Category: Low Stakes

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The Process Letter

The Process Letter

JHON SINGLETON

English Department/New York City College of Technology

ENG 1101- E093

Activity Description: Provide a brief description of the activity

The Process Letter is a formal exploration of the student's personal writing process journal within a semester. Think of it as a "love letter" to self and future composition level 2 instructor.

Learning Goals: What do you aim to achieve with this activity?

1. Students will be able to reflect and highlight thoughts and perceptions about the course content.
2. Students will express in writing their understanding of, reflections on, response to, or analysis of difficult writing academic concepts.
3. Students will express in writing their understanding of, reflections on, response to, or analysis of difficult writing moments.
4. Students will express a writing paragraph sample completed during the semester, showing editing and revising prowess that adheres to MLA format.
5. To further their academic writing journey, students have the opportunity to contribute to their future professor's itinerary/discussions for future lessons. This continues with Paulo Freire's "non-banking" system.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

I introduce The Process Letter activity once the research project has been talked about. It occurred during the 10th week of the semester. We went through the 6-paragraph process step by step using a student sample/ example. this takes about a class session. However, students are encouraged and welcome to discuss the parts of the letter during a 15-minute open forum with the remaining class session. Students are entitled to complete two rough drafts before I grade the final draft. 2 hours is expected over 5 weeks is expected. It is due along with the research project.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The preparation that is required is completing at least 70% of the course material to the student an opportunity to express a full reflection.
As mentioned above, I go through through the 6-paragraph process step by step using a student sample/ example. this takes about a class session.
I will consider this a "middle stakes" assignment because it is worth 10% of their final course grade, Most of the assignment is personalized and only ONE paragraph requires MLA format.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

There is a rubric for this assignment. It is based on a 10pt analysis of the student's presentation. Because of college-wide general education assessment initiatives, I believe a rubric is mandatory.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

My students love this activity. It allows them to have a pow-wow with their classmates about their triumphs and difficulties during the semester. I even learn how to improve the course for the following semester. The challenges were few but there were about 4 students who kept putting the project off until the last minute even with positive encouragement. They thought the letter was an easy A and completed it late.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

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Case studies -in class assignment

Case studies -in class assignment

Wenhsing Yang

Nursing

Medical-Surgical Nursing

Activity Description: Provide a brief description of the activity

You will be assigned to a group (4 to 5 students) and discuss this case study with a Google link. This activity will take 30 minutes. After that, you have 10 minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. This presentation will take 10 minutes per group. Feedback is welcome.
The link is here https://docs.google.com/presentation/d/1ZXzJYcymsyznni6tVvNWhUbW8V1EsekWJWQhF9rdraM/edit?usp=sharing

Learning Goals: What do you aim to achieve with this activity?

The goals of this assignment are based on ACEN requirement (critical thinking) as follows:
The goal is to avoid having your decision cause injury to anyone
With critical thinking skills, you can weigh many factors and skillfully solve problems, making good decisions a majority of the time
Operating in a critical thinking model while pursuing nursing studies helps develop the clinical judgment needed to practice safe nursing
Nursing uses a knowledge base to make decisions, generate new ideas, and solve problems

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This assignment will be used at the end of the cancer chapter (week five).
This activity will take 30 minutes. After that, you will present your answer to the class.
You have ten minutes to present your answers to the class.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

I will need to create a scenario and questions for students to complete the assignment. You have 30 minutes to complete the assignment and present it to the class.
This is a group assignment; you will be assigned to a group to discuss your answer. Please note, you will need to provide evidence-based on your answer. Please feel free to use online resources and textbooks.
This is a low-stakes assignment because it does not cause danger to people. Instead, the students will have the opportunity to share the answers with the class and ask for feedback

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use the Value rubric -critical thinking. This is part of a college-wide general education assessment.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Yes, I will repeat this activity with different classes. Different case studies will be provided based on the course objective and outcome.
Only a few students discuss in the class, so I will need to facilitate the activity and ask other students for their input.
I will give each group different case studies, so the students will have different understanding of each disease and their nursing interventions.
Students like to hear from other groups with their answers and rationales. Because each group has different answers based on their priority and information. Additionally, students will be able to work with other students. In nursing, teamwork is necessary.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

N/A

Please share a helpful link to a pages or post on the OpenLab

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Critical thinking

Critical thinking

Wenhsing Yang (Annie)

Nursing

Nur 2110

Activity Description: Provide a brief description of the activity

You will be assigned to a group (4 to 5 students) and discuss this case study. This activity will take 30 minutes. After that, you have ten minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. Feedback is welcome.

