We found 256 results that contain "portfolio reflection"
Posted on: PREP Matrix
Creating Your Teaching Portfolio
This playlist begins with a general overview of what a teaching philosophy and portfolio looks like, and ends with resources aimed at helping grad students create/write their own philosophy and portfolio, organized from most bulleted/summarized to most in-depth.
NAVIGATING CONTEXT
Posted on: PREP Matrix
Teaching Portfolios (Vanderbilt University)
A more in-depth overview of the different parts of a teaching portfolio, with advice about when and how to start gathering materials.
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
Infographic: The Educationa Portfolio
This resource is a brief infographic outlining the differences between a CV and an education portfolio. This is a valuable resource to use when constructing your portfolio.ReferenceStull, Matthew, Foster, Kenneth, Dredla, Brynn, Gruppen, Larry, Santen, Sally & MD, PhD. (2021). The Education Portfolio. Academic Medicine, 96, 1368. https://doi.org/10.1097/ACM.0000000000003596
Authored by: Academic Medicine: Stull, M. J., Foster, K.W., Dredla, B., Gruppen, L., & Santen, S.
Navigating Context
Posted on: PREP Matrix
Creating Your Teaching Portfolio - Next Steps
What's next to learn? If you're interested in learning more about what you need to do as you apply for jobs, try the "Preparing for Your Job Search & Postdoc" playlist.
If you're interested in more resources about teaching, try the "Using Your Teaching Skills" playlist or the "Working with English Language Learners" playlist.
If you want to consider a totally different facet of grad life, try the "Financial Planning for Early Career" playlist or the "Publishing Your Work" playlist.
If you're interested in more resources about teaching, try the "Using Your Teaching Skills" playlist or the "Working with English Language Learners" playlist.
If you want to consider a totally different facet of grad life, try the "Financial Planning for Early Career" playlist or the "Publishing Your Work" playlist.
Posted by: Jessica Kane
Navigating Context
Posted on: #iteachmsu
Reflection and Regeneration
Finishing up the academic year isn’t the same flavor as past years. We’ve had a taste of a much different year and there’s no better time than the moment to reflect on what was accomplished, set aside, or re-imagined. With the spring sun comes a deep breath out, then pause, and inhale hope for the opportunities ahead.
Start with a 3 Breath Reset
At the start of each session of the Living in a Daring Way course, Lisa Laughman helps participants pause for a three breath reset. This practice is common in mindfulness-based stress reduction courses. Try this short technique to help you refocus and recenter yourself.
First breath: focus on your breath coming in and leaving your body.
Second breath: notice your tension in your body on the inhale. On the exhale take a more relaxed position.
Third breath: on the inhale try to connect to your deepest wisest self. On the exhale stay with your deepest wisest self and acknowledge that part of yourself.
Learn from Lisa Laughman, LMSW & ACSW in Health4U and the Employee Assistance Program.
Season with Gratitude
“Throughout my career, I have found myself committed to appreciating the contributions of my colleagues, and the communities we served. Whether it was uplifting the stories of others or building structures to support gratitude sharing, giving thanks and holding space to appreciate others has been a constant,” said learning designer Makena Neal in a recent piece, Gratitude and the Culture of Care.
There’s evidence to support the importance of gratitude in the workplace. Practicing gratitude has significant impacts on positive affective well-being, can also promote kindness and generosity, and highlights our connection to one another. Moreover, triggers that inspire state gratitude, such as letters of appreciation, as well as institutionalized gratitude have been found to be predictors of job satisfaction.
At MSU, you can formally Thank an Educator. You can also nominate your supervisor/administrator for this year’s Outstanding Supervisor Award by July 31, 2022. Anywhere you are you can send an email, verbally share your gratitude or send a token of appreciation. A small amount of gratitude can make a huge impact. So… who will you thank today?
Reflect on Accomplishments
Take a look at your personal accomplishments - not just the big hurray moments, but the moments of holding peace, wrapping up a long-tail project, and even finishing a very hard academic year. Sometimes survival is a success. Life isn’t just about reaching higher and higher peaks, sometimes it's about moving through the valleys, and just reaching a resting place is an endeavor worth honoring.
