We found 144 results that contain "large lecture teaching"
Posted on: MSU Online & Remote...
Accessibility Considerations in Remote Teaching
This is a collection of all remote teaching articles that relate directly to considerations, best practices, and/or tools to support accessible digital content in remote teaching.
Posted on: Online Faculty Peer...
Introductory Resources for Teaching Online
The articles that constitute this playlist were pulled together as a very BASIC overview of considerations for online instruction. If you're interested in more articles like the ones here, please visit the "MSU Remote Teaching" group (where there are additional posts, articles, and playlists)!
PEDAGOGICAL DESIGN
Posted on: MSU Extension
DEI in Teaching & Facilitating
Embracing diversity, equity and inclusion while developing and delivering programming and educational materials.
NAVIGATING CONTEXT
Posted on: PREP Matrix
Using Your Teaching Skills
This playlist begins with MSU’s code of teaching responsibility, moves into MSU-specific pedagogy development resources (including fellowships and certifications), and ends with resources related to teaching with technology
DISCIPLINARY CONTENT
Posted on: MSU Online & Remote...
Implementation of Remote Teaching
To implement your new plans and modifications, your considerations should be given to six key focus areas: Communication, Assessment, Assignments and Activities, Lecture, Participation & Engagement, and Library Resources. Content on each of these areas can be found in this playlist.
PEDAGOGICAL DESIGN
Posted on: MSU Extension
Teaching Adults
Applying best practices and adult learning theory to program design and delivery.
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Best Teaching Practices
This is for best teaching practices
PEDAGOGICAL DESIGN
Posted on: MSU Online & Remote...
Keep Teaching: Video Series on Implementation of Remote Teaching
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
Resources for Teaching After Crisis
In response to the tragedy at MSU, the MSU Center for Teaching and Learning Innovation has compiled the following information and resources for all as the campus community heals. We will do our best to keep these shared resources as updated as possible and they will remain archived here.
NAVIGATING CONTEXT
Posted on: MSU Online & Remote...
Remote Teaching with Lectures
Lecture
Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. This will allow you to give and record your presentation (adding narrations to PowerPoint and local recording in Zoom) and deliver it to students (uploading video to MediaSpace and adding video content to D2L). We recommend you schedule online sessions during a time your course already occupies. Videos may be recorded via Zoom and then streamed to students via MSU MediaSpace and D2L.
Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. This will allow you to give and record your presentation (adding narrations to PowerPoint and local recording in Zoom) and deliver it to students (uploading video to MediaSpace and adding video content to D2L). We recommend you schedule online sessions during a time your course already occupies. Videos may be recorded via Zoom and then streamed to students via MSU MediaSpace and D2L.
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Benefits of Teaching a Large Course Using a Flipped Zoom Classroom
In Fall 2020, we conducted CSE 260 (Discrete Mathematics) as a flipped class, where students were expected to watch videos before class so that they could use class time to work together to solve problems. This class covers foundational mathematics for computer science and computer engineering students. Students need a lot of practice to master the methods and concepts. Unfortunately, these problems do not provide an instant feedback mechanism similar to programming projects. A flipped class where students work together in a group, along with regular assistance by the instructional team, provides such a mechanism. We surveyed students to gather their impressions on the course. Most students liked the flipped class structure and generally preferred it to a traditional lecture format. Furthermore, students reported it helped them develop friendships, something difficult to achieve in the Covid-era.
To access a PDF of the "Benefits of Teaching a Large Course Using a Flipped Zoom Classroom" poster, click here.Description of the Poster
CSE 260 Flipped Class (Lessons Learned)
Sandeep Kulkarni and Eric Torng
CSE 260: Discrete Mathematics
Topics Covered:
Propositional and predicate logic
Set Theory
Elementary Number theory and its applications to cryptography
Mathematical Induction
Counting and probability
Relations
Role in Curriculum
Foundational mathematics for computer science
Analog to calculus (continuous mathematics) for engineering and natural sciences
Why Flipped Class
Students need lots of practice to master the methods and concepts
Discrete math problems do not provide instant feedback to students if they do something wrong (unlike some programming errors such as a program failing to compile), so doing problems in class in groups helps students get quick feedback on any mistakes
For Fall 2020, student groups not only improved learning, they also created a sense of community for students who participated regularly.
