We found 28 results that contain "circle"
Posted on: #iteachmsu
Interdisciplinary Co-Teaching Resources from CIRCLE
CIRCLE’s second interdisciplinary teaching & learning workshop, held on February 14th, focused on collaborative teaching and co-teaching. We showcased 2 panelists experienced in co-teaching and collaborative teaching: Rachel Barnard (Lyman Briggs Chemistry and ULA Director) and Stephen Thomas (Assistant Dean of STEM Teaching and Learning, NatSci Digital Curriculum Coordinator, and Associate Director for CISGS). This workshop focused on collaborative teaching and co-teaching within interdisciplinary courses and other learning experiences. Our goal was for both new and seasoned interdisciplinary educators to move their own practices forward, emphasizing classroom and co-teaching practices.
Attendees discussed effective interdisciplinary co-teaching, strategies to address potential challenges, and the potential benefits of interdisciplinary courses for instructors and students. Participants had the opportunity to reflect on their own interdisciplinary teaching philosophies and work on individualized action plans.
You can watch Stephen Thomas' panel contribution video below, in which he describes some of his experiences plannign and teaching interdisciplinary courses. You can also access CIRCLE's interdisciplinary co-teaching resources at this link. Our resources include:
a tip sheet of co-teaching tips
a handout of course and campus resources to support intersidciplinary co-teaching
a personalizable planning worksheet that you can print and complete
If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Rachel Barnard (rbarnard@msu.edu) and Stephen Thomas (sthomas@msu.edu).
If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program (we accept applications on a rolling basis).
This was CIRCLE’s second teaching & learning workshop for 2024-25. Our first workshop focused on interdisciplinary course design and course planning; resources from that workshop are available here.
Attendees discussed effective interdisciplinary co-teaching, strategies to address potential challenges, and the potential benefits of interdisciplinary courses for instructors and students. Participants had the opportunity to reflect on their own interdisciplinary teaching philosophies and work on individualized action plans.
You can watch Stephen Thomas' panel contribution video below, in which he describes some of his experiences plannign and teaching interdisciplinary courses. You can also access CIRCLE's interdisciplinary co-teaching resources at this link. Our resources include:
a tip sheet of co-teaching tips
a handout of course and campus resources to support intersidciplinary co-teaching
a personalizable planning worksheet that you can print and complete
If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Rachel Barnard (rbarnard@msu.edu) and Stephen Thomas (sthomas@msu.edu).
If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program (we accept applications on a rolling basis).
This was CIRCLE’s second teaching & learning workshop for 2024-25. Our first workshop focused on interdisciplinary course design and course planning; resources from that workshop are available here.
Authored by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Interdisciplinary Course Design Resources from CIRCLE
In mid-November, CIRCLE hosted a workshop on interdisciplinary course design and teaching. It was a generative conversation that gave MSU educators interested in interdisciplinary teaching the chance to connect and share resources and tactics. We showcased 2 panelists with experience designing and teaching interdisciplinary courses: Erin Dreelin (Fisheries & Wildlife and Center for Water Studies) and Garth Sabo (Director of the Center for IAH). The panel discussed effective interdisciplinary course design, strategies to address potential challenges, and the potential benefits of interdisciplinary courses for instructors and students.This workshop's goal was for both new and seasoned interdisciplinary educators to move their own practices forward, from classroom strategies to evaluation of interdisciplinary teaching effectiveness. Participants had the opportunity to reflect on their own interdisciplinary teaching philosophies and work on individualized plans for interdisciplinary teaching.You can watch Garth Sabo's panel contribution video below, in which he describes some of his experiences plannign and teaching interdisciplinary courses. You can also access CIRCLE's interdisciplinary teaching resources at this link. Our resources include:
Harden's Ladder of Integration framework for interdisciplinary course design
a handout including the benefits, challenges, and institutional resources to support interdisciplinary teaching
a personalizable planning worksheet that you can print and complete
If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Erin Dreelin (dreelin@msu.edu) and Garth Sabo (sabogart@msu.edu). Save the date for our second interdisciplinary teaching & learning workshop, which will focus on co-teaching and collaboration on interdisciplinary teaching teams. It will be held February 14th 10AM-1PM (registration link TBA).If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program (we accept applications on a rolling basis).
Harden's Ladder of Integration framework for interdisciplinary course design
a handout including the benefits, challenges, and institutional resources to support interdisciplinary teaching
a personalizable planning worksheet that you can print and complete
If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Erin Dreelin (dreelin@msu.edu) and Garth Sabo (sabogart@msu.edu). Save the date for our second interdisciplinary teaching & learning workshop, which will focus on co-teaching and collaboration on interdisciplinary teaching teams. It will be held February 14th 10AM-1PM (registration link TBA).If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program (we accept applications on a rolling basis).
Authored by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Circles of Success: If You Build It, Will They Come?
