Teaching Strategy Tip #32

Student Self-Evaluation of Discussion

Tip: Student Self-Evaluation of Discussion Participation (Brookfield & Presskill, 2007)

  • Distribute these questions to participants and have them complete these. Discuss with participants whether you as the instructor will see the students’ responses. The questionnaires are to be completed anonymously.
  • What ideas, questions or information did I contribute to the discussion today?
  • How did I try to encourage another student to speak today?
  • What did I learn from the discussion today? (New information, a new understanding of something already covered, an idea to follow up after the discussion, etc.)
  • How did I make connections between what different people were saying today?

Sourcehttp://fc.short.cm/StudentSelfEvaluation

Teaching Strategy Tip #44

WAC Best Practices

Writing can facilitate learning by staging or scaffolding assignments: begin with small, informal pieces that gradually build to the bigger issue raised by the assignment.Teaching Tip 44

  1. Instructors need not feel the need to read and comment on everything students write: informal writing exercises can be read by peers or used to start class discussion; occasional or random collection can keep instructors in contact with students’ writing without feeling overburdened.
  2. The level of commenting offered should correspond to the level of importance of the writing activity: an informal piece need not have any response, a response paper might warrant questions for further thought, and a formal essay might elicit comments toward revision.
  3. Feedback need not only come at the end of an assignment: collect or workshop thesis statements, introductions, or other important discrete portions of writing assignments.
  4. High-order concerns need attention before low-order concerns: suggestions should facilitate organization, focus, or argument revision before grammar, spelling, and vocabulary edits.
  5. Writing activities should link with course goals: writing should not be done merely for the sake of writing, but should enforce and promote course-specific learning.
  6. Students—any learners, really—need orientation into writing in the discipline: writing practices change from discipline to discipline, course to course, or even professor to professor, so be sure to discuss guidelines and expectations.
  7. Course assignments and other materials are important examples of effective writing: these are high-stakes pieces of writing that inform students about important elements of the course, so thoroughly read, revise, edit, proofread, share with peers, etc, any writing that given to students.
  8. Technology offers important lessons: take advantage of technologies such as blogs, wikis, social networking, and e-mail to encourage clear, effective writing with very real audiences.
  9. Reflection is an important element in any discipline: writing offers students an opportunity to reflect on elements of their coursework from what worked well in exam preparation to how they would proceed differently with lab work in the future to how they moved from one draft to the next when writing an essay.

For more in-depth descriptions, review our workshop materials or refer to the faculty handbook. Contact our coordinators if you would like to work personally with a WAC fellow on integrating WAC practices into your classes.

Sourcehttp://fc.short.cm/WACBestPractices

Teaching Strategy Tip #37

Useful Resources for Students

Source: http://fc.short.cm/UsefulResourcesforStudents

Teaching Strategy Tip #34

Writing

Many students are afraid of writing and are afraid of the freedom that an assignment predicated on their interests might suggest (Bean, 2011). A reason for students’ reactions is that they are concerned about exposing themselves as not being proficient writers. This is a concern not only for students whose first language is not English but also for those whose first language is English. Scaffolding assignments to provide practice and improve performance can be encouraged in multiple ways through formal and informal writing. Further, scaffolding writing assignments allow students to learn more critically as they improve their work.

Informal writing, also called exploratory writing, or expressive writing “is the kind of exploratory, thinking-on-paper writing we do to discover, develop, and clarify our own ideas. Exploratory writing is typically unorganized and tentative, moving off in unanticipated directions as new ideas, complications, and questions strike the writer in the process of thinking and creating. Examples of exploratory writing include journals, notebooks, marginal notes in books, nonstop freewrites, reading logs, diaries, daybooks, letters to colleagues…memoranda to myself” (Bean, 2011, pp. 120-121).

Source: http://fc.short.cm/TeachingGuideWriting

Continue reading Teaching Strategy Tip #34

Teaching Strategy Tip #5

Student Self-Evaluation of Discussion Participation

  • Distribute these questions to participants and have them complete these. Discuss with participants whether you as the instructor will see the students’ responses. The questionnaires are to be completed anonymously.
  • What ideas, questions or information did I contribute to the discussion today?
  • How did I try to encourage another student to speak today?
  • What did I learn from the discussion today? (New information, a new understanding of something already covered, an idea to follow up after the discussion, etc.)
  • How did I make connections between what different people were saying today?

Sourcehttp://fc.short.cm/StudentSelfEvaluation

Teaching Strategy Tip #13

Demonstrate the organizational structure of the course*

Strategy: Provide students with the organizational structure of the course.

Objective: By explicitly discussing the order of presentation of topics and concepts, the instructor shares the connections and accumulation of knowledge.

Process: Review the syllabus as a “road map”

  • Highlight the organization of the concepts
    • In the readings
    • In the topics
  • Discuss how the assignments serve as scaffolding for cumulative learning

Option: Connect this exercise with further discussion of the syllabus
* Based on strategies suggested by Ambrose et al., 2010

Source: http://fc.short.cm/DemonstrateOrganizationalStructure