80% of students responding to an end of semester survey reported they developed friendships through the homework groups
Flipped Class Design
Class enrollment roughly 200 (10-20% were outside the US, several in Asia)
Instructional Team
2 faculty, 6 TAs/ULAs
Online videos covered the core concepts
Each video had an associated homework assignment that would be worked on in class by student groups
Each video had an associated online quiz that every student was required to complete before working on the associated homework in class in groups
Homework group composition
20 groups, approximately 10 students per group
Group creation started about a month before the first class
Each student was asked to fill out a survey that asked two main things
Do you request specific group partners?
15% of students made such requests
What is your self-perceived math background and ability to lead a group discussion?
60% of students filled out the survey
Groups were created based on these responses (group partner requests and balancing self-perceived ability)
Groups did not change
Homework group technical support
Groups had a shared Google drive space for working on assignments
Groups had predefined Zoom breakout rooms
Some issues due to Zoom max of 200 participants for predefined breakout rooms
First Week Activities
The first week was focused on group work logistics and the daily structure
We discussed group roles and group dynamics
We had students practice their group collaboration on ungraded simple math exercises
We had several technical issues the first week including having to move roughly 80 students rather than the anticipated 20 students to their predefined Zoom breakout rooms
Daily Structure
At the end of every class, each group submitted a survey to identify (1) difficulties encountered, (2) their current status in solving the homework problems, (3) and their assessment of the group collaboration.
Before the next class, we prepared a few slides summarizing the responses in all three dimensions along with 2-3 quoted comments that best captured the current student sentiment.
At the start of the next class, we spent roughly 20 minutes covering those slides.
Afterwards, groups began their collaborative work in their assigned breakout rooms
The instructional team moved through the groups to help as needed for both content and to enforce good group dynamics.
The work done in class was submitted as (lightly graded) homework to ensure that it was completed
Common Difficulties
Internet issues
Some students not watching the videos before class
Freeloaders: some students not participating on a regular basis but getting the same homework grade leads to resentment from those that do participate.
Groups were not perfectly synchronized; leading groups might be 2-3 assignments ahead of trailing groups.
Lessons Learned
# instructional staff needs to be about 1/3 # of groups
This implies we can have at most ~20 groups with current instructional staff size
Need better mechanisms to address freeloaders
Perhaps more frequent individual assessments to ensure all students are participating and learning
Each class/week must have specific deliverables to ensure group synchronization
Stricter enforcement of requirements to watch videos before class
Survey
Administered by Qualtrics
Roughly 1/3 of students (65) responded
Selected Comments
I think the flipped model is much more effective when it has to be online and potentially I think it could work when in person classes are able to be taught again. I think some students learn a bit differently than others so I think having the option of flipped classes (maybe every other semester) could be beneficial to some and hindering to others.
I feel like there would be more participation if the flipped class happened in person rather than zoom. People would likely hold themselves more accountable.
I think the reason group work helped me learn was because it was over zoom. This way everyone is able to see a screen and hear each other. If it had been an in-person flipped class it would have been more difficult to communicate with such a large group, so groups would have to be smaller. The people sitting furthest away from wherever the work is being done would not participate. I think I learned the most when I was doing problems as a group.
Flipped classroom in person is very nice. For example CMSE 201, 202 and STT 180 all do very nice jobs of balancing the in class work and the pout of class lecture. Also, having TA's walking around to help is very nice.