Topic Area: Pandemic Pivot
Presented by: D'Wayne Jenkins, Lola Banks, Jodi Roberto-Hancock, Kevin Reeves, Scotty Secrist
Abstract:
As institutions across America announced a shift to remote learning, our leadership team mobilized to reimagine the delivery of student support. We utilized scholarly research and examined best practices around first-year student success and transitions to create a virtual mentoring program for our entire incoming first-year class. Within a two-week timeframe, our staff pivoted to create the Circles of Success program. The purpose of the program is to connect incoming students with mentors in addition to other incoming students. This program sought to be integral in helping all incoming students become a part of the MSU Spartan community, learn how to navigate MSU policies and procedures, and ensure their overall academic success. We will discuss how we mobilized and strategized to build an effective virtual mentoring program. Come learn about our journey from conception to implementation along with the successes, challenges, and lessons learned from this innovative program.
Presented by: D'Wayne Jenkins, Lola Banks, Jodi Roberto-Hancock, Kevin Reeves, Scotty Secrist
Abstract:
As institutions across America announced a shift to remote learning, our leadership team mobilized to reimagine the delivery of student support. We utilized scholarly research and examined best practices around first-year student success and transitions to create a virtual mentoring program for our entire incoming first-year class. Within a two-week timeframe, our staff pivoted to create the Circles of Success program. The purpose of the program is to connect incoming students with mentors in addition to other incoming students. This program sought to be integral in helping all incoming students become a part of the MSU Spartan community, learn how to navigate MSU policies and procedures, and ensure their overall academic success. We will discuss how we mobilized and strategized to build an effective virtual mentoring program. Come learn about our journey from conception to implementation along with the successes, challenges, and lessons learned from this innovative program.
Authored by: D'Wayne Jenkins, Lola Banks, Jodi Roberto-Hancock, Kevin Reeves, Scotty Secrist
Navigating Context
Posted on: #iteachmsu
Kicking off your course with a Community Building Circle
When I was teaching EAD315, a face-to-face undergraduate course of about 30, I wanted to set the tone for our semester together by utilizing a Circle. The benefits were multifold - we all learned more about each other, we set community norms for our time together, and we established our space as one we could show up as our whole selves in. This activity was informed by Restorative Justice Circles training provided by now Dr. Megumi Moore, MSU Graduate Life and Wellness. Here is the basic outline for the activity with some notes about possible modifications: MSU is on land known as Nkwejong (nuh-quay-juhon) (Where the Rivers Meet), a territory of the Three Fires of Anishinaabeg, including Ojibwe, Odawa, and Potawatomi. Circles are a regular activity for dialogue and decision-making in indigenous populations, and we all have had experiences building community in circles (think about a bonfire).
In a circle, everyone has an equal opportunity to speak. When the talking piece gets to you, you can choose to share your response to the current round’s question, or you can pass- that decision is yours. The other role of the talking piece is to remind us to be present in listening to one another. When we have the talking piece, we have the space to share, when we don’t have the talking piece- we have the space to listen. We also ask that as a group we respect the confidentiality of the circle. The stories that individuals share here are their stories only.
Introduce my talking piece: Select at least one talking piece that is significant to you. As you’re introducing the concept of the Circle, share why you selected that object as a talking piece.
Modification: include more than one object that serves as talking pieces, describe each (making sure each one represents a unique reason), place on rug/blanket in the center of the circle, allow participants to exchange the talking piece that is handed off to them for another that is more meaningful
We’ll start and close with a quote...
Opener: pick a quote that sets the tone you’re trying to achieve… be conscious of the speaker (and what identities they represent), not just the content
“It’s easy to judge. It’s more difficult to understand. Understanding requires compassion, patience, and a willingness to believe that good hearts sometimes choose poor methods. Through judging, we separate. Through understanding, we grow.” – Doe Zantamata
Rounds: you can determine the number of rounds and the questions asked in each… this is a valuable first day, first activity because it can also serve as an “ice breaker”. It is recommended to include an introduction round to start and a check-out round to conclude. The number of participants and the number of rounds are the main factors in the amount of time that should be allotted for this activity. More people/more rounds = more time.
Introductions (name, pronouns, program, year, anything else you think is important that we know)
If you could invite one guest to dinner, dead or alive, who would your guest be?
Who is one person you admire and why do you admire them (in one sentence)?
What does [key course theme/topic] mean to you?
What two values do you think are most important for our success as a cohort in this community?*
Any other values missing, or discussion on these values?*
One-word check out for the last round of the circle.
