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T EACHING P RACTICES FOR F OCUSING L EARNING, F RAMING C ONTENT AND C REATING C OMMUNITY Judith V. Boettcher, Ph.D. Designing for Learning University of.

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Presentation on theme: "T EACHING P RACTICES FOR F OCUSING L EARNING, F RAMING C ONTENT AND C REATING C OMMUNITY Judith V. Boettcher, Ph.D. Designing for Learning University of."— Presentation transcript:

1 T EACHING P RACTICES FOR F OCUSING L EARNING, F RAMING C ONTENT AND C REATING C OMMUNITY Judith V. Boettcher, Ph.D. Designing for Learning University of Florida May St. Mary’s University – May Faculty Institute Focusing Course Framing Collaborating

2 2 The Story of Three, Maybe Four Tips Embracing and customizing learning goals for focusing learning (#73) Creating a Launching and Promising Syllabus (#94) Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and the Laboratory of Neuro Imaging May

3 3 The Story of Three, Maybe Four Tips (2) Teaming, Partnering, Peering, Collaborating for Community (#92) Martinos Center for Biomedical Imaging, Randy Buckner, Ph.D and the Laboratory of Neuro Imaging Lecturing without Lecturing (#74) May

4 G ETTING A CQUAINTED May

5 G ETTING A CQUAINTED May A CATHOLIC AND MARIANIST LIBERAL ARTS INSTITUTION Searching and sharing of wisdom, love and self… What do you wonder about in your teaching? What do you think about?

6 G ETTING A CQUAINTED ; G ETTING S TARTED 1.Form groups of two or three 2.Share a question that has been brewing in your head 3.If you prefer, complete one of these sentences  I wish that I knew how to …  I wonder if there is a better way to …  How can we (collectively) make a change in… 4.Then one person from group will share with the rest of us 5.Anther person will track action items for group (3) May With Help from Susie Purpose — Develop specific goals

7 Q UESTIONS – INTO G OALS May I wish I knew how to… Is there a better way to… I worry about… It would be great if only…

8 T IP 73 – D EVELOPING E XPLICIT AND P ERSONAL L EARNING G OALS (1) May Tip 73 – Make learning goals meaningful and relevant to learners … “When I finish this course, this is how I will be different…This is how I want my time and effort to make a difference in my life. “

9 T IP 73 – D EVELOPING E XPLICIT AND P ERSONAL L EARNING G OALS (2) May Strategy #1 – Create an assignment, activity around personalizing and customizing goals. Strategy #2 – Use course projects so learner can pursue customized area of interest and purpose. Strategy #3 – Translate learning goals into family and coffee conversation…

10 T IP 73 – D EVELOPING E XPLICIT AND P ERSONAL L EARNING G OALS (3) Begins to prepare the head, the brain, tap into your learners’ existing knowledge structures A quick way to get a sense of your students’ readiness for the content, their zones of proximal development, ala Vygotsky and zone of proximal development Begins to build connections, relationships with what learners already know Establishes purpose Helps learners get ready to answer the question, “What is my next step?” (David Allen, getting things done (GTD), stress-free productivity) Provides an intro to what might might be an overwhelming new topic for learners, makes its “do-able” May Why this makes sense for learning…

11 T IP 73 D ISCUSSION – S ETTING P ERSONAL G OALS When would be a good time in your course to do this? May Can you make time for this activity? How do you think your students will respond? Ideas for enhancing this activity?

12 T IP 94 – C REATING A S YLLABUS T HAT J UMPSTARTS L EARNING (1) May Tip 94 – Make your syllabus an exciting entry point into your course. Think movie trailer! A brochure of coming events! An overview of upcoming learning experiences… “ Where is all the information on our assignments? Our readings? Oh, in the syllabus, where is that again? “

13 T IP 94 C REATING A S YLLABUS T HAT J UMPSTARTS L EARNING (2) May Strategy #1 – Create a graphic that “frames” the course content, sets boundaries, provides “birds-eye view” Strategy #2 – Use pictures, use people, suggest, hint at stories and cases, unanswered questions Strategy #3 – “Talk” to your students as if you were right there with them… get them excited, share your enthusiasm with your expertise

