This article discuss about some Active Learning strategies in the classroom through the Q&A format with Associate Professor Sehoya Corner at the University of Minnesota. Those tips and insights are easily to adopted in different disciplines.
Think-pair-share: ask students to think about topic for a few minutes, and pair up students to share their thoughts. To encourage more students speaking out, random number generator app can be used to select different students.
A thorough breakdown of the class structure:
- Start the class immediately with polling to find out if students recall what they learned and what they need to learn. ISS point of view on this: Technology can be used such as: Kahoo, Nearpod, Poll Everything. Please check out with ISS for technology support.
- Present hook to promote discussion. ISS point of view on this: We recommend the discussion could relate the learning content with real life situation, so students have a better understanding why they need to learn those content.
- Two or three mini-lectures (no more than 10 minutes lecture at a time) built in. Lecture could focus on a common misconception or a typical area of confusion. Following up with activities such as pair work, hands-on or problem solving. ISS point of view on this: if you are new faculty and not sure where to start, you can chunk your content into small pieces embedding mini activities.
- Wrap up class with something for students to think about. ISS point of view on this: again, this could relate to real life problem and upcoming learning materials.
A couple things need to be considered:
- Help students understand the benefit of group work by explaining why and what are expected, grading individual quiz and group quiz to see different score, showing research result about collaborative learning, etc. ISS point of view on this: Faculty need to believe group work first, and then assign appropriate roles to the group members so everyone take certain responsibilities on part of group work, and peer review group process.
- Try small and simple to gain positive reinforcement. ISS point of view on this: talk to your colleagues to get some support and help.
- Give up content. “If you want to learn more, check this out online.” ISS point of view on this: to make sure you have follow up assessment for those content you give up in the class time but still want students to learn.
Five faculty, Stephanie Harm, Dr. Chris Arra, Dennis Sullivan, Susan Thompson and Megan Davies, have shared their teaching strategies about the first day of class. We hope the following two videos give you some ideas or help you organize your course. Please feel free to share your strategies through the comments.
The First Day of Class – Part I
The First Day of Class – Part II
Professor Margaret Davies also shares her strategies in written format:
“I am Assistant Professor Megan Davies. I teach psychology courses including Principles of Psychology, Abnormal Psychology, Psychology Through the Lifespan, and Theories of Personality.
I spend the first class introducing myself, doing an ice-breaker activity, and beginning the course. I do not go over the syllabus the first class. In fact, I do not distribute the syllabus on the first day of class. I always have my syllabus on Bb. However, I give students the opportunity to earn extra credit if they print out their syllabus and bring it to class on the first day. Anyone not able to print it out for the first day can request a copy from me on the second class. Rather than spending the first day going over the syllabus, I mention the important points and have students read the syllabus themselves and ask me questions the following class. We review various requirements throughout the semester rather than overloading the students on the first day.”
Faculty Focus posted on article about the same topic: http://bit.ly/2rQPUE4 Hope you feel helpful.
Hope these information inspire you to try some new strategies and activities. Please feel free to share yours! Looking forward to hearing from you!
Working as instructional support specialist, I have been told by our faculty that they feel isolated most of time just doing on their own. Everyone wants to have some opportunity to hear from the colleagues about teaching strategies, successful stories to engaging students, challenging, frustration on classroom management, course design and all kinds of teaching related issues.
Starting from this semester, ISS will have a couple initiatives to engage faculty sharing their teaching experience:
- Mini-video project: we will randomly invite faculty to share their teaching strategies through recorded video, audio or maybe written text during the semester. In this way, all campus faculty will get chance to know how their colleagues teach. The topics will be given to faculty who are willing to share, and the ISS will be responsible for recording, editing and sharing. Looking forward to our first video project – The First Day of Class in the upcoming post.
- Bring your lunch to chat: WAS 214 has been re-assigned as faculty professional development center. ISS will invite faculty to use lunch time getting together to share their teaching experience.
- Once college finalize the training schedule for new learning management system Canvas, ISS will work closely with faculty to ensure the transition goes smoothly.
If you have any suggestion for our services, please feel free to leave the comments or contact us directly. We are looking forward to working with all of you for another excellent academic year!
Due to an increasing need of hybrid courses on Woodbridge Campus, Instructional Support Services will collaborate with Extended Learning Institute (ELI) to offer four conversational seminars about effective practices in hybrid courses.