Closer: pick another quote
"The greatness of a community is most accurately measured by the compassionate actions of its members." – Coretta Scott KingRounds 5 and 6 in the Circle outline were aimed specifically at helping set our class values (AKA community norms). You can modify the Circle by giving participants time before the first values round to think about the prompt and write it down. When I do this activity, I provide markers and small paper plates - asking that learners write one value per plate. When they're sharing out, I ask them to show us their plates. (The goal is that everyone feels comfortable sharing and doesn't feel subdued or silenced by group think.) This round, as the Circle Keeper/facilitator, I may ask follow-up questions (disclose this in advance of the round, as it deviates from the talking piece rules). For example, if a student said "respect" is a value, I would ask, "what does respect mean to you?" or "what does that look like in practice?". After the activity is concluded, I add the agreed-upon values to the syllabus. Photo by Tegan Mierle on Unsplash
In a circle, everyone has an equal opportunity to speak. When the talking piece gets to you, you can choose to share your response to the current round’s question, or you can pass- that decision is yours. The other role of the talking piece is to remind us to be present in listening to one another. When we have the talking piece, we have the space to share, when we don’t have the talking piece- we have the space to listen. We also ask that as a group we respect the confidentiality of the circle. The stories that individuals share here are their stories only.
Introduce my talking piece: Select at least one talking piece that is significant to you. As you’re introducing the concept of the Circle, share why you selected that object as a talking piece.
Modification: include more than one object that serves as talking pieces, describe each (making sure each one represents a unique reason), place on rug/blanket in the center of the circle, allow participants to exchange the talking piece that is handed off to them for another that is more meaningful
We’ll start and close with a quote...
Opener: pick a quote that sets the tone you’re trying to achieve… be conscious of the speaker (and what identities they represent), not just the content
“It’s easy to judge. It’s more difficult to understand. Understanding requires compassion, patience, and a willingness to believe that good hearts sometimes choose poor methods. Through judging, we separate. Through understanding, we grow.” – Doe Zantamata
Rounds: you can determine the number of rounds and the questions asked in each… this is a valuable first day, first activity because it can also serve as an “ice breaker”. It is recommended to include an introduction round to start and a check-out round to conclude. The number of participants and the number of rounds are the main factors in the amount of time that should be allotted for this activity. More people/more rounds = more time.
Introductions (name, pronouns, program, year, anything else you think is important that we know)
If you could invite one guest to dinner, dead or alive, who would your guest be?
Who is one person you admire and why do you admire them (in one sentence)?
What does [key course theme/topic] mean to you?
What two values do you think are most important for our success as a cohort in this community?*
Any other values missing, or discussion on these values?*
One-word check out for the last round of the circle.
Closer: pick another quote
"The greatness of a community is most accurately measured by the compassionate actions of its members." – Coretta Scott KingRounds 5 and 6 in the Circle outline were aimed specifically at helping set our class values (AKA community norms). You can modify the Circle by giving participants time before the first values round to think about the prompt and write it down. When I do this activity, I provide markers and small paper plates - asking that learners write one value per plate. When they're sharing out, I ask them to show us their plates. (The goal is that everyone feels comfortable sharing and doesn't feel subdued or silenced by group think.) This round, as the Circle Keeper/facilitator, I may ask follow-up questions (disclose this in advance of the round, as it deviates from the talking piece rules). For example, if a student said "respect" is a value, I would ask, "what does respect mean to you?" or "what does that look like in practice?". After the activity is concluded, I add the agreed-upon values to the syllabus. Photo by Tegan Mierle on Unsplash
Authored by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Planning to Teach on Solemn Anniversaries
"Anniversary reactions may occur because of the way a traumatic experience is saved in memory. Memories of trauma contain information about the danger during the event."-National Center for PTSD
Office for Resource and Support Coordination (ORSC) Educator Guidance
Acknowledge February 13 and its significance via a one-time statement but avoid constant, regular, or frequent reminders.
Validate that everyone will have their own reactions to the anniversary.
Respect the wide range of reactions and emotions to the commemoration that will occur.
Remember not everyone in the class may have been part of the community last year.
Include those who were not present by acknowledging that not everyone will have the same reactions; this can tie them to the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.
6-Word Framework for Resilience
Laughman, L. (2017) The 6-Word Framework for Resilience. Michigan State University.University Health and Wellbeing, Spartan Resilience Education spartanresilience@msu.edu
Sentence Starters to acknowledge the eventsGoals: Collective empathy, understanding, & care
Before Class:
“Next week marks one year since the tragic shooting on campus. Our class will {your approach} before carrying on…”
“I understand that our next class session may bring up strong emotions as we reflect on what has happened. Please know that your feelings are valid and respected here…”
“I want to acknowledge that our upcoming class might be difficult for many of us. Please know that it's completely okay …”
During Class (Feb. 12):
“Today, as we reflect on what happened a year ago, our classroom is a community where all feelings are valid and respected”
“I want to begin class acknowledging the solemnity of the remembrances this week, and honoring the unique ways in which we all process this…”
“ Our memories of Feb. 13 challenge many of us and leave us all processing in our own way…”
Practicing Care (for yourself):
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? Consider author Eleanor Brownn's statement, "Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel." Here are recommendations from National Center on PTSD - “What can help” section of “Reactions to Chronic Stress”:
Increase self-care and sleep hygiene.
Practice relaxation exercises.
