We found 462 results that contain "pre-class"
Posted on: #iteachmsu
ASSESSING LEARNING
Methods Not Madness: Five Steps for Responding to Work in Large Classes
In our last blog series, we focused on different feedback methods to help you save time by planning and distributing the labor of grading. Since we have finished that blog series and held a IT lounge about feedback and assessment methods, we realized we had not addressed how to respond to a large amount of student work (large here meaning the size of a lecture course like biology, which is typically 50+). In this blog post, we will address the problems of assessing a large amount of student writing (which you may already know too well!) and offer tools and solutions for dealing with this workload.
Assessing Large Amounts of Student Work
According to the U.S. News and World Report on Education, Michigan State has approximately 38,786 undergraduates enrolled. When you have the opportunity to be a teaching assistant for the large lecture courses (approximately 23% of classes here have more than 50 students), it can feel like you are grading all of them!
Because you are also a graduate student, you have your own work to do: exams to pass, dissertation to write, and job materials to gather. But that’s beside the point–you want to be a helpful teacher while balancing all of your many responsibilities . So what do you do? How do you manage large amounts of student work?
Tools & Solutions
Distribute the labor with a calibrated peer review system like Eli Review or CPR (http://cpr.molsci.ucla.edu/Home.aspx). Earlier we talked about setting your students up to give feedback to each other, but this gets tricky in larger classroom because there are so many logistical steps that may leave you facing more challenge. However, there is a solution! Calibrated peer review systems work to take care of the logistical setup of peer review (How will students share their work? With whom will they share it? What kind of comments will they provide each other? When will all this happen?). Systems like Eli Review (a homegrown product from MSU) facilitate much of the process of letting your students give feedback to each other, as well as tell each other how helpful feedback was.
If you are a Michigan State affiliate, Eli is free when you use it for Michigan State courses. Currently, Eli is integrated with D2L, so you can activate your account through your course’s D2L site. This video shows you how. Then follow the getting started guide.
If you are outside MSU, systems like CPR (http://cpr.molsci.ucla.edu/Home.aspx) are available. If you use a course management system (CMS) like Canvas, they also have built in systems to facilitate this kind of review process.
When using Eli Review and systems like Eli, we have had success by following these five pedagogical principles and practices:
1) Design a writing assessment document, or rubric, with clear learning goals that you can scaffold.
Before students ever sit down to review one another, make sure you have made clear the writing practices a given assignment is designed to foster. We have found we are most successful as writing teachers when we make the learning goals or criteria for writing assignments as transparent and explicit as possible. This allows you and students to save time by staying on track and using a common measuring standard.
2) Introduce the concept of review early and model how students can review their colleagues’ work.
Review doesn’t need to wait on a completed draft. Instead, Eli is designed to help instructors review early, and review frequently. When we have taught writing, we have found that developing a culture of review early on in a course has helped our students’ overall learning because it front loads assignments and tasks with the learning goals in mind. However, we have also found that students frequently ask us what it is we are “looking for.” And indeed, it’s helpful to show students how to engage in a review process that leads towards your (or your program’s) course goals. Show students what kinds of feedback can be helpful toward working toward those outcomes and how to practice that kind of feedback so that students can begin to effectively respond to each other.
3) Start small and review more frequently.
Review doesn’t need to happen all at once. Instead, we have found it helpful to isolate learning goals in review activities, and to center reviews around a limited set of criteria, rather than around a holistic evaluation of writing quality. If a goal of your writing assignment, for example, is to make a convincing argument, then it may be helpful to have separate reviews that focus respectively on the quality of students’ claims and the quality of their evidence. Because you are breaking down larger assignments, students would be able to do small review assignments for each other quickly and efficiently in a low stakes way.
4) Use the rubric throughout the entire project, not just for final assessment.
There is plenty of research about the value of using rubrics as instructional tools. In the case of peer review, however, using the rubric as a common document for understanding the nature and purpose of a writing assignment can ensure that peer review provides a large quantity of feedback without sacrificing the quality or richness of that feedback.
5) Check in with your students to see how well it is working.
Despite all the positive benefits of the feedback we’re describing, it’s not going to work without strong pedagogical direction, and at times, intervention. Talk to your students — learn what feedback has been helpful, what hasn’t, and ask for suggestions about what can improve their experience of the process and help your feedback system become more effective.
We want to hear from you! What methods do you use for responding to large amounts of student work? What methods haven’t worked? Use the hashtag #ITeachMSU to share your answers with us on Twitter and Facebook.
Originally posted at “Inside Teaching MSU” (site no longer live): Noel Turner, H. & Gomes, M. Methods Not Madness: Five Steps for Responding to Work in Large Classes. inside teaching.grad.msu.edu
Assessing Large Amounts of Student Work
According to the U.S. News and World Report on Education, Michigan State has approximately 38,786 undergraduates enrolled. When you have the opportunity to be a teaching assistant for the large lecture courses (approximately 23% of classes here have more than 50 students), it can feel like you are grading all of them!
Because you are also a graduate student, you have your own work to do: exams to pass, dissertation to write, and job materials to gather. But that’s beside the point–you want to be a helpful teacher while balancing all of your many responsibilities . So what do you do? How do you manage large amounts of student work?