14 May

15 US H ISTORY - T ONA H ANGEN (1) May

16 US H ISTORY S YLLABUS T ONA H ANGEN (2) May

17 US H ISTORY S YLLABUS T ONA H ANGEN (3) May “It is entirely possible to do well in the class without being transformed by your newfound historical knowledge, but it would be a darn shame.” Tona Hangen 2011 “It is entirely possible to do well in the class without being transformed by your newfound historical knowledge, but it would be a darn shame.” Tona Hangen 2011

18 T IP 94 C REATING A S YLLABUS T HAT J UMPSTARTS L EARNING (3) Well, yes… it is, but it is worth it Similar to writing out a lecture, creating a script, preparing a presentation Creating a concept map /graphic overview requires deep processing of your course content A concept map helps them create lasting “worlds of content” in their knowledge structures Ask yourself, “How can I create/share a sense of purpose, clarity, excitement? “ One great benefit of concept maps – you make patterns, relationships explicit that help to chunk content and develop skill in the discipline How would I do this? Start small… May This looks like a lot of work… What might a first step for you be?

19 T IP 94 D ISCUSSION – R EFRESHING Y OUR S YLLABUS What one change might you make in your next term? May Do you need help? Time? A friend? A tool? A camera?

20 T IP 92 C OLLABORATING WITH G ROUPS OF T WO, T HREE OR M ORE (1) May Tip 92 – Build connections between learners to add a feeling dimension to your course content … “I really liked working with Jacob. When I had to explain my idea out loud, it finally became clear to me.“ Design for peer consulting and brainstorming, but independent and personal work “What do you think of my idea, project?”

21 “I DON ’ T KNOW WHAT I THINK UNTIL I WRITE IT DOWN.” Attributed to Norman Mailer and also to Novelist and essayist Joan Didion The Year of Magical Thinking May

22 T IP 92 C OLLABORATING WITH G ROUPS OF T WO, T HREE OR M ORE (2) May Strategy #1 – Use “casual grouping” (Fink, 2004) This means informal chats, sharing, and simply gathering to process and talk about the course ideas, events Strategy #2 — Think buddy system, coffee mtgs, study groups. Purpose is to have students use their voices, fingers, hands… Strategy #3 — Form short term, “buzz” groups on specific questions, cases, problems

23 T IP 92 C OLLABORATING WITH G ROUPS OF T WO, T HREE OR M ORE (3) Discovering and developing colleagues Building a life-long network and support system Hearing your own voice and the voices of others…and the perspectives shared with those voices Clarify your own thinking; process and think through course content ideas and questions, to explain to others what you think… May Why is collaborating a good idea? Great for… Do you have a success story?

24 T IP 92 D ISCUSSION – T WO, T HREE P ERSON D IALOGUES, BRAINSTORMING How will learners respond? How might this strategy increase dialogue between you and your students? May

25 T IP 74 – L ECTURING WITHOUT L ECTURING : S HAPING THE C ONTENT WITH Y OUR V OICE AND K NOWLEDGE (1) May Tip 74 – Share your expertise; create and communicate your teaching presence “But what do you think? You are my expert for this course. I would like to hear what you think and what you think about what I think…”

26 T IP 74 – L ECTURING WITHOUT L ECTURING : S HAPING THE C ONTENT WITH YOUR V OICE AND K NOWLEDGE (2) May Strategy #1 – Your syllabus is your first “lecture.” Strategy #2 — Create short module introductions (video?) Strategy #3 – “Wrap and bridge” Wrap up discussions and create thought bridges to the next topic, activity, readings

27 T IP 74 – L ECTURING WITHOUT L ECTURING : S HAPING THE C ONTENT WITH YOUR V OICE AND K NOWLEDGE (3) May Strategy # 4 Meet in a Live Classroom regularly…once a week, for open Q & A and for debriefings on assignments and for sharing project ideas

28 L ET ’ S THINK … How do you share your enthusiasm for your “intellectual treasures?” For your discipline? – When? – Where? – How? – Props? – Current findings, challenges, disputes – Great stories?? May

29 W RAPPING UP Q UOTE - V ERY I MPORTANT 29 In course design, we design for the probable, expected learner; in course delivery, we flex, we customize to the specific, particular learners within a course. “I really enjoyed the project and how my teacher supported me in doing what was important for me personally.” May

30 S HARING OF A CTION I TEMS Q UESTIONS T HANKS S O M UCH May


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