Meredith - Reading Notes #8

Lang offered some helpful ideas for activities (posters, field trips, inkshedding, mock trials, case studies) to incorporate into courses in order to break up the monotony and reenergize students (p. 235-244). I think inkshedding is an interesting idea since it provides a way for all students, even those who are shy, to participate. I also agree with Lang’s comment that there is no better way to gain fresh insight than to be a student again (p. 244). I think it is important for teachers to also be students, in some way or another, as this helps them to maintain a student perspective. Lang also mentioned observing colleagues in order to gain insight on teaching. After my experience with being turned down to observe a professor’s class, I don’t imagine I will be overly eager to ask a colleague to sit in on his/her class. Therefore, I am interested in discussing other ways to learn about new teaching strategies. I think this would be beneficial to all of us, especially if we end up teaching at smaller colleges where resources related to improving teaching may not be available.

In chapter 4, Davis discussed classroom conduct and provided suggestions for handling various issues. However, I felt that some suggestions contradicted each other. For example, she mentioned the importance of having positive in-class interactions with students and noted that this involves refraining from putting students down in front of classmates since it contributes to a negative tone for students (p. 49). She then later discussed a suggestion for calling students out in front of the class when they arrive late (p. 50). Wouldn’t doing so embarrass the student and contribute to a negative tone in the classroom? In regard to this topic, Lang suggested dealing with students in private rather than in front of the class. Which method is more appropriate? The issue of maintaining a positive tone for students, while at the same time prohibiting disruptive behavior, is one that I feel warrants further discussion. This is something we will have to address in our careers and yet it does not appear that a consensus has been reached. 

The reading on learner-centered teaching was a bit too idealistic for me. While I agree that instructors should not be afraid of relinquishing some control, I struggle with the practicalities of how to appropriately share the power. The author provided examples about how to involve students in their own learning, such as having them develop the class participation policy (p. 34) and select course topics prior to the instructor developing the syllabus (p. 39). With these suggestions in mind, is it appropriate to spend multiple class periods deciding on a class participation policy? What do instructors who need to provide copies of their syllabi to department chairs prior to the semester do in these situations? We started a discussion last week about letting students make choices and I think we would benefit from continuing this discussion now that we have additional insight into the topic.

Kristine's Reading Notes 8

This weeks reading really hit home for me. I feel like we are going through this stage in the classroom right now; where the count down to finals week is on. Classes that I once thought interesting are now becoming repetitive and monotonous. When reading Lang’s ideas for stirring things up in the classroom, I loved the field trip idea. I know that with a larger class this idea would be more impractical. However, as I am constructing my course syllabus for CPR and First Aid next year, I think having a guest speaker or having the students go outside on a hilly platform to perform some of the techniques they will learn will be a great idea to keep momentum in the classroom going. What are some other interesting project ideas to battle doldrums?

            For Lang’s Week 12 chapter, I found some of his common problems were related to those we discussed in the classroom; for example, the rude student. I think handling disruptive behavior privately is a very good idea so that way the student knows straight up what you expect from him and that this type of behavior is not tolerated. I think that on page 258 an interesting topic is brought up about dating students, even if they aren’t in your department. I feel like I disagree with Lang on this point. I don’t see a problem with dating a student who is at the graduate level or enrolled in a totally different, unrelated department of yours. For example, a first year professor teaching mathematics wouldn’t have any contact with a student in their forth year of pre-medicine. I understand his point of view, that new professors are at this vulnerable stage of making the wrong impression, but at the same time what if the couple had been dating previous to the teaching? I think more clarification and discussion on this topic would help.

            Whenever reading Davis’ chapter on disruptive behavior and classroom decorum, I was actually a little surprised how the end of the chapter twisted more toward tragedies and a class responses to them. Whenever 9/11 occurred, I remembered wishing my teachers would just explain to me what had happened instead of pretending nothing had occurred. I guess however that this could be pretty difficult for a professor to stay on top of all current events happening around the world. If a tragedy did occur in a foreign country, would it be appropriate to ask a student from that country what they think about the incident?

our VARK scores

	V	A	R	K	Sum
	1	8	4	2	15
	1	8	4	2	15
	1	1	9	5	16
	1	3	6	6	16
	2	1	9	7	19
	3	7	8	2	20
	5	4	7	6	22
	5	6	7	6	24
	7	5	10	4	26
	5	3	8	11	27
	6	5	8	10	29
	8	8	10	6	32
	8	6	7	12	33
	7	10	8	11	36
	9	11	12	7	39
	8	10	13	11	42
Sum	77	96	130	108
Learners	0	2	10	5

Miwa's reading note #7

From readings of this week, I have drawn two interesting topics closely related to reality I am facing in my class: how to respond to academically diverse students and motivate students.