Tools & Solutions
Distribute the labor with a calibrated peer review system like Eli Review or CPR (http://cpr.molsci.ucla.edu/Home.aspx). Earlier we talked about setting your students up to give feedback to each other, but this gets tricky in larger classroom because there are so many logistical steps that may leave you facing more challenge. However, there is a solution! Calibrated peer review systems work to take care of the logistical setup of peer review (How will students share their work? With whom will they share it? What kind of comments will they provide each other? When will all this happen?). Systems like Eli Review (a homegrown product from MSU) facilitate much of the process of letting your students give feedback to each other, as well as tell each other how helpful feedback was.
If you are a Michigan State affiliate, Eli is free when you use it for Michigan State courses. Currently, Eli is integrated with D2L, so you can activate your account through your course’s D2L site. This video shows you how. Then follow the getting started guide.
If you are outside MSU, systems like CPR (http://cpr.molsci.ucla.edu/Home.aspx) are available. If you use a course management system (CMS) like Canvas, they also have built in systems to facilitate this kind of review process.
When using Eli Review and systems like Eli, we have had success by following these five pedagogical principles and practices:
1) Design a writing assessment document, or rubric, with clear learning goals that you can scaffold.
Before students ever sit down to review one another, make sure you have made clear the writing practices a given assignment is designed to foster. We have found we are most successful as writing teachers when we make the learning goals or criteria for writing assignments as transparent and explicit as possible. This allows you and students to save time by staying on track and using a common measuring standard.
2) Introduce the concept of review early and model how students can review their colleagues’ work.
Review doesn’t need to wait on a completed draft. Instead, Eli is designed to help instructors review early, and review frequently. When we have taught writing, we have found that developing a culture of review early on in a course has helped our students’ overall learning because it front loads assignments and tasks with the learning goals in mind. However, we have also found that students frequently ask us what it is we are “looking for.” And indeed, it’s helpful to show students how to engage in a review process that leads towards your (or your program’s) course goals. Show students what kinds of feedback can be helpful toward working toward those outcomes and how to practice that kind of feedback so that students can begin to effectively respond to each other.
3) Start small and review more frequently.
Review doesn’t need to happen all at once. Instead, we have found it helpful to isolate learning goals in review activities, and to center reviews around a limited set of criteria, rather than around a holistic evaluation of writing quality. If a goal of your writing assignment, for example, is to make a convincing argument, then it may be helpful to have separate reviews that focus respectively on the quality of students’ claims and the quality of their evidence. Because you are breaking down larger assignments, students would be able to do small review assignments for each other quickly and efficiently in a low stakes way.
4) Use the rubric throughout the entire project, not just for final assessment.
There is plenty of research about the value of using rubrics as instructional tools. In the case of peer review, however, using the rubric as a common document for understanding the nature and purpose of a writing assignment can ensure that peer review provides a large quantity of feedback without sacrificing the quality or richness of that feedback.
5) Check in with your students to see how well it is working.
Despite all the positive benefits of the feedback we’re describing, it’s not going to work without strong pedagogical direction, and at times, intervention. Talk to your students — learn what feedback has been helpful, what hasn’t, and ask for suggestions about what can improve their experience of the process and help your feedback system become more effective.
We want to hear from you! What methods do you use for responding to large amounts of student work? What methods haven’t worked? Use the hashtag #ITeachMSU to share your answers with us on Twitter and Facebook.
Originally posted at “Inside Teaching MSU” (site no longer live): Noel Turner, H. & Gomes, M. Methods Not Madness: Five Steps for Responding to Work in Large Classes. inside teaching.grad.msu.edu
Posted by:
Maddie Shellgren
Posted on: #iteachmsu
Methods Not Madness: Five Steps for Responding to Work in Large Classes
In our last blog series, we focused on different feedback meth...
Posted by:
ASSESSING LEARNING
Friday, Nov 2, 2018
Posted on: Teaching Toolkit Tailgate
PEDAGOGICAL DESIGN
First Day of Class: Tips for the most important week of the semester
Photo by Tra Nguyen on Unsplash
The first day of class sets the tone for the entire semester. Student achievement is directly tied to how well a teacher establishes and implements classroom procedures, norms, and behaviors. Plan carefully for the first day of class, and implement those plans with energy, kindness, and rigor.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes
Post a schedule and objectives
Arrive early to prep the room
Objectives and agenda give students a sense of direction
Put students to work
Give students a meaningful task to complete immediately
Set the tone for productivity to give students purpose
Assign seats
Place students intentionally so they can function as groups
Give students a sense of place in the room
Greet students at the door
Welcome students as they enter, introducing yourself
Interact personally to give students a sense of belonging
“You will either win or lose your class on the first days of school.” Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
The first day is your only shot to define the terms of the class. What is the subject matter? What are the most important ideas? What does a successful student look like? Instill in the students a growth mindset and make it clear to them that they have a voice and they need to use it in class daily.
