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richelbilderbeek committed May 23, 2024
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Expand Up @@ -117,14 +117,80 @@ Feature | CI | SEE | BE | Part of feature
- `SEE` = Socio-emotional engagement, i.e. interactions and/or reactions
- `BE` = Behavioral engagement, i.e. participation

I want to try out:

* More time for feedback. I met a colleague in the hallways and stated that
I had 5 minutes for feedback. She said that was too short. I agreed.
In hindsight, I am unsure. So I try it out in this course
* Fewer Zoom rooms: I want the learners to remain in the main Zoom room
and work in silence. Learners can ask questions in the chat or in the shared
document and if needed, can go to a Zoom room with a TA
I do have only 65 minutes to teach,
can and should I try to get all these indicators to pass?
Also, in that one session, I feel it gives more disturbance than usefulness
to mix up the learners again.

Let's go through the items in one big table:

Here is a list from ,

Reference |Recommendation |Do I do/try this?
----------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------
[1] |Students are engaged in authentic and multidisciplinary tasks |.
[1] |assessments are based on students’ performance of real tasks |.
[1] |students participate in interactive modes of instruction |.
[1] |students work collaboratively |.
[1] |students are grouped heterogeneously |.
[1] |the teacher is a facilitator in learning |.
[1] |students learn through exploration |.
[2] |During class, have your students: Participated in online discussions e.g., via discussion forums, blogs, wikis, etc. |.
[2] |During class, have your students: Shared your knowledge and expertise with the learning community |.
[2] |During class, have your students: Interacted with other students in team tasks or projects |.
[2] |During class, have your students: Participated in hands-on practice so that you can apply learned knowledge to the real-world |.
[2] |During class, have your students: Assessed peers on team-based assignments |.
[2] |During class, have your students: Assessed peers on individual assignments |.
[2] |During class, have your students: Used various computer technologies outside of Canvas to communicate with the instructor and class peers |.
[2] |During class, have your students: Used library/Internet resources to complete assignments |.
[2] |During class, have your students: Made a presentation to the class |.
[2] |During class, have your students: Participated in setting goals and choosing tasks to meet course requirements |.
[2] |During class, have your students: Engaged in meaningful and challenging activities e.g., problem solving, case analysis, that require critical thinking |.
[2] |During class, have your students: Explored new ideas/tools and pushed the envelope in ideas and/or research |.
[2] |During class, have your students: Worked on assignments or projects that involve using research skills |.
[2] |During class, did you: Show respect to students in all communications with them? |.
[2] |During class, did you: Show enthusiasm when interacting with students in the learning environment? |.
[2] |During class, did you: Explain clearly course goals and expectations? |.
[2] |During class, did you: Use examples or illustrations that helped them understand course content better? |.
[2] |During class, did you: Participate in discussions with students around ideas from the readings or class notes? |.
[2] |During class, did you: Relate course content to work experiences or real-world experiences? |.
[2] |During class, did you: Provide prompt (within 72 h) feedback on activities, assignments, or projects? |.
[2] |During class, did you: Provide meaningful feedback on activities, assignments, or projects? |.
[2] |During class, did you: Communicate with student about their course progress (i.e., grades, quality of work, ways to improve, etc.)? |.
[2] |During class, did you: Motivate students to get interested in the course content? |.
[2] |During class, did you: prompt students to reflect on their learning & think more deeply about the course content |.
[2] |During class, did you: assess student learning in a variety of ways |.
[2] |During class, did you: create a supportive and safe learning environment that allows for diversity & multiple perspectives |.
[2] |During class, did you: teach self-regulating strategies e.g., self-monitoring progress, time management, help-seeking skills, self-instruction |.
[3] |Instructional approach: Learner involved in setting goals, choosing tasks, developing assessments and standards for the tasks; has big picture of learning and next steps in mind |.
[3] |Instructional approach: Learner actively develops repertoire of thinking/learning strategies for changeable and complex knowledge building |.
[3] |Instructional approach: Learning is intrinsic; has a passion for learning, solving problems |.
[3] |Instructional approach: Learner develops new ideas and understanding in conversations and work with others |.
[3] |Instructional approach: Technology allows interaction by communicating and collaborating in diverse ways |.
[3] |Instructional approach: Technology offers or allows access to tasks, data, and learning opportunities that stimulate thought and inquiry |.
[3] |Instructional approach: Technology offers access to simulations, goals-based learning, and real-world problems and productivity tools |.
[3] |Instructional approach: Technology provides opportunities to use media technologies |.
[3] |Teaching: Engages in negotiation, stimulates and monitors discussion and project work but does not control |.
[3] |Teaching: Helps students to construct their own meaning by modeling, mediating, explaining when needed, redirecting focus, providing |.
[3] |Teaching: Instructor considers self as learner; willing to take risks to explore areas outside his or her expertise; collaborates with other experts and practicing professionals |.
[3] |Teaching: Pertains to real world, meaningful intellectual work; may be addressed to personal interest |.
[3] |Teaching: Difficult enough to be interesting but not totally frustrating, usually sustained |.
[3] |Teaching: Involves integrating disciplines to solve problems and address issues in context |.
[3] |Teaching: Small groups with persons with different skill sets, backgrounds, interests |.
[3] |Teaching: Groups sized and organized so that over time all students have challenging learning tasks/experiences |.
[3] |Teaching: Different groups organized for different instructional purposes; supports collaboration across multiple contributors |.
[3] |Teaching: Instruction actively engages learners through meaningful context and construction of knowledge; encourages, supports and responds to student contributions, needs, requests for clarification, etc. |.
[3] |Teaching: Instruction oriented to constructing meaning; providing meaningful activities/experiences |.

- [1] [Means, 1993], wording from [Bigatel & Edel-Malizia, 2018]
- [2] [Bigatel & Edel-Malizia, 2018], table 3
- [3] [Bigatel & Edel-Malizia, 2018], table 2

I do have only 65 minutes to teach,
can and should I try to get all these indicators to pass?
Also, in that one session, I feel it gives more disturbance than usefulness
to mix up the learners again.


## References

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