Information from Graphs
Most students preferred flipped class
There was a preference towards flipped in-person class
Most students reported that they learnt a great deal from their peers
49% students preferred flipped class, 5% preferred any option, Remaining students were ok with either.
To access a PDF of the "Benefits of Teaching a Large Course Using a Flipped Zoom Classroom" poster, click here.Description of the Poster
CSE 260 Flipped Class (Lessons Learned)
Sandeep Kulkarni and Eric Torng
CSE 260: Discrete Mathematics
Topics Covered:
Propositional and predicate logic
Set Theory
Elementary Number theory and its applications to cryptography
Mathematical Induction
Counting and probability
Relations
Role in Curriculum
Foundational mathematics for computer science
Analog to calculus (continuous mathematics) for engineering and natural sciences
Why Flipped Class
Students need lots of practice to master the methods and concepts
Discrete math problems do not provide instant feedback to students if they do something wrong (unlike some programming errors such as a program failing to compile), so doing problems in class in groups helps students get quick feedback on any mistakes
For Fall 2020, student groups not only improved learning, they also created a sense of community for students who participated regularly.
80% of students responding to an end of semester survey reported they developed friendships through the homework groups
Flipped Class Design
Class enrollment roughly 200 (10-20% were outside the US, several in Asia)
Instructional Team
2 faculty, 6 TAs/ULAs
Online videos covered the core concepts
Each video had an associated homework assignment that would be worked on in class by student groups
Each video had an associated online quiz that every student was required to complete before working on the associated homework in class in groups
Homework group composition
20 groups, approximately 10 students per group
Group creation started about a month before the first class
Each student was asked to fill out a survey that asked two main things
Do you request specific group partners?
15% of students made such requests
What is your self-perceived math background and ability to lead a group discussion?
60% of students filled out the survey
Groups were created based on these responses (group partner requests and balancing self-perceived ability)
Groups did not change
Homework group technical support
Groups had a shared Google drive space for working on assignments
Groups had predefined Zoom breakout rooms
Some issues due to Zoom max of 200 participants for predefined breakout rooms
First Week Activities
The first week was focused on group work logistics and the daily structure
We discussed group roles and group dynamics
We had students practice their group collaboration on ungraded simple math exercises
We had several technical issues the first week including having to move roughly 80 students rather than the anticipated 20 students to their predefined Zoom breakout rooms
Daily Structure
At the end of every class, each group submitted a survey to identify (1) difficulties encountered, (2) their current status in solving the homework problems, (3) and their assessment of the group collaboration.
Before the next class, we prepared a few slides summarizing the responses in all three dimensions along with 2-3 quoted comments that best captured the current student sentiment.
At the start of the next class, we spent roughly 20 minutes covering those slides.
Afterwards, groups began their collaborative work in their assigned breakout rooms
The instructional team moved through the groups to help as needed for both content and to enforce good group dynamics.
The work done in class was submitted as (lightly graded) homework to ensure that it was completed
Common Difficulties
Internet issues
Some students not watching the videos before class
Freeloaders: some students not participating on a regular basis but getting the same homework grade leads to resentment from those that do participate.
Groups were not perfectly synchronized; leading groups might be 2-3 assignments ahead of trailing groups.
Lessons Learned
# instructional staff needs to be about 1/3 # of groups
This implies we can have at most ~20 groups with current instructional staff size
Need better mechanisms to address freeloaders
Perhaps more frequent individual assessments to ensure all students are participating and learning
Each class/week must have specific deliverables to ensure group synchronization
Stricter enforcement of requirements to watch videos before class
Survey
Administered by Qualtrics
Roughly 1/3 of students (65) responded
Selected Comments
I think the flipped model is much more effective when it has to be online and potentially I think it could work when in person classes are able to be taught again. I think some students learn a bit differently than others so I think having the option of flipped classes (maybe every other semester) could be beneficial to some and hindering to others.
I feel like there would be more participation if the flipped class happened in person rather than zoom. People would likely hold themselves more accountable.