Review critical procedures
Set expectations of students, defining their boundaries
Let students voice their expectations
Teach students how to learn
Define what learning looks like in your class
Chart a path for success and give students agency
Focus on ways of being
Let the first day be about role setting
Define classroom culture before addressing subject matter
Engage in goal setting
Show students what they’ll know by semester’s end
Have students write their goals for the class
Resources
https://bit.ly/2VKzsYI
https://bit.ly/2bwXTPb
https://bit.ly/2PIMyjx
https://bit.ly/2GPWy6F
The first day of class sets the tone for the entire semester. Student achievement is directly tied to how well a teacher establishes and implements classroom procedures, norms, and behaviors. Plan carefully for the first day of class, and implement those plans with energy, kindness, and rigor.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes
Post a schedule and objectives
Arrive early to prep the room
Objectives and agenda give students a sense of direction
Put students to work
Give students a meaningful task to complete immediately
Set the tone for productivity to give students purpose
Assign seats
Place students intentionally so they can function as groups
Give students a sense of place in the room
Greet students at the door
Welcome students as they enter, introducing yourself
Interact personally to give students a sense of belonging
“You will either win or lose your class on the first days of school.” Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
The first day is your only shot to define the terms of the class. What is the subject matter? What are the most important ideas? What does a successful student look like? Instill in the students a growth mindset and make it clear to them that they have a voice and they need to use it in class daily.
Review critical procedures
Set expectations of students, defining their boundaries
Let students voice their expectations
Teach students how to learn
Define what learning looks like in your class
Chart a path for success and give students agency
Focus on ways of being
Let the first day be about role setting
Define classroom culture before addressing subject matter
Engage in goal setting
Show students what they’ll know by semester’s end
Have students write their goals for the class
Resources
https://bit.ly/2VKzsYI
https://bit.ly/2bwXTPb
https://bit.ly/2PIMyjx
https://bit.ly/2GPWy6F
Authored by:
Jeremy Van Hof
Posted on: Teaching Toolkit Tailgate
First Day of Class: Tips for the most important week of the semester
Photo by Tra Nguyen on Unsplash
The first day of class sets ...
The first day of class sets ...
Authored by:
PEDAGOGICAL DESIGN
Tuesday, Oct 31, 2023
Posted on: #iteachmsu
My Class Size Exceeds the Zoom License Limits – What Now?
The Zoom meeting size limit is 300 students, and webinar licenses are maxed out at 500 but in some cases MSU has courses that have more students enrolled than that. So, while each person has access to both a 300 student space and a 500 student space, that may not always be enough. This article provides alternatives to synchronous Zoom classes that may help not only solve the license challenges, but also help you navigate teaching a large course fully online.
Berry (2009) notes that teaching a large course online “requires a shift in focus from teaching to learning (p. 176).” While 2009 was a full 11 years ago and the technologies driving online course delivery have advanced greatly, this fundamental idea remains as true today as it was then. Lynch & Pappas (2017) highlight the challenge that faculty-student interaction presents in large-enrollment courses, whether they be fully online or completely face-to-face. How can a single faculty member effectively communicate with 600 students? In this case, technological affordances are our friend – and Zoom is not necessarily the answer.
Some Non-Zoom Solutions
MediaSpace or Camtasia videos and D2L Discussion Forums
I know this may not seem like the most exciting solution, but it can be an effective and efficient one. Picture this:
Record a 20-minute video discussing your insights on the week’s content, focusing on what students won’t necessarily glean for themselves in their own review.
Did you know you can request free captioning services from MSU IT on videos 20 minutes or less?
Click here for more information on getting started with the MSU Crowd Sourced Closed Captioning Program.
Save the video to Mediaspace and share it with your students in D2L. Give them a few questions to think about while they watch it.
Guide students to the D2L discussion forum where discussions will happen. Configure the discussion forum to require that they post their response before they can see the responses of others.
Learn more about ways to configure your discussion forum here
Grade the discussion forum using the D2L Quick Discussion Grader tool.
Learn how to use the D2L Quick Discussion Grader tool here
Half on, half off
You can split your course in half. What if you had two smaller large courses? Consider inviting half of your students to Zoom, while the others engage in an asynchronous assignment such as a discussion forum or a low-stakes knowledge-testing quiz that’s automatically graded by D2L. Then, use your Zoom time together to discuss what students can only get from you – instructor-student interaction!
Asynchronous activity idea: Try setting up a discussion forum and have your students work on an applied case together based on the content.
Asynchronous activity idea: Ask students to collaboratively build a study guide for the exam based on the week’s content.
Peer Review using Eli Review
Eli Review is a peer review tool that is free for faculty and students at Michigan State University. Here, you can configure peer review writing exercises, automatically sort students into groups, and provide them with a clear series of writing, review, and revision tasks. You can see analytics for completion, helpfulness, and more.
As stated on the tech.msu.edu page for Eli Review, "many writing instructors have found using Eli for small assignments (i.e., a thesis statement, annotated bibliography) works better than for entire papers. Smaller assignments make it easier to focus on one specific set of criteria and goals. Students stay more engaged with a small task and can move forward in an assignment when the core elements are properly set up."
Since Eli Review is an online platform, students can use it any time, allowing instructors flexibility in assigning reviews. Eli has a feature to accept or decline late work, so students are responsible for the online homework just as in-class homework.
Need more help?
Hopefully some of the ideas shared here have helped you think about some alternatives to pursue should Zoom not be an option for your courses. The instructional technology and development team in MSU IT is happy to consult with you on how you can leverage academic technologies to make your large course experience feel smaller. We can help you think about how to live without Zoom and embrace the asynchronous teaching life if you choose.