You can choose to track your professional success
Jaimie Hutchison of the WorkLife Office provided this insight:
Often, after speaking with people, I learn how much more they actually have to offer than what shows up on their resume or LinkedIn profile. Here in the WorkLife Office, I do career consultations for faculty and staff. I have worked with faculty, executives, and staff members of all levels. In the end, the same advice and encouragement comes out:
By thinking through your impact and accomplishments, you can have a better sense of your contribution to your workplace.
You can have a better sense of yourself.
You can reflect on things you have done where you used your skills to the best of your ability.
You can reflect on projects or positions where you felt “meh” and it wasn’t the best fit for you.
You can also reflect on what skills, experience, and abilities you have that are not getting utilized.
The Three Levels of Praxis: A Model for Reflection on Teaching
Written by E. Cuevas, educator in WRAC, the article draws on what Paulo Freire called praxis, or reflection and action. “A belief in praxis accepts that we are both instructors and learners; we have much to learn from our students. Engaging in reflection is an important part of figuring out how to align your goals, with your teaching, with your research, and your place in your institution. In this post, I will continue to reflect on my personal positioning to offer a model for reflection and I will do this by meditating on my positionality on three levels: the personal, the classroom, and the institutional,” wrote E. Cuevas
Give it Time
The Well-being at Work Guide sheds insights on taking time away from work, in the forms of breaks, vacation time, or strengthening boundaries around employees’ workdays, is important. Taking breaks throughout the workday has benefits for both the employee and the organization, but many employees often neglect to take them. Skipping breaks can lead to faster burnout and higher stress levels. Employees stepping away from work for a few minutes increases their productivity, job satisfaction, mental health and wellbeing, in addition to restoring their motivation (Kohll, 2018; Selig, 2017).
Taking a break from work increases focus when employees return to work, thus improving their productivity. Additionally, taking breaks relieves some stress, which helps employees’ mental health and wellbeing. These factors contribute to increased job satisfaction (Kohll, 2018).
Learn from Nature
Nature can positively affect employees. There is evidence that time spent outdoors boosts people's wellbeing, and even five minutes of time in nature can improve mental health. Spending time outside benefits people because breathing fresh air increases oxygen intake and allows the lungs to work at their full capacity (Sandborn, 2018). Exposure to vitamin D from the sun boosts people's moods, too. Time outside also can reduce employees’ chronic stress, physical and social stressors. These benefits are at their strongest when experiencing 21 to 30 minutes of nature time (Hunter, Gillespie, & Chen, 2019).
Beronda Montgomery talks "Lessons from Plants"
Watch the Replay
Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.
Grow in Your Own Way
However you reflect, disconnect, recharge and rejuvenate this summer; do it in the way that works best for you. Try new things or shut out the world for a few hours at a time. Explore new skills, areas, and ideas, or retreat to your own quiet place to let your mind wander. Plot your next year or reflect solidly on the past. Remember all the challenges you’ve overcome, the people you met, and the opportunities you’ve discovered.
Start with a 3 Breath Reset
At the start of each session of the Living in a Daring Way course, Lisa Laughman helps participants pause for a three breath reset. This practice is common in mindfulness-based stress reduction courses. Try this short technique to help you refocus and recenter yourself.
First breath: focus on your breath coming in and leaving your body.
Second breath: notice your tension in your body on the inhale. On the exhale take a more relaxed position.
Third breath: on the inhale try to connect to your deepest wisest self. On the exhale stay with your deepest wisest self and acknowledge that part of yourself.
Learn from Lisa Laughman, LMSW & ACSW in Health4U and the Employee Assistance Program.
Season with Gratitude
“Throughout my career, I have found myself committed to appreciating the contributions of my colleagues, and the communities we served. Whether it was uplifting the stories of others or building structures to support gratitude sharing, giving thanks and holding space to appreciate others has been a constant,” said learning designer Makena Neal in a recent piece, Gratitude and the Culture of Care.
