We Are All Educators Workshop Kris Markman, Ph.D., Director of - - PowerPoint PPT Presentation

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We Are All Educators Workshop Kris Markman, Ph.D., Director of - - PowerPoint PPT Presentation

Nov 08, 2023 111 likes •414 views

We Are All Educators Workshop Kris Markman, Ph.D., Director of Organizational Learning, Harvard Library David Havelick, Sustainability Manager, Harvard Office for Sustainability Margaret Wang, Ed.M. Candidate, Harvard Graduate School of

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We Are All Educators Workshop

Kris Markman, Ph.D., Director of Organizational Learning, Harvard Library David Havelick, Sustainability Manager, Harvard Office for Sustainability Margaret Wang, Ed.M. Candidate, Harvard Graduate School of Education

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ZOOM Norms

▪ Keep your video on. ▪ Mute when not talking. ▪ Be engaged and present. ▪ Feel free to get up for breaks, but we also have break time integrated!

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Chat Box

▪ Why? ▫ For TECHNICAL SUPPORT. ▫ For other questions, please use the “Raise hand” function to have an

  • pportunity to ask verbally since we

want this as interactive as possible!

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Non Verbal Feedback & Raise Hand Function

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▪ Don’t forget to unraise your hand after you have been called on. ▪ Why? ▫ For our large group discussion, please use the “Raise Hand” function and wait to be called on.

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Our Purpose

Through the “We Are All Educators” workshop, we aim to help YOU effectively work with student to creative effective learning experiences outside of the classroom by ▪ Increasing student motivation ▪ Aligning expectations ▪ Promoting learning

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Workshop Agenda

Part 1 (April 3):

  • Create learning
  • bjectives for

co-curricular learning

  • Create/apply

assessments for co-curricular learning

  • Analyze assessment

data for future program improvement → Move to Part 2 (April 10)

Part 2 (April 10):

  • Describe methods for

supporting student learning during projects

  • Apply strategies for

developing metacognition

  • Demonstrate skills in

giving effective feedback to students cross the project/program life-cycle.

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Part 1 (April 3):

  • Create learning objectives for co-curricular learning
  • Create/apply assessments for co-curricular learning

Directions:

1) You will be put into a new breakout room. 2) Each person will have some time to share their own project or program as well as their learning objective + assessment. 3) If there are any questions/problems you ran into during this activity, feel free to share out. 4) We will hear any lingering questions during the main session.

Review Part 1 Homework

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Creating Learning Objectives

For Co-Curricular Learning

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Creating Assessments

For Co-Curricular Learning

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Analyzing Assessment Data

For Co-Curricular Learning

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Rubrics

▪ Give students feedback on their learning progress ▪ Guide meeting notes ▪ Collect observations ▪ Guide peer feedback ▪ Guide feedback from external stakeholders

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Student Reflection, pt. 1

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Student Reflection,

  • pt. 2

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Student Reflection,

  • pt. 3

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Describing Methods for Supporting Student Learning

For Co-Curricular Learning

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What is metacognition?

Metacognition is “thinking about thinking”; awareness of one’s own learning process. Students are more motivated when they take ownership of their own

  • learning. It also helps them become life-long learners.

There are also other strategies other than using rubrics.

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Strategies

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Activity 4: Adapt to Support

1) Your facilitator will share the screen with support strategies. 2) Discuss in your break out groups how you could adapt some of the strategies to your

  • wn projects/programs.

3) Prepare one reporter to share 1-2 applications.

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5 minute break!

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Giving effective feedback across project/program life-cycle

For Co-Curricular Learning

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Why is feedback so important?

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Austin’s Butterfly Video

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Think, Type, Share

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THINK: Take a few minutes to reflect in your professional life:

  • What is an example of feedback that was NOT helpful?

What made it not helpful?

  • What is an example of feedback that was helpful? What

made it helpful? TYPE: After reflection, the facilitator will prompt you to type in the chat: a) What kind of feedback was NOT helpful? b) What kind of feedback was helpful?