MSU IT offers a number of valuable tools and services that can help you create an experience that facilitates student success regardless of bandwidth, time zones, or class size. To make an appointment with an instructional technologist, fill out the appointment form located at https://tech.msu.edu/service-catalog/teaching/instructional-design-development/ or e-mail the MSU IT Service Desk at ithelp@msu.edu and request a consultation with Instructional Technology and Development. If you prefer the phone, you can also contact them at (517)432-6200.
References
Berry, R. W. (2009). Meeting the challenges of teaching large online classes: Shifting to a learner-focus. MERLOT Journal of Online Learning and Teaching, 5(1), 176-182.
Boettcher, J. (2011). Ten best practices for teaching online. Quick Guide for New Online faculty.
Lynch, R. P., & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a" Small Class Feel". International Journal of Higher Education, 6(2), 199-212.
Berry (2009) notes that teaching a large course online “requires a shift in focus from teaching to learning (p. 176).” While 2009 was a full 11 years ago and the technologies driving online course delivery have advanced greatly, this fundamental idea remains as true today as it was then. Lynch & Pappas (2017) highlight the challenge that faculty-student interaction presents in large-enrollment courses, whether they be fully online or completely face-to-face. How can a single faculty member effectively communicate with 600 students? In this case, technological affordances are our friend – and Zoom is not necessarily the answer.
Some Non-Zoom Solutions
MediaSpace or Camtasia videos and D2L Discussion Forums
I know this may not seem like the most exciting solution, but it can be an effective and efficient one. Picture this:
Record a 20-minute video discussing your insights on the week’s content, focusing on what students won’t necessarily glean for themselves in their own review.
Did you know you can request free captioning services from MSU IT on videos 20 minutes or less?
Click here for more information on getting started with the MSU Crowd Sourced Closed Captioning Program.
Save the video to Mediaspace and share it with your students in D2L. Give them a few questions to think about while they watch it.
Guide students to the D2L discussion forum where discussions will happen. Configure the discussion forum to require that they post their response before they can see the responses of others.
Learn more about ways to configure your discussion forum here
Grade the discussion forum using the D2L Quick Discussion Grader tool.
Learn how to use the D2L Quick Discussion Grader tool here
Half on, half off
You can split your course in half. What if you had two smaller large courses? Consider inviting half of your students to Zoom, while the others engage in an asynchronous assignment such as a discussion forum or a low-stakes knowledge-testing quiz that’s automatically graded by D2L. Then, use your Zoom time together to discuss what students can only get from you – instructor-student interaction!
Asynchronous activity idea: Try setting up a discussion forum and have your students work on an applied case together based on the content.
Asynchronous activity idea: Ask students to collaboratively build a study guide for the exam based on the week’s content.
Peer Review using Eli Review
Eli Review is a peer review tool that is free for faculty and students at Michigan State University. Here, you can configure peer review writing exercises, automatically sort students into groups, and provide them with a clear series of writing, review, and revision tasks. You can see analytics for completion, helpfulness, and more.
As stated on the tech.msu.edu page for Eli Review, "many writing instructors have found using Eli for small assignments (i.e., a thesis statement, annotated bibliography) works better than for entire papers. Smaller assignments make it easier to focus on one specific set of criteria and goals. Students stay more engaged with a small task and can move forward in an assignment when the core elements are properly set up."
Since Eli Review is an online platform, students can use it any time, allowing instructors flexibility in assigning reviews. Eli has a feature to accept or decline late work, so students are responsible for the online homework just as in-class homework.
Need more help?
Hopefully some of the ideas shared here have helped you think about some alternatives to pursue should Zoom not be an option for your courses. The instructional technology and development team in MSU IT is happy to consult with you on how you can leverage academic technologies to make your large course experience feel smaller. We can help you think about how to live without Zoom and embrace the asynchronous teaching life if you choose.
MSU IT offers a number of valuable tools and services that can help you create an experience that facilitates student success regardless of bandwidth, time zones, or class size. To make an appointment with an instructional technologist, fill out the appointment form located at https://tech.msu.edu/service-catalog/teaching/instructional-design-development/ or e-mail the MSU IT Service Desk at ithelp@msu.edu and request a consultation with Instructional Technology and Development. If you prefer the phone, you can also contact them at (517)432-6200.
References
Berry, R. W. (2009). Meeting the challenges of teaching large online classes: Shifting to a learner-focus. MERLOT Journal of Online Learning and Teaching, 5(1), 176-182.
Boettcher, J. (2011). Ten best practices for teaching online. Quick Guide for New Online faculty.
Lynch, R. P., & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a" Small Class Feel". International Journal of Higher Education, 6(2), 199-212.
Authored by:
Jessica L. Knott, Ph.D.
Posted on: #iteachmsu
Way #3: Promote Ice-Breaking Activities for Making Class Introductions
In How to Build an Online Learning Community (In 2020) https://www.learnworlds.com/build-online-learning-community/ via @learnworlds
During the early part of an online course, it is critical for class members to get to know one another, and learn to share things from an online class community.
A good idea is to create a discussion thread called “Introduce Yourself.” It’s also fruitful to present yourself too.
In this course, we will be working together collaboratively to achieve the course objectives we have set. I look forward to getting to know you. To get things started, please introduce yourself to the other learners. In this course, what I want you to achieve…
These discussion threads enable the teacher to identify learners with similar interests and help her to group learners for collaborative work later on in the course.