There’s evidence to support the importance of gratitude in the workplace. Practicing gratitude has significant impacts on positive affective well-being, can also promote kindness and generosity, and highlights our connection to one another. Moreover, triggers that inspire state gratitude, such as letters of appreciation, as well as institutionalized gratitude have been found to be predictors of job satisfaction.
At MSU, you can formally Thank an Educator. You can also nominate your supervisor/administrator for this year’s Outstanding Supervisor Award by July 31, 2022. Anywhere you are you can send an email, verbally share your gratitude or send a token of appreciation. A small amount of gratitude can make a huge impact. So… who will you thank today?
Reflect on Accomplishments
Take a look at your personal accomplishments - not just the big hurray moments, but the moments of holding peace, wrapping up a long-tail project, and even finishing a very hard academic year. Sometimes survival is a success. Life isn’t just about reaching higher and higher peaks, sometimes it's about moving through the valleys, and just reaching a resting place is an endeavor worth honoring.
You can choose to track your professional success
Jaimie Hutchison of the WorkLife Office provided this insight:
Often, after speaking with people, I learn how much more they actually have to offer than what shows up on their resume or LinkedIn profile. Here in the WorkLife Office, I do career consultations for faculty and staff. I have worked with faculty, executives, and staff members of all levels. In the end, the same advice and encouragement comes out:
By thinking through your impact and accomplishments, you can have a better sense of your contribution to your workplace.
You can have a better sense of yourself.
You can reflect on things you have done where you used your skills to the best of your ability.
You can reflect on projects or positions where you felt “meh” and it wasn’t the best fit for you.
You can also reflect on what skills, experience, and abilities you have that are not getting utilized.
The Three Levels of Praxis: A Model for Reflection on Teaching
Written by E. Cuevas, educator in WRAC, the article draws on what Paulo Freire called praxis, or reflection and action. “A belief in praxis accepts that we are both instructors and learners; we have much to learn from our students. Engaging in reflection is an important part of figuring out how to align your goals, with your teaching, with your research, and your place in your institution. In this post, I will continue to reflect on my personal positioning to offer a model for reflection and I will do this by meditating on my positionality on three levels: the personal, the classroom, and the institutional,” wrote E. Cuevas
Give it Time
The Well-being at Work Guide sheds insights on taking time away from work, in the forms of breaks, vacation time, or strengthening boundaries around employees’ workdays, is important. Taking breaks throughout the workday has benefits for both the employee and the organization, but many employees often neglect to take them. Skipping breaks can lead to faster burnout and higher stress levels. Employees stepping away from work for a few minutes increases their productivity, job satisfaction, mental health and wellbeing, in addition to restoring their motivation (Kohll, 2018; Selig, 2017).
Taking a break from work increases focus when employees return to work, thus improving their productivity. Additionally, taking breaks relieves some stress, which helps employees’ mental health and wellbeing. These factors contribute to increased job satisfaction (Kohll, 2018).
Learn from Nature
Nature can positively affect employees. There is evidence that time spent outdoors boosts people's wellbeing, and even five minutes of time in nature can improve mental health. Spending time outside benefits people because breathing fresh air increases oxygen intake and allows the lungs to work at their full capacity (Sandborn, 2018). Exposure to vitamin D from the sun boosts people's moods, too. Time outside also can reduce employees’ chronic stress, physical and social stressors. These benefits are at their strongest when experiencing 21 to 30 minutes of nature time (Hunter, Gillespie, & Chen, 2019).
Beronda Montgomery talks "Lessons from Plants"
Watch the Replay
Beronda L. Montgomery explores the vigorous, creative lives of organisms often treated as static and predictable. In fact, plants are masters of adaptation. They “know” what and who they are, and they use this knowledge to make a way in the world. Plants experience a kind of sensation that does not require eyes or ears. They distinguish kin, friend, and foe, and they are able to respond to ecological competition despite lacking the capacity of fight-or-flight. Plants are even capable of transformative behaviors that allow them to maximize their chances of survival in a dynamic and sometimes unfriendly environment.