Make use of periods of reduced stress.
Organize your thoughts and feelings.
Gain a broad perspective.
Help others.
Check out the recording below for more details and examples!Resources for Continued Growth:
MSU Office for Resource and Support Coordination have compiled guidance and external resources
Feb 13, 2024 resources
Educator-facing guidance
Other MSU campus support resources (mental health, academic, financial)
FAQ
Mindfulness for better living (MSU Extension)
University Health and Wellbeing (MSU)
Employee Assistance Program
Health4U Wellness Programs
Health and Wellness Resources (MSU Library)
Trauma Services & Training Network Resources (MSU)
Skills for Psychological Recovery: Field Operations Guide (National Center for PTSD)
Choosing Positive Activities
Supporting Someone After a Disaster
Helpful Thinking Handout
From the workshop:
To support your ongoing professional development and encourage the application of these insights, I've compiled a list of resources:
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (embedded below).
Slide Deck: You can access CTLI's Preparing to Teach on Solemn Anniversaries slide deck which has Feb. 13 & 14th policies, educator guidance, an overview of the Spartan Resilience Framework, example phrases to acknowledge the event, recommendations for self care, and additional resources - along with reflective questions based in the aforementioned framework.
In order to access the slides, you'll need to log in to Google drive with your MSU credentials. If you haven't done this before, you just enter your MSU email (@msu.edu) included in the "email or phone" box and google will automatically open Okta/single sign on. You can either log out of your personal Gmail account OR if you use Chrome as your browser, you can create a new "profile".
Online Discussion: Based on the content of this session, you may be interested in exploring the Resources for Teaching After Crisis playlist (developed directly following 02/13/2023 violence) or sharing your own reflections for employing the Spartan Resilience Framework in the comments below. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.
Photo by Renáta-Adrienn on Unsplash
Office for Resource and Support Coordination (ORSC) Educator Guidance
Acknowledge February 13 and its significance via a one-time statement but avoid constant, regular, or frequent reminders.
Validate that everyone will have their own reactions to the anniversary.
Respect the wide range of reactions and emotions to the commemoration that will occur.
Remember not everyone in the class may have been part of the community last year.
Include those who were not present by acknowledging that not everyone will have the same reactions; this can tie them to the community now.
Trust and believe your students who express the need for additional time, space, and support during this period.
6-Word Framework for Resilience
Laughman, L. (2017) The 6-Word Framework for Resilience. Michigan State University.University Health and Wellbeing, Spartan Resilience Education spartanresilience@msu.edu
Sentence Starters to acknowledge the eventsGoals: Collective empathy, understanding, & care
Before Class:
“Next week marks one year since the tragic shooting on campus. Our class will {your approach} before carrying on…”
“I understand that our next class session may bring up strong emotions as we reflect on what has happened. Please know that your feelings are valid and respected here…”
“I want to acknowledge that our upcoming class might be difficult for many of us. Please know that it's completely okay …”
During Class (Feb. 12):
“Today, as we reflect on what happened a year ago, our classroom is a community where all feelings are valid and respected”
“I want to begin class acknowledging the solemnity of the remembrances this week, and honoring the unique ways in which we all process this…”
“ Our memories of Feb. 13 challenge many of us and leave us all processing in our own way…”
Practicing Care (for yourself):
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? Consider author Eleanor Brownn's statement, "Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel." Here are recommendations from National Center on PTSD - “What can help” section of “Reactions to Chronic Stress”:
Increase self-care and sleep hygiene.
Practice relaxation exercises.
Make use of periods of reduced stress.
Organize your thoughts and feelings.
Gain a broad perspective.
Help others.
Check out the recording below for more details and examples!Resources for Continued Growth:
MSU Office for Resource and Support Coordination have compiled guidance and external resources
Feb 13, 2024 resources
Educator-facing guidance
Other MSU campus support resources (mental health, academic, financial)
FAQ
Mindfulness for better living (MSU Extension)
University Health and Wellbeing (MSU)
Employee Assistance Program
Health4U Wellness Programs
Health and Wellness Resources (MSU Library)
Trauma Services & Training Network Resources (MSU)
Skills for Psychological Recovery: Field Operations Guide (National Center for PTSD)
Choosing Positive Activities
Supporting Someone After a Disaster
Helpful Thinking Handout
From the workshop:
To support your ongoing professional development and encourage the application of these insights, I've compiled a list of resources:
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (embedded below).
Slide Deck: You can access CTLI's Preparing to Teach on Solemn Anniversaries slide deck which has Feb. 13 & 14th policies, educator guidance, an overview of the Spartan Resilience Framework, example phrases to acknowledge the event, recommendations for self care, and additional resources - along with reflective questions based in the aforementioned framework.
In order to access the slides, you'll need to log in to Google drive with your MSU credentials. If you haven't done this before, you just enter your MSU email (@msu.edu) included in the "email or phone" box and google will automatically open Okta/single sign on. You can either log out of your personal Gmail account OR if you use Chrome as your browser, you can create a new "profile".