Putting it into Practice
One way that "Introduce Yourself" activities can be executed are by using the Discussion forum in D2L Brightspace.
Another tool that can be used to facilitate introductions as FlipGrid. You can create an Introduction prompt on Flipgrid and your students can submit their video prompts on Flipgrid and respond to one another.
Tools:
D2L - Create a Forum
D2L - Create a Discussion Topic
Flipgrid - How to Teach Remotely with Flipgrid
During the early part of an online course, it is critical for class members to get to know one another, and learn to share things from an online class community.
A good idea is to create a discussion thread called “Introduce Yourself.” It’s also fruitful to present yourself too.
In this course, we will be working together collaboratively to achieve the course objectives we have set. I look forward to getting to know you. To get things started, please introduce yourself to the other learners. In this course, what I want you to achieve…
These discussion threads enable the teacher to identify learners with similar interests and help her to group learners for collaborative work later on in the course.
Putting it into Practice
One way that "Introduce Yourself" activities can be executed are by using the Discussion forum in D2L Brightspace.
Another tool that can be used to facilitate introductions as FlipGrid. You can create an Introduction prompt on Flipgrid and your students can submit their video prompts on Flipgrid and respond to one another.
Tools:
D2L - Create a Forum
D2L - Create a Discussion Topic
Flipgrid - How to Teach Remotely with Flipgrid
Posted by:
Rashad Muhammad
Posted on: #iteachmsu
NAVIGATING CONTEXT
What to Say: Strategies for Supporting Our Students (when returning to class)
As we contemplate re-entering the classroom, we are likely still grappling with our own reactions to this tragic event. At the same time, many of us are wondering how best to support students experiencing grief, trauma, and fear in the aftermath of violence. There is no perfect way to teach during a crisis, but it is important to explicitly acknowledge what has happened and adjust your teaching accordingly. How you adjust will depend on your relationships to students, the size and nature of your class, and the types of interventions you feel equipped to make. These might range from a simple moment of silence and a reduced workload to a more structured debrief and discussion. Specific pointers for such debriefs are offered by trauma therapist Carolyn Schuyler (LCSW, UVA Visiting Scholar) below, along with general strategies for signalizing compassion and care that are relevant for all of us.
While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:
In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.
This document outlines how you can make a copy of the form and customize for your setting.
please make sure you are logged into your MSU google drive to access.
You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.
Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____." This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect.
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard? Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now. I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days.
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize.
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness.
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering. As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource.
While it is necessary to acknowledge the tragic gun violence and the devastating loss of classmates and to create space for connecting with the emotions and needs of students, we recognize not everyone feels equipped for this work or is inclined to go there for a variety of reasons. We hope this information provides enough suggestions to help you arrive at an approach that works for you.
To guide your decisions, consider asking for quick feedback from your students. Being prepared to meet students where they are is worth the time and thought. Points to consider:
In times of turmoil, predictability and structure are vitally important. Students will benefit from the structure and predictability you provide.
Sharing feelings and discussing the tragic events may be too overwhelming for some students, so it is important to make clear students have choice in how they participate. Opting out is perfectly acceptable. Welcome and invite direct feedback.
It may be wise to send an email to your students to let them know what to expect when they return to class. This Google Folder contains a "Post-crisis student feedback form" is one way to get a read on your students’ needs before sending a proposed class agenda. You may make clear that the plan is subject to change based on the evolving input and needs of the class.
This document outlines how you can make a copy of the form and customize for your setting.
please make sure you are logged into your MSU google drive to access.
You may be concerned students will be overwhelmed if every class includes processing, but it is better to err on the side of providing support than to overlook student needs. This is such a significant event. It is important to acknowledge the event at minimum even if others will do the same.
Below you will find a suggestion for the first class back and a list of alternative approaches for acknowledging the tragic event. All suggestions may be adapted for office hour meetings or for classes.
First Class Back: Normalize Feelings
It is natural to experience a wide range of fluctuating emotions in response to the events of the last few days. Some students may present as highly emotional and distressed, while others may appear shut down and numb. Many will question why they are not feeling strong emotion at all. Normalizing all reactions paves the way for open sharing and the healing power of community.
In greeting students when they come back to class, you might begin by naming and honoring those students lost by stating their names slowly with reverence.
"In honor of the beloved students we lost on Monday, I would like to take a moment to say their names. Please join me in honoring them and their loved ones. Brian Fraser, Alexandria Verner, Arielle Anderson" (Read the names slowly or invite a student to do so.)
After allowing for a moment of silence, briefly share how you have been processing the news. This gives permission for the students to reflect on their own experiences and shows that you have their needs in mind.
"I have been holding all of you in my thoughts in the last few days. I notice that I have deep concern about the rise of gun violence and its cost for your generation, and I find myself reflecting on how it may be impacting your worldview."
Secondly, take a moment to validate and normalize feelings. Make explicit your understanding of the wide range of reactions students may be experiencing.
"Whatever you are feeling, you can be sure you are not alone in that experience. There are others who are traveling this path right along with you. We can expect a range of reactions from outrage to anxiety to numbness. You may feel a wide range of feelings at different points and in different contexts. To process this experience, it is vital to connect with others and seek support as needed."