Grow in Your Own Way
However you reflect, disconnect, recharge and rejuvenate this summer; do it in the way that works best for you. Try new things or shut out the world for a few hours at a time. Explore new skills, areas, and ideas, or retreat to your own quiet place to let your mind wander. Plot your next year or reflect solidly on the past. Remember all the challenges you’ve overcome, the people you met, and the opportunities you’ve discovered.
Posted by: Erica Venton
Assessing Learning
Posted on: PREP Matrix
Developing a Teaching Portfolio (University of Washington)
The Center for Instructional Development and Research at the University of Washington explains the scope and goals of the teaching portfolio.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Reflecting Forward on Your Semester
Written by Erik Skogsberg
Assessing Your Teaching
In the push to end the semester, it’s tempting to completely disconnect from all that happened in your classes as soon as you submit grades. Now, we certainly hope everyone has a restful break, but we also hope you’ll set aside some time to assess your teaching before next semester begins. This assessment is a crucial piece of your overall development as a teacher and can greatly impact your work with students next semester. In our closing blog post for the semester, we want to provide you with some suggestions for reflecting on fall semester: taking stock of where you’ve been with students this semester and using that information to guide your decisions next semester.
Learning From Your Final Assessment
We can’t underscore enough how important assessment is in teaching and learning. It’s the means with which you gather the necessary info you need on student learning and make evidence-based decisions on where to go next. Now, in ending the semester, you have the focal point of your final assessments to provide evidence out of which to base future teaching decisions. And whether you’re teaching the same course or a completely different one, there’s still much to be gained from this kind of reflection. To help your reflection in connection to your final assessments, we offer the following questions:
Three Questions for Reflecting Forward
1) Did you meet your learning objectives?: You hopefully set out work in your course with some specific overall learning objectives for students. Did students meet them? What evidence do you have in your final assessments? In what areas were they strongest? In what areas did they struggle? In meeting or not meeting your learning objectives, you have some clear areas of focus and further development. And by connecting back across your objectives and final assessments, you can take stock of what you believe worked well for teaching and learning and what did not.
2) What instructional practices worked best?: Think back to the instructional practices and activities connected to the strongest and weakest areas of your final assessments. Perhaps students struggled most with synthesizing certain elements of your course or analyzing a key text. Or maybe you realized students just weren’t able to adequately back up the claims they made in the final paper as you hoped. What instructional activities did you design in order to support them? By identifying these specific practices and activities, you can begin to address any common patterns or clear areas for future focus.
3) Where do you need to grow next semester?: Answering this final question–in light of the previous two above–can send you into next semester with clear teaching goals and areas for your own development. If you’re teaching the same course again, then we’d suggest you start proactively identifying and adjusting areas of your course you know need to work better. If you’re teaching a completely different course, you can still make sure you’re focusing in on similar learning outcomes and/or areas of instructional practice even if the content isn’t the same. For help, in addition to seeking out the assistance of other instructors in your college, we’d encourage you to take advantage of the digital resources we offer on the Inside Teaching MSU website, the upcoming #iteachmsu chats, and The Graduate School and MSU Academic Advancement Networkworkshops. We regularly offer resources and opportunities on our blog, as well as via social media and through in-person workshops. If you aren’t already engaged with us across those spaces, perhaps make that part of your development goals for next semester.
We’d like to know: What process do you use to reflect and build on your teaching between semesters? Where do you find the best support for areas you want to improve? Share your thoughts on social media using “#iteachmsu” or in the comments section below.
Photo Credit: Teach/Learn/Duane Schoon/CC 2.0/Cropped
Assessing Your Teaching
In the push to end the semester, it’s tempting to completely disconnect from all that happened in your classes as soon as you submit grades. Now, we certainly hope everyone has a restful break, but we also hope you’ll set aside some time to assess your teaching before next semester begins. This assessment is a crucial piece of your overall development as a teacher and can greatly impact your work with students next semester. In our closing blog post for the semester, we want to provide you with some suggestions for reflecting on fall semester: taking stock of where you’ve been with students this semester and using that information to guide your decisions next semester.