I think the reason group work helped me learn was because it was over zoom. This way everyone is able to see a screen and hear each other. If it had been an in-person flipped class it would have been more difficult to communicate with such a large group, so groups would have to be smaller. The people sitting furthest away from wherever the work is being done would not participate. I think I learned the most when I was doing problems as a group.
Flipped classroom in person is very nice. For example CMSE 201, 202 and STT 180 all do very nice jobs of balancing the in class work and the pout of class lecture. Also, having TA's walking around to help is very nice.
Information from Graphs
Most students preferred flipped class
There was a preference towards flipped in-person class
Most students reported that they learnt a great deal from their peers
49% students preferred flipped class, 5% preferred any option, Remaining students were ok with either.
Authored by: Eric Torng, Sandeep Kulkarni
Pedagogical Design
Posted on: #iteachmsu
The First Annual Ethics Lecture Series
Join us October 12th for the first annual MSU Ethics Lecture Series, Sponsored by Shashikant and Margaret Gupta and the Gupta Family Foundation!Welcoming inaugural guest lecturer Ambassador Norman Eisen for a discussion titled “Are We In An Ethics Crisis? And what we can do about it….” Wednesday, October 12, 2022Event starts at 5:30pmCook Recital HallMSU College of MusicNo RSVP necessary! All are welcome. Author, former Ethics Czar in the Obama Administration, and former Ambassador to Czech Republic, Norman Eisen is a senior fellow in Governance Studies at The Brookings Institution and an expert on law, ethics and anti-corruption. Learn more about him at https://www.brookings.edu/experts/norman-eisen
Posted by: Liz Fuller
Navigating Context
Posted on: MSU Online & Remote...
Remote lectures quick guide
Click on the image above to access a PDF file of the Quick GuideRemote Lectures
This quick guide provides an introduction to lecturing as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Remote lecturing can work as an alternative to delivering lectures in large, lecture-driven courses. Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. Planning for remote teaching involves creating a workflow for transitioning your course and setting up and utilizing the necessary technology for recording your remote lecture to then share with students.
Modify
When modifying lectures for remote learning, you’ll use Office 365 (PowerPoint), Zoom, MediaSpace, and D2L to approximate the in-class lecture experience. These modifications involve scheduling your lecture as a Zoom Webinar, communicating with students about this scheduled webinar, and then creating a “Virtual Classroom” module in D2L to hold your lecture.
Schedule Your Lecture as a Zoom Webinar that automatically records
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left-navigation
Click the Schedule Webinar button
Complete the Schedule a Webinar page with the following settings:
Topic: Enter course your name
Description: This is the dedicated location for virtual classroom
Recurring Webinar: Check
Recurrence: No fixed time
Registration: Uncheck
Webinar options:
Q&A: Check
Enable Practice Session: Check
Record webinar automatically on local computer: Check
Click on the Schedule button
Click in the Link to Join the Webinar field to copy link to clipboard
Let students know about your lecture
Post invitation or link to D2L Announcement
Email classlist a copy of the invitation in D2L
3. Create a dedicated Virtual Classroom module
Create a dedicated Virtual Classroom module
Add a module in your D2L course to serve as a dedicated “Virtual Classroom.” This module will contain the link for the dedicated Zoom session
Click the Upload /Create drop-down menu
Select Create a Link
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Implement
When it’s time for your lecture, you’ll run your slideshow/presentation as you would with an in-person lecture. This time, though, you’ll share your presentation screen in the Zoom Webinar that you set up, record your screen, and then upload that recording to Kaltura MediaSpace to then share with your students later.
Run Slideshow/Presentation
Open your PowerPoint Presentation
Click on the Slide Show tab, from the Ribbon bar
Click on the From Beginning icon
Tip: Running your presentation before beginning your Zoom session will make the presentation immediately available from the Share screen.