After this introduction, you may give the students the option for a 1) quiet moment of reflection or 2) time to journal for five minutes. Suggest a clear prompt such as: "I am _____." This sentence stem gives permission to go in any direction while centering the writing on the self.
Following the reflection time or journal writing, ask a few volunteers to read excerpts of their work or to share their thoughts. In large classes, you may invite students to share with a partner. Ask that comments not be made after reading or listening to each other, but rather suggest that gratitude be expressed for the opportunity to connect.
"Thank you for the gift of your words."
To wrap up the experience, speak to the power of sharing our stories to build strong networks of social support. Mention your hope that students will continue to share deeply with each other.
"Our ability to speak to our experience connects us in meaningful ways. Knowing and caring for each other is what makes healing possible."
Our job is simple but profound. It is to be present with what students are experiencing with genuine openness, concern, and curiosity. To do this, we may take a moment to ground ourselves and set an intention to be relaxed and open in our demeanor. There is deep cultural conditioning to try to move away from distress, but it is the ability to stay with feelings without judgment or agenda that offers the strongest emotional support.
To do this work, it is vital to have had the space and time to honor and attend to your own needs. Have you had the time to have your own voice heard? Have you given yourself the rest, nourishment, and space for the internal reflection you need in order to be present for others?
Additional Ways to Support Students
The shared purpose of all the strategies below is to honor the students’ emotional experience, provide a holding space for connecting on a deep level, and invite hope for moving forward. Gestures of connection and care restore a sense of safety and allow for a renewed sense of community to emerge.
Offer nurturance. Often the first step in assisting people in crisis is to offer a blanket, some water, and food to eat. While this is not the response called for in our circumstance, the ability to offer gestures of support and care for one another is essential. You might bring tea or coffee to class, flowers to share with each student, or an invitation for a meal at your home. Once the basic need for nurturance is met, healing truly begins. If none of these concrete suggestions fit, consider taking a moment to directly express you care for the students.
"I want to take a moment to say to you directly that I care deeply about what you have experienced since Monday evening. I have found myself imagining what your days have been like with a hope that you are finding the kindness, gentleness, and care we all need right now. I am hoping that you can feel this from me even though we don’t have adequate space and time to do all that is truly called for in this circumstance."
Name the feelings. Ask students to call out the feeling words and phrases that match their experience of the last few days.
“I want to honor each one of you and the experiences you have had in the last few days. To do that, I am going to ask you to share words or short phrases (popcorn style) that capture your feelings. Likely, you have had a wide range of emotional reactions, and I invite you to name them in all their complexity. I will be recording the words without comment on the white board*. I ask that we speak and listen to the words with a spirit of reverence for our shared humanity, recognizing the broad range of histories and experiences that inform our reactions. Once the words and phrases are up, we will take a moment of silence to acknowledge our variety of experience.”*In virtual spaces, a similar outcome can be acheived by using a chat water fall (prompting participants to share their words in the chat at the same time [countt down]) and pulling responses into a word cloud to visualize.
When the brainstorm is complete, validate the full range of human emotions that arise in times of tragedy. If the words and phrases shared do not capture a full range of emotion, you may mention to students some of the internal experiences that are expected in times of distress.
"I’d like to share with you some of the additional experiences you may notice in yourself and your friends. It is expected that you may have difficulty concentrating. You may experience waves of anger, sadness, fear, and anxiety. Some of you may notice a strong sense of compassion and tenderness and a desire to connect with others to honor the deceased or make your voice heard by lawmakers. At times, you may also notice a sense of disorientation and unease given the violent disruption of life on our campus. You may also notice painful associations from earlier in your life. Some of you may feel a need to 'move on' or a sense of unease with the feeling that violence has become expected and, in some ways, normalized."
To transition the conversation, take a moment to acknowledge their willingness to share.
"I want to thank you for your willingness to share the truth of your experience. I am now inviting all of us to take two minutes in silence to honor one another, the larger community, and those most impacted by the tragic loss on Monday. If you would like to reflect in writing, drawing, or movement, please feel free to do that."
If it feels right, you may move towards brainstorming ways of coping that promote mental wellness.
"There is wisdom in this room. This is not the first hardship you have faced, although it may feel very different. Many of you have found ways of coping and even thriving through challenging times. I want to invite a period of sharing concrete mindsets and strategies that are in your toolboxes or that you feel the need to create now. I will record the ideas on the white board. You’ll be invited to take a picture of the white board for further reflection. Sometimes we need a chance to reflect on unhelpful approaches that we want to discontinue and space to consider new strategies. I hope this time will give you that opportunity."
Again, thank the students.
Affirm community. Ask students how they want to affirm community at MSU in the days ahead.
"At some point in our processing of the events of the last few days, we may start to wonder what we can actually do that will be meaningful and genuinely helpful. Without a doubt, cultivating a strong sense of community is powerfully important. We are social beings and healing happens together, never alone. I want to invite you to reflect on what you believe builds community in your own life and on campus. Please find two other classmates to spend five minutes discussing what builds connectedness in this time and beyond. For example, you might point to the importance of slowing down to greet people when walking or having longer, leisurely meals with friends to intentionally check in with each other. You may have larger ideas having to do, for example, with how spaces are configured or how information is communicated. Once we have had time to talk in small groups, we will reconvene for idea sharing."