Learning From Your Final Assessment
We can’t underscore enough how important assessment is in teaching and learning. It’s the means with which you gather the necessary info you need on student learning and make evidence-based decisions on where to go next. Now, in ending the semester, you have the focal point of your final assessments to provide evidence out of which to base future teaching decisions. And whether you’re teaching the same course or a completely different one, there’s still much to be gained from this kind of reflection. To help your reflection in connection to your final assessments, we offer the following questions:
Three Questions for Reflecting Forward
1) Did you meet your learning objectives?: You hopefully set out work in your course with some specific overall learning objectives for students. Did students meet them? What evidence do you have in your final assessments? In what areas were they strongest? In what areas did they struggle? In meeting or not meeting your learning objectives, you have some clear areas of focus and further development. And by connecting back across your objectives and final assessments, you can take stock of what you believe worked well for teaching and learning and what did not.
2) What instructional practices worked best?: Think back to the instructional practices and activities connected to the strongest and weakest areas of your final assessments. Perhaps students struggled most with synthesizing certain elements of your course or analyzing a key text. Or maybe you realized students just weren’t able to adequately back up the claims they made in the final paper as you hoped. What instructional activities did you design in order to support them? By identifying these specific practices and activities, you can begin to address any common patterns or clear areas for future focus.
3) Where do you need to grow next semester?: Answering this final question–in light of the previous two above–can send you into next semester with clear teaching goals and areas for your own development. If you’re teaching the same course again, then we’d suggest you start proactively identifying and adjusting areas of your course you know need to work better. If you’re teaching a completely different course, you can still make sure you’re focusing in on similar learning outcomes and/or areas of instructional practice even if the content isn’t the same. For help, in addition to seeking out the assistance of other instructors in your college, we’d encourage you to take advantage of the digital resources we offer on the Inside Teaching MSU website, the upcoming #iteachmsu chats, and The Graduate School and MSU Academic Advancement Networkworkshops. We regularly offer resources and opportunities on our blog, as well as via social media and through in-person workshops. If you aren’t already engaged with us across those spaces, perhaps make that part of your development goals for next semester.
We’d like to know: What process do you use to reflect and build on your teaching between semesters? Where do you find the best support for areas you want to improve? Share your thoughts on social media using “#iteachmsu” or in the comments section below.
Photo Credit: Teach/Learn/Duane Schoon/CC 2.0/Cropped
Posted by: Admin
Assessing Learning
Posted on: PREP Matrix
Teaching Portfolio (Ohio State University)
The University Center for the Advancement of Teaching at OSU provides recommendations for the creation of the teaching portfolio, as well as explains the role of the portfolio in the academic job search process.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Included are the slides for building a teaching dossier
Posted by: Jay Loftus
Navigating Context
Posted on: #iteachmsu
"Reflect & Connect: Navigating Life and Work Effectively in Challenging Times" by MSU's Employee Assistance Program (EAP) offers self-care strategies (such as a 3-breath reset) as well as components of emotional wellness at work. Check out the 2-page PDF attached to learn more!
Posted by: Makena Neal
Navigating Context
Posted on: Innovators and ODBaLLs
A few links that have to do with community building and student experience in our program. We also use Teams and SharePoint a lot. ;) Sharing because I'm hoping others will reciprocate!
Graduation and Commencement page: https://maflt.cal.msu.edu/commencement/
Alumni page recently updated to tell alumni how to connect with us and to link to their portfolios better: https://maflt.cal.msu.edu/alumni/
Events page, with a link to the post about our biweekly (fortnightly?) virtual Midweek Meetups, which are open and outward-facing now rather than students only. The rest of the page is out of date: https://maflt.cal.msu.edu/maflt-events.
Graduation and Commencement page: https://maflt.cal.msu.edu/commencement/
Alumni page recently updated to tell alumni how to connect with us and to link to their portfolios better: https://maflt.cal.msu.edu/alumni/
Events page, with a link to the post about our biweekly (fortnightly?) virtual Midweek Meetups, which are open and outward-facing now rather than students only. The rest of the page is out of date: https://maflt.cal.msu.edu/maflt-events.