Start Webinar
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left navigation
Locate your previously scheduled webinar and press the Start button to initiate the session
Click the Share icon and select Screen. This will ensure everything on your screen is visible during the broadcast
Tip: If you have dual monitors you will need to decide which screen will broadcast your presentation.
Stop Webinar/ Render Video
The session will record automatically. When you are done simply press the Stop button
The recording will begin rendering after you press the End Meeting > End Meeting for All button
Tip: Render time is proportional to length of session. Please expect to take 3-5 minutes to render your lecture.
Upload Video
Log into MediaSpace: https://mediaspace.msu.edu/
Click on the Add New button
Choose a file to upload
Navigate to: \\Documents\ Zoom\[Session Name + TimeStamp]\zoom_0.mp4
Double click on the file to upload to MediaSpace
As it is uploading, scroll lower on the page, enter a name for the video, and click the Unlisted option and hit Save
Share link with students
Click on the Go to media link at the bottom of the page
Under the video there is a tab called Share, click on it
Copy the link it gives you to the Media Page and post that in D2L
In your D2L course, click on the Content tab
Click on the “Add a module…” field located in the left-navigation
Type Recorded Lectures and press enter
In the module, click the Upload/create button and choose the Create a link option
Paste the link you copied from MediaSpace
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Additional Help
For additional help and support, please check out the other remote teaching articles on iteahc.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
This quick guide provides an introduction to lecturing as you move to remote teaching. It outlines key steps to Plan, Modify, and Implement when making this move to optimize student learning. As with any steps you take in moving to remote teaching, it’s important to anchor your decisions in course learning objectives and to be transparent, flexible, and generous with students.
Plan
Remote lecturing can work as an alternative to delivering lectures in large, lecture-driven courses. Lectures can be created and offered using a combination of Office 365 (PowerPoint), Zoom, MediaSpace, and D2L. Planning for remote teaching involves creating a workflow for transitioning your course and setting up and utilizing the necessary technology for recording your remote lecture to then share with students.
Modify
When modifying lectures for remote learning, you’ll use Office 365 (PowerPoint), Zoom, MediaSpace, and D2L to approximate the in-class lecture experience. These modifications involve scheduling your lecture as a Zoom Webinar, communicating with students about this scheduled webinar, and then creating a “Virtual Classroom” module in D2L to hold your lecture.
Schedule Your Lecture as a Zoom Webinar that automatically records
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left-navigation
Click the Schedule Webinar button
Complete the Schedule a Webinar page with the following settings:
Topic: Enter course your name
Description: This is the dedicated location for virtual classroom
Recurring Webinar: Check
Recurrence: No fixed time
Registration: Uncheck
Webinar options:
Q&A: Check
Enable Practice Session: Check
Record webinar automatically on local computer: Check
Click on the Schedule button
Click in the Link to Join the Webinar field to copy link to clipboard
Let students know about your lecture
Post invitation or link to D2L Announcement
Email classlist a copy of the invitation in D2L
3. Create a dedicated Virtual Classroom module
Create a dedicated Virtual Classroom module
Add a module in your D2L course to serve as a dedicated “Virtual Classroom.” This module will contain the link for the dedicated Zoom session
Click the Upload /Create drop-down menu
Select Create a Link
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Implement
When it’s time for your lecture, you’ll run your slideshow/presentation as you would with an in-person lecture. This time, though, you’ll share your presentation screen in the Zoom Webinar that you set up, record your screen, and then upload that recording to Kaltura MediaSpace to then share with your students later.
Run Slideshow/Presentation
Open your PowerPoint Presentation
Click on the Slide Show tab, from the Ribbon bar
Click on the From Beginning icon
Tip: Running your presentation before beginning your Zoom session will make the presentation immediately available from the Share screen.