Learning Goals: What do you aim to achieve with this activity?

The goal of this assignment is based on ACEN requirement (critical thinking) as follow:
1.Goal is to avoid having your decision cause injury to anyone
2.With critical thinking skills, you can weight many factors and skillfully solve problems, making good decisions a majority of the time
3.Operating in critical thinking model while pursuing nursing studies helps develop clinical judgement needed to practice safe nursing
4.Nursing use a knowledge base to make decision, generate new ideas, and solve problems.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This assignment will be used at the end of the cancer chapter (week five).
This activity will take 30 minutes. After that, you will present your answer to the class.
This presentation will take 10 minutes per group.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

I will need to create a scenario and questions for students to complete the assignment. You have 30 minutes to complete the assignment and present it to the class.
This is a group assignment; you will be assigned to a group to discuss your answer. Please note, you will need to provide evidence-based on your answer. Please feel free to use online resources and textbooks.
This is a low-stakes assignment because it does not cause danger to people. Instead, students have the opportunity to share the answers with the class and ask for feedback.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use the Value rubric -critical thinking. This is part of a college-wide general education assessment.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Yes, I will repeat this activity with different classes. Different case studies will be provided based on the course objective and outcome.
Only a few students discuss in the class, so I will need to facilitate the activity and ask other students for their input.
I will give each group different case studies, so the students will have different understanding of each disease and their nursing interventions.
Students like to hear from other groups with their answers and rationales. Because each group has different answers based on their priority and information. Additionally, students will be able to work with other students. In nursing, teamwork is necessary.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

N/A

Please share a helpful link to a pages or post on the OpenLab

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Global Diversity & Reading, Writing, & Research

Global Diversity & Reading, Writing, & Research

Nadine Weinstein-Lavi

English Dept/NYCCT

Professional Development Program – Jan. 2023

Activity Description: Provide a brief description of the activity

1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song.

Students were asked to participate in an interactive blog/gallery type of activity by posting three items: a song, and two images, which reflected their responses to an historical artifact that was used as a text in class: Alfred Schenker's Secret War Diary, 1941-43 (written by my grandfather while in hiding during the Holocaust), and by writing a paragraph about each item that connected it to the diary.

The instructions were: 1. Post a song or a link to it whose lyrics match the emotions in one of the pieces that Alfred Schenker played on the CD you listened to in class. Show the connection in a paragraph about the song you've chosen and his piece. 2. Post an image that shows how you think he felt writing the diary and write a paragraph showing the connection between the two, 3. Post an image that shows how you felt reading the diary/how it makes you feel and write a paragraph showing the connection between the two.

Learning Goals: What do you aim to achieve with this activity?

The idea was to have students read an historical artifact – an actual WWII Holocaust document – and to make a connection to it in modern terms in a creative way (Some students posted cartoon images to correspond to the emotions they felt upon reading the diary), and to explain that in a paragraph. Creativity and analysis, and consideration of the context of the text (diary) and its relevance to themselves was a big factor in designing this assignment. Awareness of an historical event and gaining of perspectives – the ethics or lack, the context, and the connection to modern times, was key.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity was a mid-stakes assignment that followed the reading of the diary in the middle of the semester. We devoted about two weeks to the reading of, and the discussion of the diary, and a related assignment: a PowerPoint about it, and this interactive blog/gallery, which allowed all students to see what the others had posted and to discuss it.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This was a mid-stakes activity, but it was fun. The idea was to be as creative as possible in terms of finding corresponding songs and images. They did very well. The instructions were as follows:
1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song. c