Posted by: Amanda Lanier
Pedagogical Design
Posted on: #iteachmsu
In what ways can mindfulness practices (reflective writing, noting) be integrated in student and instructor experiences across campus?
Posted by: Meghan Alanna Zanskas
Pedagogical Design
Posted on: CISAH
Hope this is the right place to share this:
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
10 Individual Reflections @ two points each (essentially “Gimmes”).
Starting in Week Two, students are asked to develop (guided) reflections on their independent and (starting in Week Three) collaborative coursework for a given week. Not only do they articulate their new learning, they connect that to prior knowledge as well as examine their work habits and related choices. Students have the following options for these reflections:
• Traditional 2-3 page essay
• 5-6 minute Voice Recording or Video
• Sketchnotes (a hybrid of note-taking and creative doodles that presents students’ grasp of new information, gleaned from scholarly reading, and connection of those ideas to specific novels, plays, or films in the course)
Collaborative Project #1 @ 20 possible points (Due at the end of Week Five)
Student learning teams review and evaluate two recent journal articles (less than ten years old) on material presented during the first third of the course. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• TV Newscast (WeVideo)
• TV Talkshow (WeVideo)
• Podcast -- starting in Fall 2022 – (anchor.fm)
Collaborative Project #2 @ 20 Possible Points (Due at the end of Week 10)
Student learning teams review and evaluate two books, two journal articles, and two digital sources to have to do in some way with intersections between course material on one hand, and systems of power, oppression, equity, and justice on the other AND create a readers’ guide based on that work. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Readers’ Guide Flipbook (Flipsnack)
• Reader’s Guide Infographic (Canva)
Collaborative Project #3 @ 20 possible points (Due at the end of Week 14)
Student learning teams 1) revisit five to six novels, plays, or films presented in the course, 2) examine them in terms of power, oppressions, equity, and justice, AND 3) brainstorm practical solutions to how we might better address similar longstanding ills in 21st century society. The project also includes a works cited or bibliography page and collaboratively written (guided) reflection on team work habits and related choices. Teams can choose between:
• Interactive Academic Poster (Power Point or Prezi)
• Interactive Digital Scrapbook (Canva)
Capstone Project – Individual Semester Reflection @ 20 Possible Points (Due at the end of Week 15)
Students develop a guided reflection in which they revisit and evaluate their learning for the course. Students have the following options:
• Traditional Five to Six-page Self-Assessment Essay
• Five to Six-minute Self-Assessment Video
Questions for “Guided” Individual or Team Reflection
• For you introduction, describe your work and related activities for the week/semester in general.
• Briefly describe the projects, processes, and skills you will discuss.
• Discuss three points/projects you found most enjoyable and explain why.
• Explain three processes for the projects described above. Describe how the processes were challenging and rewarding.
• Explain three skills you gained or improved upon during the week/semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• How might you improve your independent and/or collaborative work habits and related choices in the course?
• Describe your biggest “A-ha Moment” this week/semester.