These seminars will be facilitated and shared by Dr. Hong Wang, Associate Director of Instructional Technology Training from ELI who is the lead facilitator for the Hybrid Certification online workshop; Dr. Bo Yang, Instructional Support Specialist from Learning & Technology Resources Division on Woodbridge Campus; and some faculty who have taught hybrid courses on Woodbridge Campus. The seminars are conversational format and we welcome your questions, experience and ideas.
These sessions are NOT a replacement of the Hybrid Certification training program and will only serve as peer sharing sessions to support effective practices in hybrid courses. All faculty who have taught hybrid courses and faculty who are interested or are going to teach hybrid courses are welcome to join us each month.
- 12:30-1:30pm Feb. 22, Conversations on Effective Practices in Hybrid Courses: An Overview (WAS 230M)
- Mar. 8, Conversations on Effective Practices in Hybrid Courses: Developing and Blending Content (TBD)
- Mar. 22, Conversations on Effective Practices in Hybrid Courses: Developing and Blending Interaction/Collaboration (WAS 202)
- April 26, Conversations on Effective Practices in Hybrid Courses: Developing and Blending Assignments/Assessment (WAS 202)
We’re looking forward to seeing you in these seminars! Refreshments are provided!
With moving class to online or losing some class time, you might wonder how to engage students in different approach, saying outside the classroom. This email serves as information sharing and tutorials on Mobile Learning.
Mobile learning lets students benefit from interacting with their course content on the devices that they use to connect with every other aspect of their lives, nearly 24/7. The attached PDF file “Mobile Learning for Students” contains links to
- How to configure their college student email on their smartphone (iOS and Android );
- How to use Blackboard App for accessing announcement, participating In discussion, taking test, checking grades, joining Collaborate synchronous session in Blackboard.
Mobile learning is also beneficial for faculty, which gives instructors a quick and easy way to manage courses, interact with students, and view content. The attached PDF file “Mobile Teaching for Faculty” contains links to
- How to configure your college email on your smartphone (iOS and Android)
- How to use Blackboard Instructor app to manage your courses, preview content, create/reply to discussion, post announcement and host a Collaborate synchronous session;
- How to use Bb Grader to grade students work.
ISS has been relocated to Library WAS 230R and 230Q. There’re a couple of laptops here that you can use. Please feel free to stop by for the office space as needed.
Also, we have some iPads for faculty rolling into classroom use. Please contact me, if you need them for your teaching.
The library has a courtesy charging station for your laptop, please see the attached image. It’s located at the back of the library area. Please check with circulation desk staff for assistance.
This email also services as a tutorial for faculty to set up your Grade Center in Blackboard, so you can put all the grades online and students can track their progress. Please check out the attached PDF file for the step by step instruction.
Adding Columns to the Grade Center: There’re two ways to create columns to record the grades in Grade center: One is to use the “Create Column” option in the tool bar so you can manually enter the grades (such as exams or essays). another ways is certain types of assessments in Blackboard will automatically create their own columns in the Grade Center for you. These are: tests and quizzes created through the Test or Survey Manager; Discussion Board forums or threads (if you pick the Graded option); blogs, journals and wikis (if the grading option is selected); and Assignment or SafeAssign content types.
Weighted Total vs. Total: the two columns are created by default in every Blackboard shell. The Total column shows the number of points attained out of the total possible. The Weighted Total shows the current total as determined by the weighting scheme set in the Edit Column Informationpage. If you set up a Weighted Total, then it does not matter how many total points there are possible in the course assignments; there could be 100 points total, or 350, or 1175 for all the assignments. The final grade will be calculated proportionately according to the weighting scheme.
Calculate as Running Total: the default option is “Yes,” which means that the grade is determined based on items graded, not on all items possible. This gives a more accurate sense of where a student is at any point in the semester.
Setting up Weighted Total, you need to:
- Create categories;
- Based on your weighting scheme, set up weighted total with categories/columns; and
- Assign grade columns to the categories.
In this way, Blackboard system will automatically calculate the total and weighted total for you during the semester. You can also use this approach to calculate the attendance and more.