Online Discussion: Based on the content of this session, you may be interested in exploring the Resources for Teaching After Crisis playlist (developed directly following 02/13/2023 violence) or sharing your own reflections for employing the Spartan Resilience Framework in the comments below. Login with your MSU netID to connect with fellow educators, exchange ideas, and seek further guidance.
Photo by Renáta-Adrienn on Unsplash
Authored by: Ellie Louson, Makena Neal, Jeremy Van Hof (CTLI) & Lisa Laughman (Spartan Resilience Program)
Navigating Context
Posted on: Teaching Toolkit Ta...
Yarn Framework: Intersectionality Activity
Photo by Jason Leung on Unsplash
Background
After watching Kimberle Crenshaw’s Ted Talk “The Urgency of Intersectionality” and reading Crenshaw’s “Mapping the Margins”, this is a fun activity to explore the concept ‘intersectionality’ as a framework. This activity may feel similar to Twister given the color-based instructions.
For a class size of ~30 students, split the class into small groups where each do the following:
Use the different colors of yarn, various intersections of yarn, starting position of each volunteer, and the larger web to discuss limitations of a single frame and additive frames (i.e. you just have to look at race + gender or red + blue), then ultimately a need for a complex web or framework like intersectionality. Connect the activity of navigating the web to navigating various systems of oppression, noting the problem of simplifying such complicated systems to pieces of yarn one steps across.
Ask students to form a circle, then ask for five volunteers to be in the middle of the circle.
Using (3-4) different colored pieces of yarn, students who form the circle will form a complex web of yarn by tossing large balls of yarn to each other randomly for 3 minutes.
Once the 3 minutes end, ask the circle students to drop the yarn on the ground. The five volunteers should then find a place in the web along one edge of the circle. They can share a space as they feel comfortable, though ideally the five volunteers will select different gaps in the yarn web.
The race is on! First group to help all five volunteers cross the yarn circle/web and return to the edge wins. Each group should select one color to help the five volunteers exit the web during the following rounds:
Three Rounds
Each volunteer can only move one space at a time based on the one color the group selected, i.e. everyone step forward, if you have a red strand before you. Some students may not be able to exit the web based on the color selected. This is a teachable limitation.
The group may select a different color to repeat the steps in round one.
The group should put the 3-4 colors in order, i.e. red first, blue second, green third, yellow last. Volunteers may move forward as before, but may now also move across the additional colors in order, i.e. everyone may move forward with red until they face a different color, and may only move if the next color is blue, otherwise they must wait until the other volunteers cross all the blue before them.
Background
After watching Kimberle Crenshaw’s Ted Talk “The Urgency of Intersectionality” and reading Crenshaw’s “Mapping the Margins”, this is a fun activity to explore the concept ‘intersectionality’ as a framework. This activity may feel similar to Twister given the color-based instructions.
For a class size of ~30 students, split the class into small groups where each do the following:
Use the different colors of yarn, various intersections of yarn, starting position of each volunteer, and the larger web to discuss limitations of a single frame and additive frames (i.e. you just have to look at race + gender or red + blue), then ultimately a need for a complex web or framework like intersectionality. Connect the activity of navigating the web to navigating various systems of oppression, noting the problem of simplifying such complicated systems to pieces of yarn one steps across.
Ask students to form a circle, then ask for five volunteers to be in the middle of the circle.
Using (3-4) different colored pieces of yarn, students who form the circle will form a complex web of yarn by tossing large balls of yarn to each other randomly for 3 minutes.
Once the 3 minutes end, ask the circle students to drop the yarn on the ground. The five volunteers should then find a place in the web along one edge of the circle. They can share a space as they feel comfortable, though ideally the five volunteers will select different gaps in the yarn web.
The race is on! First group to help all five volunteers cross the yarn circle/web and return to the edge wins. Each group should select one color to help the five volunteers exit the web during the following rounds:
Three Rounds
Each volunteer can only move one space at a time based on the one color the group selected, i.e. everyone step forward, if you have a red strand before you. Some students may not be able to exit the web based on the color selected. This is a teachable limitation.
The group may select a different color to repeat the steps in round one.
The group should put the 3-4 colors in order, i.e. red first, blue second, green third, yellow last. Volunteers may move forward as before, but may now also move across the additional colors in order, i.e. everyone may move forward with red until they face a different color, and may only move if the next color is blue, otherwise they must wait until the other volunteers cross all the blue before them.
Authored by: Ayanna D’Vante Spencer
Pedagogical Design
Posted on: #iteachmsu
Peer-Educator Dialogue Guide
Peer-Educator Dialogue Guide[*]
This is a "Checklist" guide, not a scaled rating or evaluation form. This guide is intended to be used as a tool to enable educators… “who teach, supervise and/or support students’ learning to gain feedback from one or more colleagues as part of the process of reflecting on their own practices” (University of Exeter). It asks peer-educators to indicate the presence of teaching activities/behaviors already established as indicative of high-quality teaching. Individual educators, units, departments, etc. can determine which of the items in the categorized lists below reflect their priorities; a targeted set of items per list will make the guide easier for educators to use.
