We Are All Educators Workshop Kris Markman, Ph.D., Director of - - PowerPoint PPT Presentation
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
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
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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Default Settings, Step 1
▪ Preferences / Settings
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MAC Windows PC
Default Settings, Step 2
▪ Share Screen ▫ UNCHECK “Enter Full Screen when participant shares screen” ▪ Accessibility ▫ CHECK “Always Show Meeting Controls” ▪ Why? ▫ We will be going back and forth between rooms! ▫
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Chat Box
▪ Why? ▫ For TECHNICAL SUPPORT. ▫ For other questions, please use the “Raise hand” function to have an
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.
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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Breakout Rooms
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You will be automatically placed by the hosts. Host will give you a 120 second warning before you will automatically go from breakout rooms to the main session.
Polls
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Through the “We Are All Educators” workshop, we aim to help YOU effectively work with student to creative effective learning experiences
▪ Increasing student motivation ▪ Aligning expectations ▪ Promoting learning
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Zoom Polls Question 1
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What is true about co-curricular learning? Select one. Multiple Choice.
activities: ○ No! Co-curricular activities COULD be extra-curricular activities but the difference is that CCL has meaningful and structured learning.
communication skills. ○ No! These are one of the many benefits of CCL, but classrooms can definitely do this.
classroom. ○ Yes! Programs, projects, and jobs/internships. But notice that it is centered around learning.
○ No.
Question 1
Zoom Polls Question 2
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What is true about learning objectives? Select one. Multiple Choice
○ They don’t have to be, but co-curricular learning really lends itself to these types of skills.
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learning objective!
○ Yes! SMART objectives.
○ Not necessarily. Can be skills-based.
Question 2
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Review through Discussion
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Workshop Agenda
Part 1 (April 3):
co-curricular learning
assessments for co-curricular learning
data for future program improvement
Part 2 (April 10):
supporting student learning during projects
developing metacognition
giving effective feedback to students cross the project/program life-cycle.
“After the initial peer-to-peer educational programs, students will understand relevant communication strategies.”
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S - Specific M - Measurable A - Achievable R - Relevant T - Time-Oriented
For Co-Curricular Learning
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Activity 1: Bloom’s Taxonomy Sort Activity
1. You will be placed in a breakout room with a facilitator. 2. Your group will be assigned a list of verbs. 3. Discuss where to place the verbs under the appropriate level of Bloom’s Taxonomy. 4. The facilitator will type it into a Google Doc with a shared screen. 5. Prepare one person to report: a. Which verbs were hard to place? Why? b. Looking at other group’s responses, which verb placement do you not agree with?
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Bloom’s Taxonomy
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Activity 2: Writing Learning Objectives
1. In a breakout room, your group will be assigned a scenario. 2. During the discussion, your facilitator will write your group’s 1-3 SMART learning objectives on the Google Doc. 3. Prepare one person to present them.
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Strategies on Creating Relevant and Meaningful Learning Objectives
Common challenges:
expectations
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Strategies on Creating Relevant and Meaningful Learning Objectives
model)
○ What are their career goals? ○ What are they passionate about?
as possible: ○ What skills do you need for your career goals? ○ What skills do you need for this program/project? ○ Where do they overlap?
○ How often will you reflect on progress?
○ Revisit relevance of learning objectives with flexibility to revise. ○ Students should reflect on their process. ○ Inject a higher-order learning objective.
For Co-Curricular Learning
Traditional Forms
What are assessments?
Assessments are means to evaluate the students progress in a learning objective. Importance to CCL: ▪ Gives YOU and STUDENTS feedback ▪ Having proof of student learning can communicate the value of the program to other stakeholders. ▪ Students can take ownership (metacognition) ▪ Students can help assess (social motivation) ▪ There might be up-front effort in creating assessments and rubric, but you can reuse these strategies. CCL Assessment Challenges: ▪ Busy, seemingly unstructured schedules ▪ Students are already studying full-time ▪ Sometimes it seems “unstructured” so it is hard to see learning progress ▪ ▪
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Formative vs. Summative Assessments
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Formative Assessments Learning Objectives Final Product (Summative Assessment) Learning Objectives Formative Assessments Formative Assessments Formative Assessments
Formative assessment improves learning; summative assessment proves learning. CCL does not function in a traditional environment so we have to be more creative in our
understand the intentions between traditional formative assessments and adapt them.
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How to adapt assessments?
Example: Learning Objective: After the project proposal phase, students will be able to analyze how different departments interact to contribute to their project outcomes. Formative Assessment Technique: Think-Pair-Share: students think individually about a topic or answer to a question, share ideas with a partner, and then share out to the larger audience. Adapt the Assessment:
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1. Your facilitator will share a screen with your previous scenario and learning objective. 2. The screen will also have a list of 3 common formative assessment techniques. 3. Have an open discussion of how one of the formative assessment techniques could be adapted to fit the scenario.
“Adapt an Assessment” Activity
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Takeaways?
Traditional Formative Assessment Techniques
1. Jigsaw (Group Expert) - Give each group a different topic. Re-mix groups with one planted “expert” on each topic, who now has to teach his new group. Also useful to have them teach each other sections of the syllabus on the first day. 2. Socratic Questioning - The instructor replaces lecture by peppering students with questions, always asking the next question in a way that guides the conversation toward a learning outcome (or major Driving Question) that was desired from the beginning. 3. Directed paraphrasing - Students asked to paraphrase a part of a lesson for a specific audience (and a specific purpose) 4. Circle the Question - Pre make a handout that has a few dozen likely student questions (make them specific) on your topic for that day and ask students to circle the ones they don’t know the answers to, then turn in the paper. 5. One-minute papers - students write for one minute on a specific question (which might be generalized to “what was the most important thing you learned today”). Best used at the end of the class section.
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For next time...
1. Write 1 learning objective for your own program/project. 2. Adapt an assessment technique that would support your student given your learning objective. Extra Resources: ▪ Slides ▪ Example Learning Objectives ▪ Common formative assessment techniques