                                 

Academically Diverse Students

I have always been struggling with how to deal with diversity of students in various academic levels. I see that there are many academically diverse students in my class, and feel that the gap between excellent students and struggling students becomes widening throughout the semester regardless of my efforts to fill it. Learning different levels of intellectual development (Lang, 2008, p. 163) is very beneficial to perceive the problem, and I see the significance of understanding students’ perspective (p. 171). However, my question is “how,” because I always wish my students seek my help when they struggle but they simply don’t do so. The problem is that I don’t get a chance to listen to their situation, no matter how many times I encourage them to see me (Davis, 2009, p. 92, Lang, 2008, p. 182-183).  The students just keep frustrating and being dissatisfied with my teaching without taking available steps.

In addition, I simply hesitate to be involved with something related to students’ personal circumstances (Davis, 2009, p. 92), as long as they don’t voluntarily seek my help. I believe students are responsible to do so, and am also not confident to deal with their situation well. I am keenly aware that it is a matter of balance of course and I should flexibly respond to, though still I have great hesitation. This issue of academically diverse students is not only based on students’ intellectual capability or personal circumstances, but can also be closely related to their motivation problem.

Motivating Students

Students’ motivation is a major issue that determines their attitude toward the entire course and it is very hard for me to manage once they cannot find a good reason for them to be motivated. For example, teaching a course of requirements can give this challenge. The students are always frustrated, dissatisfied with whatever I make efforts to address necessities (Davis, 2009, p. 279). They simply don’t care, and my efforts and positive attitudes sometimes may even discourage their motivation further, as they think “let me alone, not your business, I am in this class only for credits.” I really feel it is not the right way, though using grading as threats (p. 281) seems an only remaining option for me. The students’ attitude leads their situation to the worse: they tend to focus on points without considering how to improve their learning effectiveness, and keep receiving low grades as they don’t try to complete requirements of the course.

Related to the discussion above, I am facing difficulty in building sound and constructive relationship with the struggling students. Once the students start focusing on their grades rather than leaning itself, my role will be rather perceived as a grader with power and authority, which makes me a subject to their challenge. I wonder how I can break the malicious cycle.

Charu's Reading Notes #7

I mostly enjoyed this week’s Davis discussion on diverse students. For the class discussion, I would like class to discuss on diverse students, models of intellectual and ethical development and the mental models.

In today’s world, I think diversity is a very big issue, as many people from around the world are coming together in one or the other way. Davis mentions about the diversity in classes at a great extent and highlights some of the very important things for the instructor to be aware of in order to avoid any bias or racism. She suggested some points as in what an instructor can do to prevent certain errors or to decrease the discomfort levels in the various students (p.62-63). Some of them like assigning them group work would help them to open up and reduce the nervousness in them, or giving students personal attention whenever there is an opportunity, which I think would also motivate student to discuss the problems and difficulties they might be facing. One more suggestion that I really like as a diverse student is that handing out “cafeteria menu” of assignments, in which students choose which assignment they want to do from a given list of assignments whether it is a difficult one or the easier one and also the date on when they want to submit the assignments (p.91). This I believe might boost the energy level of the students, but it would increase the workload of the teacher or the instructor a lot more than usual, different assignments at different time. As being an instructor for the first time, I had difficulties dividing time between my own schoolwork and the classes that I teach. If possible, I would like to hear other people comments/experiences on the concept of handling out “cafeteria menu.”

Another topic that seemed interesting to me was Lang’s discussion on Perry’s models of intellectual and ethical development (p. 165-170). Perry’s three stages mentioned in the text were: dualism, relativism, and commitment.  The first stage dualism is where “students believes in absolute truth, which exists somewhere out in the world, and which their professors have somehow gained access to (Lang, p.166). At the relativism stage, students realize the value of learning procedures and criteria for judging some viewpoints as better or worse. I would like to listen to other people comments/experiences on these intellectual stages. Does anyone in the class, have primarily focused on looking at the students transition from one stage to another? And how to help student transition from one stage to another?