Please note: You may broaden this discussion to suggest reflection on actions on a societal level. This will open discourse on our political climate, on race, and other critical issues that students may have a pressing need to discuss. If you go this direction, it is critical to set ground rules (Agreements for Multicultural Interactions) or review already established expectations for difficult conversations.
Seek connection. Ask students to interview each other about works of art and literature (books, paintings, poems, music, and films) that have helped them in hard times before.
"Artists, musicians, writers, and poets have always been guides and supports in deepening our understanding of what it means to be human, particularly in times of suffering. As a means of coming together as a class today, I would like to invite you to gather in groups of three to discuss the art and literature that has been most nourishing to you. Please reflect on what it may mean to you now. To set the stage, I would like to briefly share with you (a piece of music, a painting, a short reading) that has been meaningful to me. I hope it will be of support to you as well."
Encourage students to plan times outside of class to share these sources of meaning and inspiration with each other. Remind them of the power of nature on campus to offer solace.
"Thank you for taking the time to share with each other the power of your experiences with art and literature. I encourage you to continue having these discussions and invite you to seek out new sources of beauty, wisdom, and understanding. The natural world on our campus, like a piece of art, may serve as a source of solace and strength as well. I hope you will have time to linger in spaces you enjoy."
Thank you again for your thoughtful work preparing to meet with students. As is often the case, your presence and genuine concern will be what the students remember, rather than the actual words spoken. Gratitude to our colleagues at UVA Center for Teaching Excellence for sharing the foundations of this resource.
Posted by:
Makena Neal
Posted on: #iteachmsu
What to Say: Strategies for Supporting Our Students (when returning to class)
As we contemplate re-entering the classroom, we are likely still gr...
Posted by:
NAVIGATING CONTEXT
Thursday, Feb 16, 2023
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Why won't international students talk in class?
This video was made by Key Chimrak, Apichaya Thaneerat (Plagrim) and Juhua Huang (Hayden). The team presented their work at the MSU Diversity Research Showcase in January 2021.This video is a part of the main content in the "Approaches to translingual pedagogy" Playlist [link]. After watching this video, please consider the reflection prompt below and respond in the article comments, then continue on to the next article in the playlist.
Please scroll down to the comments below to respond to the question below by clicking “reply”!
Please scroll down to the comments below to respond to the question below by clicking “reply”!
Authored by:
Key Chimrak, Apichaya Thaneerat (Plagrim) and Juhua Huang...
Posted on: #iteachmsu
Why won't international students talk in class?
This video was made by Key Chimrak, Apichaya Thaneerat (Plagrim) an...
Authored by:
PEDAGOGICAL DESIGN
Wednesday, Jun 9, 2021
Posted on: MSU Online & Remote Teaching
Intro & Set-up Zoom Webinar (0 – 7:24)
D2L
Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)
More information on securing your virtual classroom: https://blog.zoom.us/wordpress/2020/03/27/best-practices-for-securing-your-virtual-classroom/
Create Module and Add Virtual Class Zoom Link
Intro & Set-up Zoom Webinar (0 – 7:24)
D2L
Create module and add virtual class zoom link (7:25 – 10:15)
Powerpoint presentation in Zoom Webinar (10:16 – 17:20)
How to store your recorded Webinar in D2L (17:21 – 24:07)
More information on securing your virtual classroom: https://blog.zoom.us/wordpress/2020/03/27/best-practices-for-securing-your-virtual-classroom/
Posted by:
Makena Neal
Posted on: #iteachmsu
PEDAGOGICAL DESIGN
Kicking Off Class with a Plan! An overview of teaching.tools
On September 5, 2023 the Center for Teaching and Learning Innovation hosted guest facilitator, Dr. Michael McCreary, co-founder of Teaching Tools and Educational Developer at Goucher College.
Kicking off Class with a Plan!
A lesson plan can serve as an educator's road map... including what students need to learn and how that learning will be facilitated within the time span of the experience. Lesson plans can help you feel more confident while maximizing positive student outcomes. Class prep doesn't have to be a chore this semester! In addition to providing an easy-to-use framework for lesson design, this interactive workshop will introduce participants to an online tool for planning effective, inclusive class sessions... PLUS the new Brainstorming Tool for the first time! This tool uses expertly-prompted AI to generate effective lecture plans, discussion questions, case studies, and more. This is the perfect way to get hands-on practice with Teaching Tools' entire suite of applications that will revolutionize your class prep workflow. Participants will have the chance to explore the tool, ask questions, and leave the session with a new tool in their educator toolbox.
Setting the Stage...
When class prep is difficult and time consuming it…
Doesn’t happen at all
Doesn’t happen very often
Isn’t very effective
This results in…
Winging it
10-year old lesson plan (often inaccessible)
Decreased motivation
Teaching Tools (according to the site)
"We build technologies that promote effective, inclusive college teaching. By translating evidence-informed pedagogical research into easy-to-use online tools, we make good teaching practices more accessible to college instructors of all disciplines and experience levels. Our tools are designed to complement the services offered by Centers for Teaching and Learning, Instructional Technology units, and your LMS. We add value by providing innovative solutions tailored to the higher ed teaching and learning context. Launched in February 2022, Teaching Tools is a registered limited liability company in Maryland."