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How to give effective feedback in CCL

Effective feedback enhances learning. You will have access to a repository of feedback strategies, but let’s focus on a couple: ▪ Clear feedback connects to the learning objectives. ▪ Promote metacognition: ask students to evaluate first. ▪ Give feedback in a way that is not embarrassing and promotes growth mindset. ▪ Share success strategies from past and solicit student ideas ▪ Downplay direct instruction: choose words that motivate the students to reflect on the problem they face: ▫ What caused the challenges/problems? ▫ What are action plans/strategies forward?

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Feedback Role-Play

Effective feedback: ▪ Enhances learning. ▪ Connects to learning objectives. ▪ Asks students to evaluate first. ▪ Not embarrassing. ▪ Promotes growth mindset. ▪ Uses previous examples. ▪ Downplays direct instruction

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Student - David

You are a student who just received a student sustainability

  • grant. You are excited because you want to make actual changes
  • n campus. Your project proposal included eliminating single-use

plastics on Harvard’s campus and your project is focused on replacing all single-use plastics on campus with reusable items. You are preparing to meet with your supervisor to discuss next steps.

Adviser - Kris

You are an adviser for a very motivated student. In fact, she emailed you yesterday with more details on her project

  • plan. Her project plan is to eliminate single-use plastics on Harvard’s campus. You know that this might be

complicated given the time constraints, resources, and bureaucracy in the Harvard ecosystem. There are just a lot

  • f moving pieces that the student needs to consider. She might need to narrow her scope. It is the first meeting

after the student submitted the project proposal. How will you start off a meeting that will last 30 minutes? How can you give feedback so that the student refines the proposal to fit within one semester, and lead to an actionable recommendation by the end of the project period?

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Debrief Activity

1) In your breakout room, the facilitator will share the screen with the scenario. 2) Discuss: a) If you were the student, how would you have felt? b) If you were Kris, how would you have given feedback differently? 3) Prepare one reporter share 1-2 possible improvements.

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Feedback Role-Play Debrief

Effective feedback: ▪ Enhances learning. ▪ Connects to learning objectives. ▪ Asks students to evaluate first. ▪ Not embarrassing. ▪ Promotes growth mindset. ▪ Uses previous examples. ▪ Downplays direct instruction

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Student - David

You are a student who just received a student sustainability

  • grant. You are excited because you want to make actual changes
  • n campus. Your project proposal included eliminating single-use

plastics on Harvard’s campus and your project is focused on replacing all single-use plastics on campus with reusable items. You are preparing to meet with your supervisor to discuss next steps.

Adviser - Kris

You are an adviser for a very motivated student. In fact, she emailed you yesterday with more details on her project

  • plan. Her project plan is to eliminate single-use plastics on Harvard’s campus. You know that this might be

complicated given the time constraints, resources, and bureaucracy in the Harvard ecosystem. There are just a lot

  • f moving pieces that the student needs to consider. She might need to narrow her scope. It is the first meeting

after the student submitted the project proposal. How will you start off a meeting that will last 30 minutes? How can you give feedback so that the student refines the proposal to fit within one semester, and lead to an actionable recommendation by the end of the project period?

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Summary

Part 1 (April 3)

  • Create learning
  • bjectives for

co-curricular learning

  • Create/apply

assessments for co-curricular learning

  • Analyze assessment

data for future program improvement

Part 2 (April 10)

  • Describe methods for

supporting student learning during projects

  • Apply strategies for

developing metacognition

  • Demonstrate skills in

giving effective feedback to students cross the project/program life-cycle.

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Online Repository

https://green.harvard.edu/

▪ Learning Objectives ▪ Assessments ▪ Rubrics ▪ Metacognition and student support strategies ▪ Feedback strategies ▪ Project scoping documents ▪ Stakeholder mapping ▪ Logistical Framework Matrix ▪ Systems thinking documents ▪ …. What else?

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Reflection

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Tell us a specific example involving students in which you believed your program, project, or job was “successful,” whatever that may mean to you. Now, craft this story around student learning. Take a few minutes to reflect and type this

  • ut as a private message to David. We will

ask for shareouts only from those who are comfortable doing so.

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Thanks!

Any questions? Post-Workshop Survey

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