Date:Time: Instructor-educator name:Course #:Course Title:Modality:No. Students:Peer-Educator name:
Peer-educator instructions: Indicate with a check (√) the presence of the following actions and behaviors that indicate high quality teaching. Leave blank items you do not observe. Use N/A if an item is not relevant for this experience or the instructor’s teaching style.
Variety and Pacing of Instruction
The instructor-educator:
uses more than one form of instruction
pauses after asking questions
accepts students’ responses
draws non-participating students into activities/discussions
prevents specific students from dominating activities/discussions
helps students extend their responses
guides the direction of discussion
mediates conflict or differences of opinion
demonstrates active listening
provides explicit directions for active learning tasks (e.g. rationale, duration, product)
allows sufficient time to complete tasks such as group work
specifies how learning tasks will be evaluated (if at all)
provides opportunities and time for students to practice
Examples of instructor-educator actions or behaviors that support the above indications (√):
Organization
The instructor-educator :
arrives on time
relates this and previous class(es), or provides students with an opportunity to do so
provides class goals or objectives for the class session
provides an outline or organization for the class session
knows how to use the educational technology needed for the class
locates class materials as needed
makes transitional statements between class segments
follows the stated structure
conveys the purpose of each class activity or assignment
completes the scheduled topics
summarizes periodically and at the end of class (or prompts students to do so)
Examples of instructor-educator actions or behaviors that support the above indications (√):
Presentation Skills
The instructor-educator:
is audible to all students
articulates words so that they are understandable to students, and/or visually represents words that might he difficult for students to hear
varies the tone and pitch of voice for emphasis and interest
speaks at a pace that permits students to understand and take notes
establishes and maintains eye contact
avoids over-reliance on reading content from notes, slides, or texts
avoids distracting mannerisms
uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides)
effectively uses the classroom space
Examples of instructor-educator actions or behaviors that support the above indications (√):
Clarity
The instructor-educator:
notes new terms or concepts
elaborates or repeats complex information
uses examples to explain content
makes explicit statements drawing student attention to certain ideas
pauses during explanations to ask and answer questions
Examples of instructor-educator actions or behaviors that support the above indications (√):
Content Knowledge
The instructor-educator:
makes statements that are accurate according to the standards of the field
incorporates current research in the field
identifies sources, perspectives, and authorities in the field
identifies diverse sources, perspectives, and authorities in the field
communicates the reasoning process behind operations and/or concepts
Examples of instructor-educator actions or behaviors that support the above indications (√):
Instructor-Student Rapport
The instructor-educator:
attends respectfully to student comprehension or puzzlement
invites students’ participation and comments
treats students as individuals (e.g. uses students’ names)
provides periodic feedback
incorporates student ideas into class
uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class)
Examples of instructor-educator actions or behaviors that support the above indications (√):
General Peer-Educator Reflection:
What did you observe that went well?
What suggestions for enhancement do you have?
Additional Comments:
[*] Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State. If you further adapt this form, please include this source citation.
This is a "Checklist" guide, not a scaled rating or evaluation form. This guide is intended to be used as a tool to enable educators… “who teach, supervise and/or support students’ learning to gain feedback from one or more colleagues as part of the process of reflecting on their own practices” (University of Exeter). It asks peer-educators to indicate the presence of teaching activities/behaviors already established as indicative of high-quality teaching. Individual educators, units, departments, etc. can determine which of the items in the categorized lists below reflect their priorities; a targeted set of items per list will make the guide easier for educators to use.
Date:Time: Instructor-educator name:Course #:Course Title:Modality:No. Students:Peer-Educator name:
Peer-educator instructions: Indicate with a check (√) the presence of the following actions and behaviors that indicate high quality teaching. Leave blank items you do not observe. Use N/A if an item is not relevant for this experience or the instructor’s teaching style.
