Writing
"Most Versatile": Ben Meyer, Lexi Kvasnicka
"Most Creative": Jeremy Groce, Danielle Teigen
"Best Overall": Lindsay Youd, Heather Wadeson
Cooperative Learning
"Most Versatile": Chris Mattix, Kate Scheller
"Most Creative": Jeremy Groce, Lexi Kvasnicka
"Best Overall": Jeremy Groce, Rachel Mottet
Problem-Based Learning
"Most Versatile": Jennifer Prokopowicz, Amber Rasche
"Most Creative": Alicia Johns, Kate Scheller
"Best Overall": Ben Meyer, Kate Scheller
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Friday, October 23, 2009
Friday, October 16, 2009
Blog Prompt for October 22, 2009
Next week we will be reading pages 192-252 in Teaching Tips and focusing on active learning.
Here are the prompts for your teaching blog:
1. Using the suggestions given in the reading, design (and describe) three class activities that you could use in the course you are designing for your final project. Feel free to combine multiple suggestions in an activity, but be sure to include at least one suggestion from each of the first three chapters - High-Stakes and Low-Stakes Writing, Active Learning, and Problem-Based Learning.
2. Based on the learning activities we have completed as part of the teaching demonstrations this semester, and your overall understanding of this week's readings, write one or two paragraphs outlining "best practices" for conducting learning activities in class. This section of your blog can address procedural issues (e.g., providing clear directions, telling students how much time they will have to complete a task), demeanor issues (e.g., being enthusiastic about the activity), and pedagogical issues (e.g., summarizing what was learned after the activity is completed).
Be sure to make sufficient and specific references to the readings in your entry. In other words, use the readings to explain WHY the activities you've designed will help your students better learn the material.
Email or IM me if you have any questions about this week's prompt.
Here are the prompts for your teaching blog:
1. Using the suggestions given in the reading, design (and describe) three class activities that you could use in the course you are designing for your final project. Feel free to combine multiple suggestions in an activity, but be sure to include at least one suggestion from each of the first three chapters - High-Stakes and Low-Stakes Writing, Active Learning, and Problem-Based Learning.
2. Based on the learning activities we have completed as part of the teaching demonstrations this semester, and your overall understanding of this week's readings, write one or two paragraphs outlining "best practices" for conducting learning activities in class. This section of your blog can address procedural issues (e.g., providing clear directions, telling students how much time they will have to complete a task), demeanor issues (e.g., being enthusiastic about the activity), and pedagogical issues (e.g., summarizing what was learned after the activity is completed).
Be sure to make sufficient and specific references to the readings in your entry. In other words, use the readings to explain WHY the activities you've designed will help your students better learn the material.
Email or IM me if you have any questions about this week's prompt.
Thursday, October 15, 2009
Schedule for teaching presentations
September 10
Jeremy Groce
Larry Anenson
September 17
Julie Fudge
Katey Scheller
September 24
Lexi Kvashicka
Heather Wadeson
October 1
Jennifer Prokopowicz
Dennis Frohlich
October 8
Andrea Weber
Chris Mattix
October 15
Alicia Johns
Danielle Teigen
October 22
Rachel Mottet
Amber Rasche
October 29
Richard Wienhold
Lindsay Youd
November 5
Kevin Betts
Kerri Spiering
November 12
NCA / No teaching demonstrations this week
November 19
Ben Meyer
Vikki Miller
Jared Fougner
Jeremy Groce
Larry Anenson
September 17
Julie Fudge
Katey Scheller
September 24
Lexi Kvashicka
Heather Wadeson
October 1
Jennifer Prokopowicz
Dennis Frohlich
October 8
Andrea Weber
Chris Mattix
October 15
Alicia Johns
Danielle Teigen
October 22
Rachel Mottet
Amber Rasche
October 29
Richard Wienhold
Lindsay Youd
November 5
Kevin Betts
Kerri Spiering
November 12
NCA / No teaching demonstrations this week
November 19
Ben Meyer
Vikki Miller
Jared Fougner
Friday, October 9, 2009
Reading for Thursday, October 15
The excerpt from Learner-Centered Teaching can be downloaded here. We will also be reading pages 140-171 in Teaching Tips.
The readings for this week focus on making teaching more student-centered, both in terms of adapting one's teaching in response to what one knows about the students, and putting more responsibility for learning on the students themselves.
In your teaching blog for this week, instead of the standard format we have been using for entries, I would like you to answer the following three questions:
1. What is "learner-centered teaching" (LCT)?
(the three chapters present different versions of this concept)
2. Which aspects of LCT could you incorporate in your own teaching?
3. Which aspects of LCT would be difficult (or, in your opinion, unwise) to incorporate in your own teaching?
For the last two questions, remember to explain why you would or would not incorporate each aspect. Remember to make sufficient and specific references to the readings in your entry.