Set up Weighted Total by Categories PDF file
Laptop Charging Station in Library
This post was created by Dr. Julie Quinn
Dear Faculty and Staff,
As we do not meet our classes tomorrow, consider trying out a Blackboard Collaborate Ultra session with your students. This is e-meeting software built right into Blackboard. You can use the software for office hours (as Dr. Bo Yang recently let you know about) or for synchronous meetings with your students. If you do plan on using the software, here are a few tips to make that process much smoother the first time around.
- Everyone (including you!) should use headsets; this helps eliminate echoes from hearing yourself on someone else’s speakers
- Mics work great in smaller class settings. For bigger classes, mute everyone unless they raise their hands. There is also a chat function built into Collaborate that allows students who are not on the mic to still post questions/responses.
- Ask that students enter the room early (default is 15 minutes) to practice with mic and headset settings.
- Don’t do too much that first class! For example, I have two 112s meeting tomorrow on collaborate. I plan on the first 10-15 minutes being a technology setup, then 10 minutes for Q&A/catch-up, then 15 minutes to review readings, then another 15 or so for lecture content. If it doesn’t roll that way, that’s ok!
- You can upload slides, but again, don’t do too much. To upload PPT slides, go to the “share content” option as you expand the pink arrows button on the bottom right side. Remember that uploaded slides become static images, so you lose animation and any built-in audio.
- Record that setting! Some students who miss the session can still benefit from hearing about it and can find it by going back into the Collaborate Ultra link and searching under the “filter by” and “All previous sessions” option.
- Offer a bit of extra credit for students who show up *and* participate? This is just an incentive to get a few more attendees to these sessions and to focus during the sessions.
- Balance your classes with Collaborate sessions for one meeting and a discussion board activity the next if necessary. Too many discussion boards can get quite fatiguing! It’s impossible to respond to 125 students in a few days, and it’s better to have opportunities for synchronous and asynchronous activities to balance out your workload and the students’. Try Collaborate Ultra!
Honestly, the best way to learn Collaborate Ultra is to just dive in.
To set up a session:
- Go to a content area (or create one!) and find the “tools” sub-menu. Choose “Blackboard Collaborate Ultra” from that sub-menu.
- You’ll then just create a link into Collaborate Ultra. (Note:this is not the OLD “Blackboard Collaborate” link that’s lower in the list. Please don’t use that one.)
- Once in there, set up your session. I called mine “January 29th Meeting” for clarity, for example.
- Remember to post an announcement telling students where to find this Collaborate link!
Check out my video below for a quick tutorial on how to set up a session. Dr. Bo Yang also has sent some fantastic emails about Continuity of Instruction that she sent last week. Those will help give you set up alternative course delivery ideas as well.
Reach out to either Bo or myself if you have any questions. Great luck to you this week!
Recorded with https://screencast-o-matic.com
You might wonder whether you could host a virtual office hour with your students as needed. Here’re the tutorial on using Blackboard Collaborate Ultra to conduct virtual Office Hours, Q&A session or advising session.
Be aware, this synchronous communication will require participants log into virtual room at the same time. You do need communicate well with your students about the meeting time and the link for virtual classroom. Also, some students might not be able to attend the virtual classroom due to limited resources. Instructor could offer it as optional communication approach, and record the session to share with students who couldn’t attend.
Using Blackboard Collaborate Ultra to Host Virtual Office Hours PDF file for instructor
Join Blackboard Collaborate Ultra Virtual Classroom PDF file for students on how to join the virtual classroom.
How to retrieve the recordings?
Recordings are saved on the same page you joined your session from.
Have you created a link to the Ultra page? If yes, students can use that link to the page you started creating session, and on the left near top corner, there’s three lines icon, click it and you should be able to see a hidden menu with session and recordings title there. Click the recordings, the one your recorded should list there.
If you didn’t create a link at the beginning, you can go to the Ultra landing page and click that three lines icon to switch to recordings page. Once you see your recording, there’s three dots inside a circle icon for that recording, there’s a shared link that you can use.
This post is created by Dr. Julie Quinn
I’ve put together a small video on Discussion Board Best Practices, and this is for those faculty who haven’t used the space before or in a few years. Most of these tips you’re already aware of, so just think of it as a refresher.
Good luck over the next few days! Reach out to Bo or myself if you want one-on-one support in setting up a discussion board and brainstorming how to keep students involved.
Recorded with https://screencast-o-matic.com