• How does that same “A-ha Moment” connect to something you have learned in other courses?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about team members, assignments, the course, instructor, or previous grades.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
Everyone develops their own way of planning and mapping out a new course, but here is what has emerged for me during the last several years:
Week 1 -- Introductory Course Documents and Orientation
Week 2 -- Reading/Viewing A OR Reading/Viewing B
Individual Reflection #1 Submitted
Student Learning Teams Posted to D2L
Week 3 -- Reading/Viewing A OR Reading Viewing B
SLT Collaboration Begins
Individual Reflection #2 Submitted
Week 4 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #3 Submitted
Week 5 -- SLT Project #1 (Powtoon Animated Newscast Article Review OR YouTube Podcast)
Week 6 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #4 Submitted
Week 7 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #5 Submitted
Week 8 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #6 Submitted
Week 9 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #7 Submitted
Week 10 -- SLT Project #2 (Readers’ Guide Flipbook OR Infographic)
Week 11 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #8 Submitted
Week 12 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #9 Submitted
Week 13 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #10 Submitted
Week 14 -- SLT Project #3 (E-Poster OR Digital Scrapbook)
Week 15 -- Individual Semester Reflection Submitted by 11:59pm Friday
I am using this semester planning worksheet to nail things down (Finally!) for two new IAH courses that I'll teach in the spring. The first course is on modern Scandinavian and Nordic authors that begins with canonical dead white guys from the late 19th century (Ibsen and Strindberg), moves through the 20th century, and finishes with 21st century queer, indigenous Greenlandic writer Niviaq Korneliussen. Basically it takes students from the rise of modern drama and symbolism through High Modernism, Postmodernism, and into the post-postmodern as manifested in Scandinavian and Nordic literature. The second such course will feature global cinema directed by and/or about contemporary women and the issues they face around the world. Related readings will come from feminist film theory and texts on intersectionality. Everything from Laura Mulvey to Kimberle Crenshaw in other words.
Week 1 -- Introductory Course Documents and Orientation
Week 2 -- Reading/Viewing A OR Reading/Viewing B
Individual Reflection #1 Submitted
Student Learning Teams Posted to D2L
Week 3 -- Reading/Viewing A OR Reading Viewing B
SLT Collaboration Begins
Individual Reflection #2 Submitted
Week 4 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #3 Submitted
Week 5 -- SLT Project #1 (Powtoon Animated Newscast Article Review OR YouTube Podcast)
Week 6 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #4 Submitted
Week 7 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #5 Submitted
Week 8 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #6 Submitted
Week 9 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #7 Submitted
Week 10 -- SLT Project #2 (Readers’ Guide Flipbook OR Infographic)
Week 11 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #8 Submitted
Week 12 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #9 Submitted
Week 13 -- Reading/Viewing A OR Reading/Viewing B
SLT Collaboration
Individual Reflection #10 Submitted
Week 14 -- SLT Project #3 (E-Poster OR Digital Scrapbook)
Week 15 -- Individual Semester Reflection Submitted by 11:59pm Friday
I am using this semester planning worksheet to nail things down (Finally!) for two new IAH courses that I'll teach in the spring. The first course is on modern Scandinavian and Nordic authors that begins with canonical dead white guys from the late 19th century (Ibsen and Strindberg), moves through the 20th century, and finishes with 21st century queer, indigenous Greenlandic writer Niviaq Korneliussen. Basically it takes students from the rise of modern drama and symbolism through High Modernism, Postmodernism, and into the post-postmodern as manifested in Scandinavian and Nordic literature. The second such course will feature global cinema directed by and/or about contemporary women and the issues they face around the world. Related readings will come from feminist film theory and texts on intersectionality. Everything from Laura Mulvey to Kimberle Crenshaw in other words.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
Here is a very handy guide, based on Bloom's Taxonomy, for helping students think about their coursework: https://www.teachthought.com/learning/metacognitive-prompts-to-help-students-reflect-on-their-learning/
In my planned weekly feedback (copy and paste) to students on their 10 short written reflections (low-risk), I include a prompt based on questions developed by The Foundation for Critical Thinking, and one based on these metacognitive prompts shared through the link above.
My intent is twofold:
1) To get students to look again at their work and foster further thought about what they have written on the specific course material for a given week;
2) To encourage students to think about their approach to coursework and concrete steps they can take to improve their learning.
We'll see how well this works. "Kryss fingrane!" (cross your fingers) as they say in Norway.
In my planned weekly feedback (copy and paste) to students on their 10 short written reflections (low-risk), I include a prompt based on questions developed by The Foundation for Critical Thinking, and one based on these metacognitive prompts shared through the link above.
My intent is twofold:
1) To get students to look again at their work and foster further thought about what they have written on the specific course material for a given week;
2) To encourage students to think about their approach to coursework and concrete steps they can take to improve their learning.
We'll see how well this works. "Kryss fingrane!" (cross your fingers) as they say in Norway.
