. Students may not want to, or be able to, work on academic material in the first days/weeks.
Don’t make any large adjustments. Don’t rewrite the syllabus now but do take notes on what you are hearing or thinking in terms of longer-term changes.
Provide opportunities that allow students to come together, but without the necessity to speak. You could show a film or do some other activity that allows students to engage as they wish.
If you are feeling a particular way, talk about it, and be open about it.


As you consider what changes you may need to make in your courses remember that you may need to reset expectations, but do keep in mind the following:


Keep your course goals and learning objectives at the forefront of any redesigned assignments or activities.
Communicate your plan to your students. (link includes template and email language that may be useful to copy/paste)
Discuss needs with your students and try to be flexible with accommodations.
Adopt practices and approaches that enable students to engage with you and other classmates as much as they are comfortable and able, and in ways that work for you and for them.


Some examples of changes you may wish to make either temporarily or in the long-term best interest of your course and students:


Modify attendance policies to allow students to attend remotely or to take the time they need to process the events. 
Consider changing assignment due dates or the number/length of assignments. If you need to drop an exam or assignment, just do so.
Recording or streaming class sessions to allow students who may need opportunities to revisit course content to do so or to allow students who were not able to be present on campus to access course sessions. 
Accommodating students who are not able to be on campus can be as simple as opening a Zoom session and/or recording your class. Most MSU classrooms are equipped with cameras and software capable of facilitating this style of teaching. 


Some Additional Resources that may be helpful are listed below. 

Making changes to your class


Adapting a Syllabus During the Semester (provided by Ellen Moll, Director of Integrative Studies in Arts and Humanities)
Guide to Modifying Your Course Mid-Semester
Multimodal instructor guide - Contains recommendations for classroom set-up in a multimodal or hyflex-style course.
EDLI Online and Hybrid Course Development Process - Considerations and guidelines for creating online or hybrid courses.


Capturing and Streaming Your Class


MSU Hybrid Classroom Support & Tips - Guide to using MSU Classroom equipment to capture or stream your class.
Live streaming in-person classes Guide - a short guide to learning the process of live streaming in-person classes.
Zoom Meeting Top Ten - A reminder of the top ten most important settings on Zoom.
Preferred Zoom Settings - Recommended Zoom settings for teaching.
Recording Videos in Zoom and Uploading to MediaSpace - Learn how to record your Zoom Meetings to the cloud and then upload them to MediaSpace


Communicating With Your Students


Template & Considerations for Student Notification in Temporary Course Modality Change - A guide to communicating with your students in the event of a temporary course modality change.
Whole Spartan Framework


Further information and resources can be found on the #iteachMSU website. These resources will continue to be updated in the coming days so please check back if you do not find what you are looking for at first.

This post was co-authored by Makena Neal, Scott Schopieray, Jessica Sender, and Jeremy Van Hof.

The CTLI offered two Instructor Jumpstart workshop sessions for MSU’s New Faculty and Academic Staff Orientation in patnership with the Office for Faculty and Academic Staff Development. These hybrid workshops were led by Ellie Louson and Teaching Center director Jeremy Van Hof. Jumpstart is a two-part introduction to high-level topics related to quality, inclusive teaching at Michigan State University and was part of our Semester Start-Up programming for MSU educators. We covered topics such as:



Setting the Tone from the Start
Syllabus Considerations
Engaging Students in the Classroom
Faculty Rights and Responsibilities
Collaborating w/ GTAs and ULAs
Inclusive Teaching and Pedagogy
Building a (personal) Teaching & Learning Network
MSU’s Early Warning System for Students (EASE)
Available Campus Resources



The takeaways from these sessions were:



There are actions you can take to intentionally build a learning environment & culture in your class.
Think about your syllabus as a learning tool and an agreement within your classroom community.
Actively engaging learners with simple practices can improve course outcomes and help support the tone you’ve set.
MSU educators enjoy both rights and responsibilities in their teaching, research, and outreach/creative activities
Think of your work with GTAs/ULAs as a partnership, be aware of power dynamics, and use the Graduate School for GTA guidance and the CTLI for ULA guidance. 
There are benefits to students and instructors when courses are designed inclusively, and educators have specific responsibilities to create accessible courses and resources for students.
We recommend that educators new to MSU connect with colleagues and build their personal teaching & learning network
EASE reports are an early-warning system to help colleges identify absent or disengaged students for potential interventions and support early in the semester.
MSU has lots of resources available to help support you and your students.