Start Webinar
Navigate to http://zoom.msu.edu and click the Login button
Click the Webinar tab, on the left navigation
Locate your previously scheduled webinar and press the Start button to initiate the session
Click the Share icon and select Screen. This will ensure everything on your screen is visible during the broadcast
Tip: If you have dual monitors you will need to decide which screen will broadcast your presentation.
Stop Webinar/ Render Video
The session will record automatically. When you are done simply press the Stop button
The recording will begin rendering after you press the End Meeting > End Meeting for All button
Tip: Render time is proportional to length of session. Please expect to take 3-5 minutes to render your lecture.
Upload Video
Log into MediaSpace: https://mediaspace.msu.edu/
Click on the Add New button
Choose a file to upload
Navigate to: \\Documents\ Zoom\[Session Name + TimeStamp]\zoom_0.mp4
Double click on the file to upload to MediaSpace
As it is uploading, scroll lower on the page, enter a name for the video, and click the Unlisted option and hit Save
Share link with students
Click on the Go to media link at the bottom of the page
Under the video there is a tab called Share, click on it
Copy the link it gives you to the Media Page and post that in D2L
In your D2L course, click on the Content tab
Click on the “Add a module…” field located in the left-navigation
Type Recorded Lectures and press enter
In the module, click the Upload/create button and choose the Create a link option
Paste the link you copied from MediaSpace
Complete the New Link window
Title: Enter Link Name
URL: Paste Zoom link from your clipboard
Open as External Resource: Check
Additional Help
For additional help and support, please check out the other remote teaching articles on iteahc.msu.edu or contact the MSU IT Service Desk at local (517) 432-6200 or toll free (844) 678-6200.
Attribution 4.0 International (CC BY 4.0)
Authored by: 4.0 International (CC by 4.0)
Pedagogical Design
Posted on: Teaching Toolkit Ta...
Methods Not Madness: Five Steps for Responding to Work in Large Classes
Photo by Changbok Ko on Unsplash
A common problem stemming from large class sizes is that of assessing a large amount of student writing (which you may already know too well!). We offer here tools and solutions for dealing with this workload.
TOOL: Distribute the labor with a calibrated peer review system like Eli Review or CPR (http://cpr.molsci.ucla.edu/Home.aspx). Setting your students up to give feedback to each other can get tricky in larger classroom because there are so many logistical steps that may leave you facing more challenge. 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.
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.
A common problem stemming from large class sizes is that of assessing a large amount of student writing (which you may already know too well!). We offer here tools and solutions for dealing with this workload.
TOOL: Distribute the labor with a calibrated peer review system like Eli Review or CPR (http://cpr.molsci.ucla.edu/Home.aspx). Setting your students up to give feedback to each other can get tricky in larger classroom because there are so many logistical steps that may leave you facing more challenge. 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.
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.
Authored by: Heather Noel Turner & Matt Gomes
Pedagogical Design
Posted on: #iteachmsu
Introductory audio lecture on high-impact assessment design
This introductory audio lecture clarifies some fundamental assessment terms and introduces a short thought experiment. Instead of an article or video or slideshow, we chose to present the preliminary material through voice alone to maximize portability. Which is to say, we wanted to make the text as screen-free as possible, so people could take a little break from their computers and listen outdoors while they stroll or jog or tend to a garden or chore.
Authored by: Michael Lockett
Assessing Learning
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 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
Assessing Learning
Posted on: The MSU Graduate Le...
Fostering Healthy Community and Culture in the Music Studio and Large Ensemble
Project DescriptionThe past year I have considered aspects of what makes a healthy music studio through fostering community and culture. How we engage with each other interpersonally informs our professional life and our musical understanding (rehearsal, performance, interpretation, etc). When the COVID-19 pandemic limited these activities, I applied these concepts to the large ensemble.