Posted by: Stokes Schwartz
Pedagogical Design
Posted on: #iteachmsu
In a conscious attempt during the last two or three years to include high impact teaching practices as part of the courses I teach here at MSU, I have my students write reflections on their individual assignments each week, team reflections for their three collaborative projects, and an individual semester reflection during Week 15. Here are the guidelines I provide each week to help individual students (or student learning teams) craft their reflections:
Guidelines for Writing an Effective Reflection and Self-Critique
For your team-based project reflection that is part of this assignment – or individually written semester reflection -- develop and refine two FULL pages in which you discuss the following:
• For you introduction, describe the project in general and your respective activities associated with it.
• Briefly describe the projects, process and skills you will talk about.
• Explain three aspects of the project that your team members found most enjoyable and why.
• Explain three processes used for the project described above. Describe how the processes were challenging and rewarding for your team members.
• What are one or possibly two things you might change about your contribution to the project in question. Why?
• Explain three skills your various team members gained or improved upon during the semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• If there was a problem of some kind, how might you handle it more proactively next time around?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about other members of your team, assignments, the course, the instructor, or previous grades. Your team should reflect on its work habits, processes, and related choices made.
In addition to the guidelines above, I have also embedded a brief video from Essay Pro into each weekly course module, which includes additional explanation and examples of what reflective essays are and how to write them. Here is the link for those who might be interested: https://www.youtube.com/watch?v=UH5W0iaayRo
Guidelines for Writing an Effective Reflection and Self-Critique
For your team-based project reflection that is part of this assignment – or individually written semester reflection -- develop and refine two FULL pages in which you discuss the following:
• For you introduction, describe the project in general and your respective activities associated with it.
• Briefly describe the projects, process and skills you will talk about.
• Explain three aspects of the project that your team members found most enjoyable and why.
• Explain three processes used for the project described above. Describe how the processes were challenging and rewarding for your team members.
• What are one or possibly two things you might change about your contribution to the project in question. Why?
• Explain three skills your various team members gained or improved upon during the semester. These do not have to relate to what you have discussed already, but they can.
• Describe why you find these new or improved skills interesting, useful, enjoyable, and/or challenging.
• If there was a problem of some kind, how might you handle it more proactively next time around?
• In your conclusion, do not simply summarize what you have already said. Answer the implied “So, what?” question.
• Leave yourself (and your reader) with something to think about.
• Remember, this is not a forum to complain about other members of your team, assignments, the course, the instructor, or previous grades. Your team should reflect on its work habits, processes, and related choices made.
In addition to the guidelines above, I have also embedded a brief video from Essay Pro into each weekly course module, which includes additional explanation and examples of what reflective essays are and how to write them. Here is the link for those who might be interested: https://www.youtube.com/watch?v=UH5W0iaayRo
Posted by: Stokes Schwartz
Pedagogical Design
Host: CTLI
The Educator Exchange Learning Community
The Educator Exchange is intentionally designed to provide protected time and space for meaningful connections about our work and paths as educators. We believe that the best [lifelong] learning occurs when we connect in spaces that affirm our experiences and celebrate our unique perspectives! Our aim is to be a community of practice where you can openly share when things don’t go as expected and brainstorm solutions to challenges, explore teaching practices in different ways, talk through the challenges of educator roles in myriad situations, and cultivate joy in the celebration of each other’s successes. Join The Educator Exchange and rediscover the joy of being part of a caring community dedicated to uplifting one another and making a positive impact in our classrooms, labs, and beyond. This offering is facilitated in collaboration with the Office for Faculty and Academic Staff Development. Check out their website more about MSU's formal Learning Communities [hyperlink: https://ofasd.msu.edu/teaching-learning/learning-communities/]
Upon completion of this learning experience, participants will be able to:
Build connections and foster a supportive community among MSU educators by sharing experiences, challenges, and successes
Exchange innovative teaching strategies and best practices to improve instructional effectiveness
Encourage peer-to-peer learning and reflection to promote professional growth, student engagement, and educator well-being.
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