Welcome to week 6 – a short work week! We hope the long weekend gave you a chance to rest and/or catch up.
How can get feedback in my classes to improve student learning?
Have your students provide feedback such as
* providing a survey in class or online (in the CTL folder on the shared drive, there are D2L assessments you can upload into your course and modify – thanks to our colleagues at Bemidji State)
* do a 1&1 assessment: ask students to write 1 thing you should keep doing because it helped their learning and 1 thing that could be improved in your class to help their learning. If you have them do this on two sides of a card or piece of paper, you can start by reading the improve and flip over when you feel you need to read some positive
* do a start-stop-continue assessment: ask students to write what you start doing, what you should stop doing, and what you should continue doing
* scheduling a peer observation with someone inside or outside your department. Prior to the observation, share two things you think you do well, two things on which you would like feedback, and how you would like to get feedback (written, oral, both, over coffee, etc.). Then observe each other classes – there are great benefits for having someone watch you and watching someone else.
* recording your class session – you might use a device or contact ITS for options.
* requesting a 5&5 assessment in your classes. For more information about the 5&5, read here<https://mctcctl.wordpress.com/services-resources/5-5/>. Request your 5&5 now<https://docs.google.com/forms/d/106iZ9EcaIxO6y_5CG2zSsmPaV3OeEytnrJMxhE9vcG8/viewform>!
* If you are probationary faculty member, remember that a mid-term assessment AND a peer observation and syllabus is required each semester as part of your evaluation process. A dean’s observation and syllabus review are required once a year, so schedule this soon if you have not done so already.
* Check out this free webinar: Monday, February 23, noon-1 pm, Why Wait for End-of-the-Semester Evaluations, Use a Mid-Semester Evaluation, http://www.eventbrite.com/o/sig-instructional-technologies-and-learning-spaces-minnesota-online-quality-initiative-7290950883
How do I control what students see in D2L Content? (Thanks to Beth Jensen at Bemidji State for sharing this tip)
1. Change the Status to “Draft” – Items will not be visible
* For Modules: Click the Module name
* In the upper right, click the “Published” status and change it to “Draft” (WARNING: if you “Draft” a Module, all Topics in the Module are also hidden)
* For Topics: Click the Module that contains the topic(s)
* Click on the arrow to the right of the topic name to Edit Properties in Place
* Change status of topic(s) from Published to Draft
2. Date/Restrict Modules/Topics – Items are visible but not “clickable” except during the specified date range
* Follow the initial steps above, but instead of changing the status, click the “Add dates and restrictions” area
* Click the Start and/or End Dates to choose your date range
* Click Update after each change
How can I help groups work better in my classes? (This first paragraph was included last week, and we will explore the second element below) Many of has been a part of groups when we took classes or tried using groups in the classes we teach, and some of these groups worked better than others, and this might prevent us from using groups when we teach. But, research shows that having students work together can improve learning, retention, create community, etc. To help improve group work in your classes, we will explore the five elements of cooperative learning starting this week. “Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member’s success is dependent on the group’s success.” (From: http://serc.carleton.edu/introgeo/cooperative/index.html, see this site to learn more)
What are the key elements to help groups work better? (We will explore one each week)
“Interpersonal and Small Group Social Skills: In cooperative learning groups, students learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork). Thus, a group must know how to provide effective leadership, decision-making, trust-building, communication, and conflict management. Given the complexity of these skills, teachers can encourage much higher performance by teaching cooperative skill components<http://serc.carleton.edu/introgeo/cooperative/coopskills.html> within cooperative lessons. As students develop these skills, later group projects will probably run more smoothly and efficiently than early ones.” (From:http://serc.carleton.edu/introgeo/cooperative/whatis.html#elements)
* Have students do a role model activity prior to working in groups. For example, have them think of a characteristic they have seen in a group that hindered learning. Then, without telling students that trait, have them act it out while giving the group a quick, “fake” task.
* Provide handouts or cards to students that provide some phrases they might use in their groups. These might be the same for all students, or you could have different cards for different roles. For examples, see these links: