ADA:Fast Facts for Faculty - Writing in the University Writing in the University By Brenda Brueggemann. Introduction The General Education Curriculum (GEC) Course Guidelines for the second and third (required) courses in writing at The Ohio State University state that: The abilities to read and listen with comprehension and critical acuity are requisite to the gaining of knowledge in a university setting. Further, we recognize that writing especially is a primary tool in learning itself, not just a means of expressing learning that has taken place. Many students, however, may often experience difficulties with writing that are not caused by a lack of understanding or critical ability. For students with disabilities there may be even greater obstacles to college writing. In-class Writing Activities Examples: Opening the class period with instructor-prompted writing- usually calling for a paragraphlength response- that addresses either past or future points, general or specific in nature, from previous classes, lectures, readings, or discussions.
ADA: Partnership Grant - Fast Facts for Faculty Guided Notes Improving the Effectiveness of Your Lectures Developed by William L. Heward The Ohio State University Partnership Grant Improving the Quality of Education for Students with Disabilities. What Are Guided Notes? Guided notes are instructor-prepared handouts that provide all students with background information and standard cues with specific spaces to write key facts, concepts, and/or relationships during the lecture. Some Pros and Cons of the Lecture Method Lecturing is one of the most widely used teaching methods in higher education. Advantages of lecturing. Although some educators consider the lecture method outdated and ineffective, it offers several advantages and reasons for its continued use (Barbetta & Scaruppa, 1995; Michael, 1994). Lecturing is an efficient use of the instructor's time. A good lecture can be presented from one semester to the next, reducing subsequent planning and preparation time to review and update. Lecturing is versatile. Lectures can be personalized. 1.
ADA: Fast Facts for Faculty - Universal Design Elements of Good Teaching Universal Design Definition: Universal design is an approach to designing course instruction, materials, and content to benefit people of all learning styles without adaptation or retrofitting. Although this design enables the student to be self-sufficient, the teacher is responsible for imparting knowledge and facilitating the learning process. Who Benefits: Students who speak English as a second language. Principles: Identify the essential course content. "Compiled from North Carolina State University's Principles of Universal Design and Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education. Essential Qualities Representation: Course content offers various methods of Representation. Engagement: Course content offers various methods of Engagement. Expression: Course content offers various methods of Expression. Implementation: Resources: Universal Design. Curriculum Transformation and Disability. Common Teaching Methods. Do-It.
The Big List of Class Discussion Strategies Listen to this article as a podcast episode: Podcast: Play in new window | Download (Duration: 38:22 — 53.1MB) Subscribe: iTunes | Android | When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase “We will discuss.” We will discuss the video. We will discuss the story. We will discuss our results. Every time I saw it in a lesson plan, I would add a note: “What format will you use? The problem wasn’t them; in most of the classrooms where they’d sat as students, that’s exactly what a class discussion looked like. So here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. I’ve separated the strategies into three groups. Enjoy! Gallery Walk > a.k.a. Basic Structure: Stations or posters are set up around the classroom, on the walls or on tables. Philosophical Chairs > a.k.a. Pinwheel Discussion > Socratic Seminar > a.k.a. a.k.a.
Physicists Seek To Lose The Lecture As Teaching Tool The lecture is one of the oldest forms of education there is. "Before printing someone would read the books to everybody who would copy them down," says Joe Redish, a physics professor at the University of Maryland. But lecturing has never been an effective teaching technique and now that information is everywhere, some say it's a waste of time. Indeed, physicists have the data to prove it. When Eric Mazur began teaching physics at Harvard, he started out teaching the same way he had been taught. "I sort of projected my own experience, my own vision of learning and teaching — which is what my instructors had done to me. He loved to lecture. "For a long while, I thought I was doing a really, really good job," he says. But then in 1990, he came across articles written by David Hestenes, a physicist at Arizona State. Hestenes had a suspicion students were just memorizing the formulas and never really getting the concepts. The two balls reached the ground at the same time.