Hunter's Reflection on Creating & Strengthening Collaborations in the Graduate Student CommunityRealizing the role that social, cultural, and emotional surroundings play in creating art, I seek to explore how one’s artistic community can shape performance. With support from the Graduate School’s Leadership Development Fellowship, I looked at the role creating community plays in fostering healthy culture in music studios. Acknowledging there is a correlation between social and interpersonal environment and musical performance, I work to consider how we can create an atmosphere more conducive to learning and ultimately sharing. As a conductor, I am especially aware of how culture informs ensemble performance. In chamber music, interpersonal relationship is essential and creating bonds between studios and their cultures allows more opportunity for fruitful chamber ensemble performances.
This fellowship allowed me to connect with individuals from across campus in order to work together in a community that seeks to make MSU the best institution it can be for all of us. Through the networking, brainstorming, and access to resources provided by this fellowship, I was able to connect ideas across campus and get insight from a variety of perspectives. Academia is often siloed into our individual colleges and areas of research. This fellowship allows us to connect and share for the common good: improving ourselves while improving our colleges, all of which improves MSU.
While the COVID-19 pandemic interrupted our modus operandi, the College of Music had to consider new ways to connect and engage with audiences, stakeholders, students, faculty, and within studios. If nothing else, it proved how valuable live, real-time music-making is. My goals of this fellowship: to explore and consider how to improve studio culture, have not changed. The past year, however, has allowed me to consider other ways that culture plays a role in musical ensembles and how we can build culture in a healthy and productive way.
Unable to engage directly with our studios due to COVID limitations and protocols, I used the time and resources available to refocus research to culture in the large ensemble. Through the fellowship, I’ve been able to connect many of the perspectives I’ve gathered and ideas I’ve formed into ways to connect our curriculum (what we teach and perform), our community (studios, ensembles, schools, and region), and our creativity (unique application and expression of ideas) to building culture. This has led to two conference presentations and is currently being composed in an article format. The resources, opportunity, and support provided through this fellowship has been essential to the traction gained in these areas. I’m excited to see this continue in my personal exploration of studio and ensemble culture, and the work continuing through the College of Music being represented in this fellowship.
Hunter's Reflection on Creating & Strengthening Collaborations in the Graduate Student CommunityRealizing the role that social, cultural, and emotional surroundings play in creating art, I seek to explore how one’s artistic community can shape performance. With support from the Graduate School’s Leadership Development Fellowship, I looked at the role creating community plays in fostering healthy culture in music studios. Acknowledging there is a correlation between social and interpersonal environment and musical performance, I work to consider how we can create an atmosphere more conducive to learning and ultimately sharing. As a conductor, I am especially aware of how culture informs ensemble performance. In chamber music, interpersonal relationship is essential and creating bonds between studios and their cultures allows more opportunity for fruitful chamber ensemble performances.
This fellowship allowed me to connect with individuals from across campus in order to work together in a community that seeks to make MSU the best institution it can be for all of us. Through the networking, brainstorming, and access to resources provided by this fellowship, I was able to connect ideas across campus and get insight from a variety of perspectives. Academia is often siloed into our individual colleges and areas of research. This fellowship allows us to connect and share for the common good: improving ourselves while improving our colleges, all of which improves MSU.
While the COVID-19 pandemic interrupted our modus operandi, the College of Music had to consider new ways to connect and engage with audiences, stakeholders, students, faculty, and within studios. If nothing else, it proved how valuable live, real-time music-making is. My goals of this fellowship: to explore and consider how to improve studio culture, have not changed. The past year, however, has allowed me to consider other ways that culture plays a role in musical ensembles and how we can build culture in a healthy and productive way.
Unable to engage directly with our studios due to COVID limitations and protocols, I used the time and resources available to refocus research to culture in the large ensemble. Through the fellowship, I’ve been able to connect many of the perspectives I’ve gathered and ideas I’ve formed into ways to connect our curriculum (what we teach and perform), our community (studios, ensembles, schools, and region), and our creativity (unique application and expression of ideas) to building culture. This has led to two conference presentations and is currently being composed in an article format. The resources, opportunity, and support provided through this fellowship has been essential to the traction gained in these areas. I’m excited to see this continue in my personal exploration of studio and ensemble culture, and the work continuing through the College of Music being represented in this fellowship.