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

This assignment was assessed based on it's creativity. The students got points for thinking outside the box for this. They were very creative. No rubric was used as it was a mid-stakes assignment worth 15 points. However, everyone did so well, that they got more than the allotted points. This course is English 1121 and is a required course.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I think that this activity worked very well as it enabled students to make connections between the text and themselves and their responses to the text in a new way, via music and images. It was also open for everyone to see, so there was less pressure for each student and they could discuss what they were going to do beforehand.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

This was the set of instructions for the assignments:
1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song. 1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song.

Please share a helpful link to a pages or post on the OpenLab

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Pre-class discussion

Pre-class discussion

Changkyu Kim

Computer Engineering Technology/New York City College of Technology

Feedback Control Systems

Activity Description: Provide a brief description of the activity

Pre-class review session will provide an explanation with an analogy about the incoming lecture. Students will read a 10-minute review about the main engineering concepts and discuss them based on non-engineering experience. The pre-class review session will be found at OpenLab. The due date is always the following lecture date.

Learning Goals: What do you aim to achieve with this activity?

Students are requested to develop their own idea for the technical problems and submit short informal writing before the weekly class. The pre-class discussion will be evaluated by presenting pure reasoning rather than writing structure or grammatical errors.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

Students will submit the writing assignments of pre-class discussion for the first half of the semester. During this period, students should be able to understand the main engineering concepts of control systems. Because a 10-minute preview of incoming lectures will be given in Openlab, additional discussion is not necessary during the lectures.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

I have to upload the preview of lectures on Openlab, and the discussion question will be based on daily non-engineering experiences. It is low-stakes.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Pre-class discussion writing will be evaluated based on the following criterion: 1. Sufficiently address the subject with supporting examples 2. Address the subject with consistent and concise logic. 3. address the subject and provide your own perspective.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I was surprised that all students were eager to respond to pre-class activities. Most students presented their perspectives on each subject. The submission rate was higher than homework, which is given after classes. The main challenge for me is maintaining the same quality of discussion questions and the consistency of the subject during the whole semester. I would repeat the activities after improving quality and consistency.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

1. Instruction : Pre-class discussion
Pre-class review session will provide an explanation with an analogy about the incoming lecture. Students will read a 10-minute review about the main engineering concepts and discuss them based on non-engineering experience. The pre-class review session will be found at OpenLab. The due date is always the following lecture date.

2. General guideline
Format :
Font : Times New Roman
Size : 11, single space

The number of words : No less than 150 words

Please share a helpful link to a pages or post on the OpenLab

https://openlab.citytech.cuny.edu/kimcet4864sp2021/2023/01/24/lecture-1-introduction/

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Chef Report Self Assessment

Chef Report Self Assessment

Jessie Riley

HMGT

Culinary 1

Activity Description: Provide a brief description of the activity

In Culinary 1 each week students are assigned different positions in the kitchen and complete a chef report the week after they have served as chef. This was a disposable assignment. I created as self assessment rubric and discussed the assignment with students each week. We discussed evaluating ones own work to back and forward.

Learning Goals: What do you aim to achieve with this activity?

To provide the students a safe environment to evaluate their performance over the 15 weeks of the semester.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

It was described the first day and each week we would discuss the prior lesson and the up-coming lesson. In the class we devoted 15 minutes and outside of class it could take the students 20-40 minutes. to complete

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

I started to use open lab but had some difficulty so moved the assignment to Blackboard. It is a low stakes activity

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I modified an assessment rubric and provided students with a hard copy and a soft copy

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Yes, as this was the first time I believe it can be improved and I have discussed with the chair about having other instructors incorporate the assignment. The chef report is completed by students in 3 other courses so there is an opportunity to incorporate it into the student's portfolio

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

I will attach an excel work book and student assignments and the rubric in an email

Please share a helpful link to a pages or post on the OpenLab

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