So I have some take aways after weeks of thought on what my teaching artifact will be as a result of this seminar. I now have two artifacts, or atleast I hope they will be considered thus so.
- Teaching in chunks for the statistical review section of the course. I have decided I am not re-teaching the pre-requisite topics for my course. These first two weeks will instead be briefings and not lecture. Students will be asked to prepare a discussion on topics I will assign to them via groups. Each session, 20 minutes will be dedicated to discussing the briefings. Lets hope I don’t have dead air for 20 minutes. To support them in their preparation for the briefings, I have built a course site on BB (and will possibly move this to blogs@Baruch at some point) with references to OER on the review topics. Students will be assigned to groups in the first week, so they can work with their groups on developing the briefings.
- Typically I assign groups project in week 5. By then students have developed some rapport among themselves and have gotten to know their classmates. I allow them to select their own groups, with the offer to assign students to a group if they are unable to find a group to join (i understand some students don’t get a chance to connect with their classmates when a class is completely online). So far, students have been really good about setting themselves up in groups and I have rarely had to help out with the assignment. Now since I am asking them to forms groups after day1, I have to help them out with getting to know their class mates. For which meaningful ice breakers are useful. The emphasis being on meaningful. After taking Ron Whitman’s workshop on “Work it, Own It” I intend to use his ice breaker. I think it has some many unintended benefits, (or maybe intended by design). Students are encouraged to understand what engagement in a class really means, and have to go though some amount of self-reflection and self assessment of how well they engage.
Wish me luck!
2 replies on “Teaching Artifact Draft and Reflection Letter”
Hi Amita,
I empathize so much with your concern about dead air, and also about having to re-teach material the students should already know. I also will be asking the students to work in groups and have not yet decided if I should assign the groups, or let them self select. I worry some will be left out. I like the idea of using an icebreaker, something I sort of do already, (just a basic introduction), so I want to talk with you about Ron’s seminar!
Anita (at least I’m trying to reply to Anita, but I’m only getting the option to “reply to rebecca smart!”)–maybe if you share with them on day 1 that this is a learning curve for you, too–that you’re changing it up a bit and would really appreciate their getting on board, whatever. Just empowering them to make your life easier (and make the artifact work) by letting them know your anxious and keen to make it work for them.