Beyond Discussion Forums: Asynchronous Student-To-Student Interaction Online This article first appeared on the California Acceleration Project blog. When I asked my students for anonymous feedback at the end of my online course, they responded, “I loved being able to still have interaction with my classmates. I didn’t think I would really get that interaction in an online class so that was definitely a bonus for me,” and “I liked how the professor was able to keep us all connected with each other and made it feel as if we were in an actual classroom even though we were in the comfort of our home.” Students taking online courses that are intentionally designed with opportunities for asynchronous student-to-student communication and collaboration reap the rewards of not only the cognitive benefits of sharing ideas with peers, but also the socio-emotional benefits of being a member of a learning community. Humanizing & Equity This is the third blog in a series within the theme of humanizing online teaching and learning with an equity-minded lens. Group Discussions
Tips for Teaching Socially Relevant Math — Skew The Script There’s no way around it: math is political. During the COVID pandemic, we’ve seen doctors use statistics to advocate for national mask mandates, while governors use the same data to argue that individual liberty outweighs the risk. As protests occur across the country, we’ve heard colleagues use data as evidence to support Black Lives Matter or as a way to shift the focus to “black-on-black crime.” Teaching math, then, is a political endeavor. We firmly believe that teaching socially relevant math prepares students to become more informed and engaged citizens. We acknowledge that teaching socially relevant math can feel daunting. 1. Strong class culture beats strong teacher moves – every time. 2. Because you will discuss topics that are passionate for students, they will have many questions about the context of the data, the math involved, and the types of conclusions that can be drawn. 3. 4. 5. 6. Data often provides good evidence for making inferences about social issues. 7.
How Can You Close the School Year? Six Ideas That Work for In-Person, Hybrid, and Remote Students Schools across the northern hemisphere are approaching summer break, after almost a year and a half of disrupted learning. Because of physical distancing measures, some students may be missing many of the rituals that usually mark the end of the school year, such as class field trips, graduation ceremonies, or simply the opportunity to say goodbye to friends and teachers in person. End of year rituals are not only rites of passage, but manifestations of community. Reflect Activity 1: Final Journal Reflection Education theorist John Dewey wrote, “We don’t learn from experience . . . we learn from reflecting on experience.” Ask your students to write a final journal reflection as a way to process the events and learning of the past year. I used to think . . . but now I think . . . If your students have kept a journal for your class throughout the year, ask them to read through all of their entries before they write their final journal reflection. Activity 2: Digital Portfolio Celebrate
Jeff Bezos, Mark Cuban, and Tony Robbins Don't PowerPoint. They Do This Instead As I've pointed out previously, there's scientific evidence that PowerPoint--not the software but the concept--is worse than useless. The problem: Displaying words on a screen while speaking (regardless if you're reading or riffing) does NOT increase audience comprehension and retention. Therefore, the time spent building a PowerPoint deck is wasted. That column got sparked some not-unexpected reader umbrage, since people don't like being told that they've wasted a huge chunk of their working lives creating presentations that weren't helping them communicate better. The most common complaint was "you're blaming the tool, not poor usage of the tool." Another common complaint was "If it's useless, why do so many people use it?" In any case, the world's truly great communicators have long since dumped PowerPoint (and its clones) in favor of approaches that don't use wordy slides. 1. What about takeaways? 2. 3. 4. Finally, there's the Gordian solution: simply stop holding meetings entirely.
Eric Mazur’s Peer Instruction method – Case Studies The gain (post-test minus pre-test) in the FCI is now 16% whereas previously it had been 8% which means that the normalised gain has increased from 25% to 50%. The gain is not dependent on having a charismatic teacher – Prof Mazur’s colleagues have obtained similar results. In addition, students on average score 10% more in the end-of-module problem solving exam than they did before Peer Instruction methods were adopted. Better understanding leads to better problem solving. It turns out that ‘Mary’ is more likely than Prof Mazur to address the misconceptions of ‘John’ because she still has a feel for the conceptual difficulties experienced by the learner. The key points about Peer Instruction are: students teach other studentslearning opportunities in lecture time are increasedrealisation of gaps in knowledge is greater for both students and lecturersthere is consolidation of learning through activation of memory The clicker technology is not an important factor in the results.
Harvard professor Eric Mazur's Peer Instruction method In this article, you will find: That education is more than transmission of information;That peer instruction, a form of active learning, can be experimented with in a university setting;And an easy recipe for peer instruction. "What if I told you that this is not the best way to teach?" That is what award-winning Prof. Eric Mazur from Harvard University has been advocating since the early nineties. All was good until the day he found a test designed by Prof. To his horror, Mazur realized that, according to this test, his students had learned almost nothing. Later on, however, he witnessed a sort of miracle, almost by accident. The Peer Instruction method This was probably the moment the Peer Instruction method was born. The students are given the course material in advance so that they can read it at home.