Anyone can access the three tools at https://teaching.tools by signing up for free [even with a google account].1. ACTIVE LEARNING LIBRARY – discover new learning activities that fit your teaching context
https://teaching.tools/activities
Main column displays series of learning activities – huge variety from “traditional” (lectures) to more engaging (case study)
Click each activity for more details” engagement level, formative feedback, time, modality
Best practices for facilitations
Filters on the left allow educators to filter by facilitation difficulty level, prep time required, class size, active learning, formative feedback level, bloom’s taxonomy, inclusive learning (UDL principles), whole-person learning, activity time, class modality
2. LESSON PLANNING TOOL – build a cohesive lesson plan for based on series of activities
Allows educators to build out timetable for learning experience
Saves in database and can be duplicated and edited over time.
3. BRAINSTOMING TOOL – generate new content ideas for lectures, discussions, cases, etc.https://teaching.tools/brainstorm
Works hand in hand with active learning library to build content for the activities you select from library
Click learning activity – enter course name and class topic
Based on information entered, AI will generate (blooms based) Los
Clicking will populate in Lesson’s Los
Can edit the text from the populated Los
AI will use all the information shared – Name, Class topic, selected Los, to generate:
discussion questions
lecture topics
case studies
“regenerate” is a tool to mmix-up the results and get fresh responses from the tool
In the end...
When class prep is simple and intuitive, it…
Happens fast
Happens often
Effectively promotes student learning
This results in…
Increased confidence
Creative, dynamic lessons
Teachers and students feeling fulfilled and engaged
While we did not record this session, you can...--> View Michael's presentation slide deck-->Listen to Michael on the podcast Lecture Breakers: Episode 140: Tech Spotlight: How Teaching Tools Helps Educators Plan Effective and Inclusive Learning Experiences with Dr. Michael McCreary
Kicking off Class with a Plan!
A lesson plan can serve as an educator's road map... including what students need to learn and how that learning will be facilitated within the time span of the experience. Lesson plans can help you feel more confident while maximizing positive student outcomes. Class prep doesn't have to be a chore this semester! In addition to providing an easy-to-use framework for lesson design, this interactive workshop will introduce participants to an online tool for planning effective, inclusive class sessions... PLUS the new Brainstorming Tool for the first time! This tool uses expertly-prompted AI to generate effective lecture plans, discussion questions, case studies, and more. This is the perfect way to get hands-on practice with Teaching Tools' entire suite of applications that will revolutionize your class prep workflow. Participants will have the chance to explore the tool, ask questions, and leave the session with a new tool in their educator toolbox.
Setting the Stage...
When class prep is difficult and time consuming it…
Doesn’t happen at all
Doesn’t happen very often
Isn’t very effective
This results in…
Winging it
10-year old lesson plan (often inaccessible)
Decreased motivation
Teaching Tools (according to the site)
"We build technologies that promote effective, inclusive college teaching. By translating evidence-informed pedagogical research into easy-to-use online tools, we make good teaching practices more accessible to college instructors of all disciplines and experience levels. Our tools are designed to complement the services offered by Centers for Teaching and Learning, Instructional Technology units, and your LMS. We add value by providing innovative solutions tailored to the higher ed teaching and learning context. Launched in February 2022, Teaching Tools is a registered limited liability company in Maryland."
Anyone can access the three tools at https://teaching.tools by signing up for free [even with a google account].1. ACTIVE LEARNING LIBRARY – discover new learning activities that fit your teaching context
https://teaching.tools/activities
Main column displays series of learning activities – huge variety from “traditional” (lectures) to more engaging (case study)
Click each activity for more details” engagement level, formative feedback, time, modality
Best practices for facilitations
Filters on the left allow educators to filter by facilitation difficulty level, prep time required, class size, active learning, formative feedback level, bloom’s taxonomy, inclusive learning (UDL principles), whole-person learning, activity time, class modality
2. LESSON PLANNING TOOL – build a cohesive lesson plan for based on series of activities
Allows educators to build out timetable for learning experience
Saves in database and can be duplicated and edited over time.
3. BRAINSTOMING TOOL – generate new content ideas for lectures, discussions, cases, etc.https://teaching.tools/brainstorm
Works hand in hand with active learning library to build content for the activities you select from library
Click learning activity – enter course name and class topic
Based on information entered, AI will generate (blooms based) Los
Clicking will populate in Lesson’s Los
Can edit the text from the populated Los
AI will use all the information shared – Name, Class topic, selected Los, to generate:
discussion questions
lecture topics
case studies
“regenerate” is a tool to mmix-up the results and get fresh responses from the tool
In the end...
When class prep is simple and intuitive, it…
Happens fast
Happens often
Effectively promotes student learning
This results in…
Increased confidence
Creative, dynamic lessons
Teachers and students feeling fulfilled and engaged
While we did not record this session, you can...--> View Michael's presentation slide deck-->Listen to Michael on the podcast Lecture Breakers: Episode 140: Tech Spotlight: How Teaching Tools Helps Educators Plan Effective and Inclusive Learning Experiences with Dr. Michael McCreary
Posted by:
Makena Neal
Posted on: #iteachmsu
Kicking Off Class with a Plan! An overview of teaching.tools
On September 5, 2023 the Center for Teaching and Learning Innovatio...
Posted by:
PEDAGOGICAL DESIGN
Monday, Sep 18, 2023