Authored by: Hunter Kopczynski
Navigating Context
Posted on: PREP Matrix
Getting Ready to Teach: Resources for Teaching Assistants
This list of resources provides strategies and issues to consider for teaching assistants who are be preparing to teach for the first time.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Teaching Philosophy
This resource explains important considerations related to the teaching philosophy statement, including the purpose of these documents, timelines of composition, and sample statements.
Posted by: Admin
Navigating Context
Posted on: PREP Matrix
Teaching Portfolio Resources
The University of Saskatchewan provides important tips and resources to guide graduate students through the composition of a teaching portfolio.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Blended Teaching Workshop
The Blended Teaching Workshop is hosted on D2L and is available at any time...
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
This course is focused on how to make the most of in-person contact time in a course that includes significant time on task in the online environment. We want your focus on your hybrid course to be grounded in your learning objectives, so your attention is always on how best to help the student reach those goals. Exactly what is online or in-person or when will flow naturally from your objectives if you keep your attention there. There is no one way to develop a hybrid course, or teach online, or use the in-person time allotted. Our goal for you is to help you make informed choices based on your context.
This course is asynchronous and self-paced. Feel free to use the content as you wish. Each of you comes to this course with a unique set of experiences and needs, and so we have designed this course to be as flexible as possible, allowing for multiple entry points and goals. For a more guided workshop experience, go through the modules chronologically. There are deliverables you can complete and submit to achieve a Certificate of Completion at the end of the workshop (please note these deliverables will not be graded). For a more grab-and-go experience, please peruse the modules to meet your own needs.
To enroll in the workshop, please click on the self-enrollment link here: Blended Teaching WorkshopPhoto by Tyler Lastovich on Unsplash
Posted by: Breana Yaklin
Pedagogical Design
Host: CTLI
Preparing Educators to Teach and Lead K-12 Schools in the Time of Generative AI
The College of Education Fall 2023 Seminar Series “Teaching & Learning with Generative AI” is presented by CREATE for STEM and the Office of Academic & Student Affairs:
Preparing Educators to Teach and Lead K-12 Schools in the Time of Generative AI
Dec. 11, 2023, at 10 a.m. EST
Presented by Dr. Chris Kaiser & Dr. Lara Dixon, MSU
Join event via Zoom (Zoom link forthcoming)
Navigating Context
Host: CTLI
Writing Your Teaching Philosophy Statement: Who are you as an Educator?
Many academic positions require a teaching philosophy statement as one of the application materials to learn about a candidate’s teaching beliefs, values, and use of evidence-based teaching and assessment practices for effective instruction. In this workshop you will learn how to document your teaching and/or teaching professional development experiences to start crafting your teaching philosophy statement with the help of a rubric. At the end of this session, you will have a working draft of your teaching statement, which will encourage you to continue your efforts toward intentional and effective teaching and instruction.
* This is part two (2) of our 3-part workshop series. The last in the series is on Diversity Statements and will be held on November 21 from 3:00-4:30pm.
Presenter(s)/Facilitator(s):
Dr. Stefanie Baier is the Director of Instructional Development for Graduate Students and Postdocs at the Graduate School at Michigan State University. In her role she is in charge of the curriculum for Graduate Teaching Assistant (GTA) preparation, manages teaching professional development of graduate students and postdoctoral scholars, and (co-)facilitates workshops on various topics including Teaching Philosophy Statement and DEI Statement workshops.
Please register for this event and add the details to your calendar. The Graduate School will send a reminder with Zoom connection information a few days before the session. Additionally, slides and any other related materials after the session will be distributed to all registered participants after the fact.
Navigating Context
EXPIRED