Variety and Pacing of Instruction
The instructor-educator:
uses more than one form of instruction
pauses after asking questions
accepts students’ responses
draws non-participating students into activities/discussions
prevents specific students from dominating activities/discussions
helps students extend their responses
guides the direction of discussion
mediates conflict or differences of opinion
demonstrates active listening
provides explicit directions for active learning tasks (e.g. rationale, duration, product)
allows sufficient time to complete tasks such as group work
specifies how learning tasks will be evaluated (if at all)
provides opportunities and time for students to practice
Examples of instructor-educator actions or behaviors that support the above indications (√):
Organization
The instructor-educator :
arrives on time
relates this and previous class(es), or provides students with an opportunity to do so
provides class goals or objectives for the class session
provides an outline or organization for the class session
knows how to use the educational technology needed for the class
locates class materials as needed
makes transitional statements between class segments
follows the stated structure
conveys the purpose of each class activity or assignment
completes the scheduled topics
summarizes periodically and at the end of class (or prompts students to do so)
Examples of instructor-educator actions or behaviors that support the above indications (√):
Presentation Skills
The instructor-educator:
is audible to all students
articulates words so that they are understandable to students, and/or visually represents words that might he difficult for students to hear
varies the tone and pitch of voice for emphasis and interest
speaks at a pace that permits students to understand and take notes
establishes and maintains eye contact
avoids over-reliance on reading content from notes, slides, or texts
avoids distracting mannerisms
uses visual aids effectively (e.g. when appropriate to reinforce a concept, legible handwriting, readable slides)
effectively uses the classroom space
Examples of instructor-educator actions or behaviors that support the above indications (√):
Clarity
The instructor-educator:
notes new terms or concepts
elaborates or repeats complex information
uses examples to explain content
makes explicit statements drawing student attention to certain ideas
pauses during explanations to ask and answer questions
Examples of instructor-educator actions or behaviors that support the above indications (√):
Content Knowledge
The instructor-educator:
makes statements that are accurate according to the standards of the field
incorporates current research in the field
identifies sources, perspectives, and authorities in the field
identifies diverse sources, perspectives, and authorities in the field
communicates the reasoning process behind operations and/or concepts
Examples of instructor-educator actions or behaviors that support the above indications (√):
Instructor-Student Rapport
The instructor-educator:
attends respectfully to student comprehension or puzzlement
invites students’ participation and comments
treats students as individuals (e.g. uses students’ names)
provides periodic feedback
incorporates student ideas into class
uses positive reinforcement (i.e. doesn’t punish or deliberately embarrass students in class)
Examples of instructor-educator actions or behaviors that support the above indications (√):
General Peer-Educator Reflection:
What did you observe that went well?
What suggestions for enhancement do you have?
Additional Comments:
[*] Adapted 1/2006 from Chism, N.V.N. (1999) Chapter 6: Classroom Observation, Peer Review of Teaching: A Sourcebook. Bolton, MA: Anker Publishing, by Angela R. Linse, Executive Director, Schreyer Institute for Teaching Excellence, Penn State. If you further adapt this form, please include this source citation.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Designing Your Online Course (DYOC)
Bring your online course to this workshop and get a framework for developing an online course plan. You'll use a framework and explore the QM Rubric to design one module for your online course.
Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.
Recommended For:
Faculty and Instructors who are new to online teaching
Learning Objectives:
Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.
What Participants Need:
A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives
Course Length: Two weeks (April 4th-15th)Delivery Mode: Online (Asynchronous)Instruction: FacilitatedFee (Single Registration): $25 tech fee per enrollment (capped at 20 participants) Cost is being covered through the Center for Teaching and Learning Innovation (CTLI)// --> REGISTER HERE <-- //
Refer to the Schedule & Checklist for more information on the workshop requirements. Note that the Schedule & Checklist for Independent sessions may vary from the Schedule & Checklist provided here.
The “Designing Your Online Course” (DYOC) workshop includes an overview of the QM Rubric and provides a framework for participants to design an online course plan. An integral element of the workshop is an exploration of the eight General Standards of the QM Rubric, focusing on learning objectives and overall course alignment. Participants will complete a Course Development Plan. The plan includes all of the essential Specific Review Standards (SRS) with a column for how the participant will meet the SRS in their course and what resources they will need.
Recommended For:
Faculty and Instructors who are new to online teaching
Learning Objectives:
Recognize the foundational concepts of Quality Matters.
Apply the essential QM Rubric Specific Review Standards to online course design.
Discuss the structure to be used for organizing your online course.
Create a course plan for developing your online course.
Align one module for development.
What Participants Need:
A course you plan to develop for online delivery
8 to 10 hours of time per week to spend on achieving the learning objectives
Authored by: David Goodrich
Pedagogical Design
Posted on: #iteachmsu
CIRCLE, MSU's new Center for Interdisciplinary Research, Collaboration, Learning, and Engagement, invites interested educators to apply to be CIRCLE Affiliates!
How to Apply:
CIRCLE welcomes tenure-track faculty, non-tenure track faculty, academic specialists, postdocs, and staff members from across campus.
Applicants for affiliation in fall 2023 should submit a 1-page letter of inquiry (as a PDF) and a current CV no later than November 11, 2023 to ORI.Circle@msu.edu. Please use “Affiliate Fall 23” in the subject line. Letters should include:
-Your current research/teaching/engagement interests
-Your history of interdisciplinary activity and/or your current interest in interdisciplinarity
-How you hope to engage with CIRCLE as an affiliate faculty member
For more details about the fellowship and our upcoming CIRCLE events: https://research.msu.edu/circle/affiliate-faculty-program
How to Apply:
CIRCLE welcomes tenure-track faculty, non-tenure track faculty, academic specialists, postdocs, and staff members from across campus.