The readings for this week focus on making teaching more student-centered, both in terms of adapting one's teaching in response to what one knows about the students, and putting more responsibility for learning on the students themselves.
In your teaching blog for this week, instead of the standard format we have been using for entries, I would like you to answer the following three questions:
1. What is "learner-centered teaching" (LCT)?
(the three chapters present different versions of this concept)
2. Which aspects of LCT could you incorporate in your own teaching?
3. Which aspects of LCT would be difficult (or, in your opinion, unwise) to incorporate in your own teaching?
For the last two questions, remember to explain why you would or would not incorporate each aspect. Remember to make sufficient and specific references to the readings in your entry.
Thursday, October 8, 2009
Support services at NDSU
Academic support services
Counseling services
Disability services
In addition, the Office for Equity and Diversity can help you if you feel you are being harassed.
Counseling services
Disability services
In addition, the Office for Equity and Diversity can help you if you feel you are being harassed.
Academic honesty and accommodations
Sample language for your syllabus:
Academic Honesty. All assignments must be the original work of the student, not used for any other course, and completed in a manner consistent with the NDSU University Senate Policy, Section 335: Code of Academic Responsibility and Conduct. You are expected to be familiar with these standards and policies; in the event of a violation, ignorance will not be accepted as an excuse. The NDSU Code of Academic Responsibility and Conduct can be found at http://www.ndsu.edu/policy/335.htm. Plagiarism – or any other form of academic dishonesty – will result in an automatic F for the course.
Academic Accommodations. Any students with disabilities or other special needs, who need special accommodations in this course, are invited to share their concerns or requests with the instructor at the beginning of the semester, or as soon as possible.
Academic Honesty. All assignments must be the original work of the student, not used for any other course, and completed in a manner consistent with the NDSU University Senate Policy, Section 335: Code of Academic Responsibility and Conduct. You are expected to be familiar with these standards and policies; in the event of a violation, ignorance will not be accepted as an excuse. The NDSU Code of Academic Responsibility and Conduct can be found at http://www.ndsu.edu/policy/335.htm. Plagiarism – or any other form of academic dishonesty – will result in an automatic F for the course.
Academic Accommodations. Any students with disabilities or other special needs, who need special accommodations in this course, are invited to share their concerns or requests with the instructor at the beginning of the semester, or as soon as possible.
Thursday, October 1, 2009
Resources for grading and assessment
Calculating a student's final grade in a weighted system:
(Assignment 1 grade x Weight of Assignment 1) + (Assignment 2 grade x Weight of Assignment 2) + (Assignment 3 grade x Weight of Assignment 3)...
Make sure that the percentages for assignment weight in the equation all add up to 100%
Example:
(90 * .25) + (85 * .20) + (80 * .10) + (93 * .15) + (83 * .30)
22.5 + 17 + 8 + 13.95 + 24.9 = 86.35
Calculating a student's current grade in a weighted system:
((Assignment 1 grade x Weight of Assignment 1) + (Assignment 2 grade x Weight of Assignment 2) + (Assignment 3 grade x Weight of Assignment 3)) / (Total weight of assignments completed / .01)
Example:
((90 * .25) + (85 * .20) + (80 * .10)) / ((.25 + .20 + .10) / .01)
(22.5 + 17 + 8) / (.55 / .01)
(22.5 + 17 + 8) / 55
47.5 / 55 = 86.36
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Tips on using Blackboard to calculate and distribute grades can be found here.
Non-graded Classroom Assessment Techniques can be found here.
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(Assignment 1 grade x Weight of Assignment 1) + (Assignment 2 grade x Weight of Assignment 2) + (Assignment 3 grade x Weight of Assignment 3)...
Make sure that the percentages for assignment weight in the equation all add up to 100%
Example:
(90 * .25) + (85 * .20) + (80 * .10) + (93 * .15) + (83 * .30)
22.5 + 17 + 8 + 13.95 + 24.9 = 86.35
Calculating a student's current grade in a weighted system:
((Assignment 1 grade x Weight of Assignment 1) + (Assignment 2 grade x Weight of Assignment 2) + (Assignment 3 grade x Weight of Assignment 3)) / (Total weight of assignments completed / .01)
Example:
((90 * .25) + (85 * .20) + (80 * .10)) / ((.25 + .20 + .10) / .01)
(22.5 + 17 + 8) / (.55 / .01)
(22.5 + 17 + 8) / 55
47.5 / 55 = 86.36
---
Tips on using Blackboard to calculate and distribute grades can be found here.
Non-graded Classroom Assessment Techniques can be found here.
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