Building Student Engagement/Participation into Scaffolded Assignments
Friday, November 19, 2021 12:30 – 2:00PM
- View Team 1’s (Hokey Pokey Stayin’ Alive) scaffolding worksheet
- View Team 2’s (Jen & Robin) scaffolding worksheet
- View Team 3’s (Free Movers) scaffolding worksheet
- View Team 4’s (Four Step) scaffolding worksheet
- View Team 5’s (On Pointe) scaffolding worksheet
- View Team 6’s (The Mashed Potatoes) scaffolding worksheet
Learning Goals
Learning Goals for the Seminar
By the end of the Seminar, participants will be able to:
- Define student engagement and participation
- Identify strategies and opportunities for synchronous and asynchronous student engagement
- Locate available resources at Baruch that support student learning and engagement
- Articulate plans to include student engagement and participation in their courses
- Actualize opportunities for student engagement and participation by developing and revising a “teaching artifact”
Learning Goals Core Session 2
During this session we want to:
- Practice “scaffolding” an assignment to promote student engagement
- Locate available resources that support student learning and engagement in the Student Guide
- Peer-review participant artifact proposals
- Have a little fun; try out game-based learning
By the end of this session, participants will be able to:
- Define “scaffolding” and “backward design” in your teaching contexts
- Identify opportunities for student engagement in scaffolded course materials
- Access and navigate student-centered resources that support student learning and engagement
- Leave with more teaching artifact development plans after talking to your peer groups
Session 2 Prep – posted on Course Site
Session 2 Lesson Plan (Friday, November 19, 2021 12:30-2:00pm)
Building Student Engagement/Participation into Scaffolded Assignments
12:15 – 12:30 (15 mins)
Open session early for tech check and socializing
12:30 – 12:35 Welcome & intro learning goals (5 min)
12:35 – 12:40 Ice-breaker (5 min)
Ask groups to come up with a dance-themed team name.
12:40 – 12:45 Scaffolding intro (5 mins)
12:45 – 1:20 Scaffolding Activity: So you think you can scaffold? (35 min)
Brief instructions to “So You Think You Can Scaffold!” activity (5 mins)
Transition music: Play So you think you can dance music in background
Overview:
- Statement on purpose of activity (show goals for activity but don’t go over in detail)
- Show example research assignment prompt (1 paragraph)
- Explain how to play
- Explain how to win
Transition music: Play So you think you can dance music in background
Breakout into 6 groups (20 min)
Teams designate a presenter
In breakout rooms, CTL facilitators will:
- have advanced access to their team’s worksheet as a Google Doc
- screen share worksheet in peer groups, and invite other team members to the Doc too
- be the notetaker & screen sharer for the group presentation
Share out/lightning presentations (10 min)
Designated team presenter presents
Each group has 1 min 30 sec (possibly 2 min) to present
Include buzzer sound if teams go over time (recommended but not required)
CTL judges will:
- have access to all groups’ worksheets
- have access to a rubric for each judge
1:20 – 1:25 Stretch break (5 min)
Ads for upcoming workshops here
Information about consults
1:25 – 1:45 Teaching Artifact check-in (20 min)
Pull back the curtain – how have we scaffolded the teaching artifact so far
Introduce Session 3 Prep assignments
Facilitate group check-in: briefly discuss materials
(Core Session 3 Prep – comment on group members’ Blog 2 post)
(Judges in breakout room)
1:45 – 1:50 SYTYCS Judges’ Table (5 min)
Final judging round – announce top winners in each category
1:50 – 2:00 Homework & Q&A (10 min)
2:00 – 2:15 More Q&A (15 mins)
For those who can stay longer
2:15 Close Session