Applicants for affiliation in fall 2023 should submit a 1-page letter of inquiry (as a PDF) and a current CV no later than November 11, 2023 to ORI.Circle@msu.edu. Please use “Affiliate Fall 23” in the subject line. Letters should include:
-Your current research/teaching/engagement interests
-Your history of interdisciplinary activity and/or your current interest in interdisciplinarity
-How you hope to engage with CIRCLE as an affiliate faculty member
For more details about the fellowship and our upcoming CIRCLE events: https://research.msu.edu/circle/affiliate-faculty-program
Posted by: Ellie Louson
Navigating Context
Posted on: #iteachmsu
For anyone curious about AI in the post-secondary classroom, I've just completed a 10-program summer series as part of my regular podcast that might be interesting to you. Here are links to the Youtube channel and each particular 16- to 20-minute episode:
The Collaborative Café@WSTKS-FM Worldwide Podcast
https://www.youtube.com/@wstks-fmworldwide5390
Episode 121 – Align AI-Enhanced Pedagogy with DEI Goals!
https://www.youtube.com/watch?v=WSBctkKzdJY
Episode 120 – Cultivate Critical Thinking, Creative Problem-Solving, and AI Literacy
https://www.youtube.com/watch?v=skh5SrXHeek
Episode 119 – GenAI’s Own Arguments against Its Inclusion in the College Classroom
https://www.youtube.com/watch?v=FWpGfzpc2XM
Episode 118 – Circling Back, Touching Base, and Looking Ahead
https://www.youtube.com/watch?v=2ueM_Fz4pIg
Episode 117 – Practical Suggestions for Moving forward with GenAI
https://www.youtube.com/watch?v=XLnjw4-kLzQ
Episode 116 – Fostering Greater Academic Integrity and More Ethical Use of GenAI by Students https://www.youtube.com/watch?v=VHkNYREmI_8
Episode 115 – Cautionary Note and Suggestions for the Ethical Use of GenAI in the College Classroom https://www.youtube.com/watch?v=GZhSIageffI
Episode 114 – How Can Instructors and Students Use GenAI in Teaching and Learning?
https://www.youtube.com/watch?v=x38lEAkIJBE
Episode 113 – Why Integrate GenAI into Our Teaching and Learning Practices?
https://www.youtube.com/watch?v=R-3ifzRYlok
Episode 112 – GenAI in Our Teaching and Learning Practices
https://www.youtube.com/watch?v=gup8phmHpL4
The Collaborative Café@WSTKS-FM Worldwide began in May 2022, serving up practical tips, tricks, and advice to the undergraduates enrolled in Professor Schwartz's literature, drama, and film courses. His continued goal is to help students navigate their routine digital-collaborative activities with greater success. More recently, Schwartz has ventured into an ongoing exploration of GenAI, and how it will transform higher education in the 21st century.
The Collaborative Café@WSTKS-FM Worldwide Podcast
https://www.youtube.com/@wstks-fmworldwide5390
Episode 121 – Align AI-Enhanced Pedagogy with DEI Goals!
https://www.youtube.com/watch?v=WSBctkKzdJY
Episode 120 – Cultivate Critical Thinking, Creative Problem-Solving, and AI Literacy
https://www.youtube.com/watch?v=skh5SrXHeek
Episode 119 – GenAI’s Own Arguments against Its Inclusion in the College Classroom
https://www.youtube.com/watch?v=FWpGfzpc2XM
Episode 118 – Circling Back, Touching Base, and Looking Ahead
https://www.youtube.com/watch?v=2ueM_Fz4pIg
Episode 117 – Practical Suggestions for Moving forward with GenAI
https://www.youtube.com/watch?v=XLnjw4-kLzQ
Episode 116 – Fostering Greater Academic Integrity and More Ethical Use of GenAI by Students https://www.youtube.com/watch?v=VHkNYREmI_8
Episode 115 – Cautionary Note and Suggestions for the Ethical Use of GenAI in the College Classroom https://www.youtube.com/watch?v=GZhSIageffI
Episode 114 – How Can Instructors and Students Use GenAI in Teaching and Learning?
https://www.youtube.com/watch?v=x38lEAkIJBE
Episode 113 – Why Integrate GenAI into Our Teaching and Learning Practices?
https://www.youtube.com/watch?v=R-3ifzRYlok
Episode 112 – GenAI in Our Teaching and Learning Practices
https://www.youtube.com/watch?v=gup8phmHpL4
The Collaborative Café@WSTKS-FM Worldwide began in May 2022, serving up practical tips, tricks, and advice to the undergraduates enrolled in Professor Schwartz's literature, drama, and film courses. His continued goal is to help students navigate their routine digital-collaborative activities with greater success. More recently, Schwartz has ventured into an ongoing exploration of GenAI, and how it will transform higher education in the 21st century.
Posted by: Stokes Schwartz