You can access the single slide deck for both sessions of Jumpstart here [requires a MSU login]. The slides include links to many MSU resources for course instructors. We also heard from participants that the CTLI's new Classroom Scenarios Sample Responses could be valuable in the classroom to help respond to and/or de-escalate distracting or disruptive classroom situations.Feel free to reach out to Ellie Louson or Jeremy Van Hof if you have any questions about New Instructor Jumpstart or the topics described above.Photo by Stephanie Klepacki on Unsplash

Section 1- Intro
Resource Overview (you are here) 
Think of this article as your table of contents for this playlist. By clicking the hyperlinked titles below or by visiting the full playlist and using the menu in the left column to navigate to articles listed here.
5 Things to do on #iteachmsu
This article is a brief introduction to five functions on iteach.msu.edu. You might want to read if... you’re new to the site and looking for different ways to engage.
Section 2 - Accessibility
Accessibility Checklist for Word-
This article describes the 5 major areas to make Word Documents accessible. You might read this article if… you create word documents that are shared with others to ensure everyone has equal access to the document content. 
LEAD - Digital Access & Inclusion
This article provides an overview of MSU’s Web Accessibility Policy and recognizes relevant units on campus involved with said policy. You might want to read if... you’re looking for ways you can take action to ensure web accessibility is being met!
Section 3 - Inclusion
Cultivating Inclusive Classrooms: Inclusive Curriculum Design
This article discusses some ways educators can make more inclusive curricular design choices. You might read this article if… you’re not sure where to start when it comes to inclusivity and/or could use a few tips for being intentionally inclusive in your design decisions.
Cultivating Inclusive Classrooms: Toward Linguistic Inclusion
This article introduces the idea of linguistic inclusive classrooms as those with nuanced understandings of linguistic diversity (both linguistic repertoire and sociolinguistic competence). You might read this article if… you are interested in practical tips for linguistic inclusion. 
MSU Resources on Civility and Community Enhancement in Academic Environments
This article is a collection of resources aimed at helping MSU Educators navigate the diverse climates and cultures of MSU. You might read this article if… you need help identifying the units and their established supports for supporting an academic environment that welcomes every individual and respects their unique talents.
Section 4 - Educational technology
Free MSU Academic Technology Tools, A-Z and by Use Case
This article is an overview of technology tools that are free for MSU educators. You might read this article if… you have an idea of your technology needs but don’t know what is available. 
Teaching with Teams
This article discusses Microsoft Teams (available to all MSU Educators) as a tool for teaching and learning. You might want to read this article if… you’re looking to learn more about teams and/or are curious about strengths Teams has in a teaching and learning context. 
Flipgrid: Bringing Conversation to Online Learning
This article introduces Flipgrid as a tool to invigorate classroom conversations in remote or blended settings. You might want to read this article if… you care about livening up your digital classroom conversations and want to learn more about the features of Flipgrid!
Producing Accessible Equations 
This article provides an introduction to requirements, tools, and technology that can help make mathematical equations accessible digitally. You might read this article if… you utilize equations in any of your instruction!
Section 5 - Classroom Teaching Tools
Storytelling for Learning 1: Creating Meaning from Chaos
This article is the first in a series of three that focuses on storytelling. You might read this article if… the idea of storytelling and its role in teaching and learning, interests you. (This article is also a cool example of an engaging way to share things on iteach.msu.edu!)
Five Ways to Make Learning Relevant
In this article, the author shares a first-hand account of discovery on ways educators can help situate their teaching in learners’ experiences. You might read this article if… you are interested in five pedagogical moves that can help you make learning more relevant for students. 
10 Tips for Your First Day of Class
This article is a fun way to center on some practical tips for kicking off a new semester. Bookmark this for Spring if you’re not teaching this summer! You might read this article if… you’re in need of a smile (it’s GIF-based) or a confidence booster!
A Case for More Testing: The Benefits of Frequent, Low-Stakes Assessments
This article introduces low-stakes assessments as an alternative to testing. You might read this article if… you’re looking for more information on the benefits of low-stakes assessment and/or want tips for maximizing the benefits without adding undue stress!
Section 6 - Building Community 
Building Community Engagement into Your Course: Preparation
This article is a great intro to the idea of engagement and how engagement can be intentionally integrated into learning experiences. You might read this article if… you’re new to engagement or are looking for ways to determine if integrating engagement is a good fit for your instruction. 
Planning for Cooperative Learning
This article introduces the idea of cooperative learning, an active learning strategy, in contrast to traditional lecturing. You might read this article if… you’re looking for direct and practical ways to incorporate cooperative learning into your classroom.
Three Levels of Praxis: A Model for Reflection on Teaching
In this article, the author shares their own MSU “origin story” as an example of reflection as an example to support the importance of the practice. You might read this article if… you are looking for the what, why, and how of reflection with sample prompts. 
2021 Educator Awards
This article lists all the recipients of the Provost's 2021 #iteachmsu Educator Award by college. You can click the college names to read their nomination stories. You might read this article if... you're looking for inspiration and/or other great educators to connect with!
Section 7 - Reflect & Apply note: This content was originally posted in affiliation with the Teaching Toolkit Tailgate (TTT); an annual "event" to share practical tools and tips with educators at MSU. Historically, the TTT has been hosted in-person, online, as a solo event, and in conjunction with the Spring Conference on Teaching, Learning and Student Success. In attempts to connect broader audiences with these key resources, we have retitled the collection "Getting Started- Educator Resource Overview".Photo by Gia Oris on Unsplash