I also like Lang discussion about mental models (p.156). According to Piaget, two primary parts of the learning process are: assimilation and accommodation. Assimilation focuses “taking on new information and slot[ing] it into pre-existing mental framework whereas accommodation is where “the child encounters new information that requires her to take changes to the current mental models (Lang, p.157). One of my teaching goals was to incorporate different learning styles of students in the class. My question to the class is in regard to these mental models, how do we incorporate this in our lesson plan. How much should we emphasize on identifying these learning models? 

Wendi's Reading Notes #7

Addressing student resistance to learning—Lang (163) brings up a valid point that is good for us to remember—when you encounter students who resist what you have to teach them or who don’t seem to get it—take some time to figure it out.  There are many reasons why we don’t stop to find out, but should any of those reasons matter when our goal is to educate our students?  This process could take some of us out of our comfort zone which isn’t such a bad thing.  However, I believe that Lang’s point is that students come to us with many pre-conceived notions and experiences.  As the educator, it is our responsibility to help them process new methods of learning and content, as well as process how their prior experiences and knowledge play into this learning.  I see much of this playing out as Lang discussed Perry’s three stages of intellectual development (164-170).  If we take potential reasons for students’ resistance to learning when we first notice them, then I believe students will proceed through Perry’s three stages with a better grasp of the content we are trying to teach.

Students as people—Lang’s Week 8 addressed many of the issues that we’ve already talked about in class.  I mention this topic again only because I believe in the importance of knowing our students.  We are educators and to turn a blind eye to our students’ individual needs and circumstances is just wrong!  I truly do not think that getting to know our students is optional—it is mandatory.  Regardless of our various fears, we can still get to know our students.  This connection will have lasting results in our classrooms (i.e. behavior, management, attendance, participation, assignment completion, etc.).  We have talked in other chapters from Lang and Davis that our effects do not go un-noticed by our students.  Students should feel comfortable approaching us and we choose to what degree of “comfortable” is acceptable for each of us.

Diversity and inclusion throughout—Davis’s chapters 5-8 are clarifying issues that we have already discussed in class.  However, I still have to relate these back to Langs’ Weeks 7 and 8 because if we know our students as learners and as people, we are already taking into consideration diversity, mentoring, monitoring participation, disabilities, and any other type of individualized needs.  Also, as we’ve addressed this in class, there are University policies that also remind us of our responsibilities to our diverse students and their specialized needs.  I don’t know how many people addressed this in their own teaching philosophy, but I know that, for me, it is an assumed responsibility that comes with being an educator.  Like many things in education, there is not a one-size-fits-all approach or student.

The value of informally assessing students—I appreciate the various tools Davis discusses in Ch.32 and I have used a variety of these tools.  However, I think that we actually do this daily when we are in class with our students through eye contact, body movement, and using our other senses.  I have two concerns with informal assessment:  (1) How can we accomplish this with on-line courses and still have the same effect? and (2)  I truly believe that it absolutely depends on what we do with the information received in these informal assessments that have more of an impact on our students.  When we assess, are we giving students the impression that certain issues or topics are more important than others or are we just gauging a level of understanding so we can more forward?

Student motivation—We have discussed this throughout the course thus far, but I believe it is a topic that should stay at the top of our teacher “radars” as we design a course, write our syllabi, teach the course, evaluate all the components, and make any necessary modifications prior to teaching it again.  Just as students need to be intrinsically and extrinsically motivated (D Ch. 31), teachers need to be just as motivated and the students (and you) will notice the difference!

Reading Notes #7 Margaret Brady

Reading Notes #7

What is interesting about this week’s readings regarding diversity is that just yesterday my officemate, who teaches FYE (First Year Experience) had a student write in their course evaluation, “The only reason diversity is made a problem is because certain people can’t get over themselves.” This is unbelievable to me that people can openly state something like this in the year 2011.

In my department, one of my colleagues needed to leave her lab classroom and asked another colleague to “just keep an eye on them.” That’s normal. But the next part isn’t: “There’s one white girl in there with four football players and they’re all BLACK.” Another time, this person was asking me about one of my students and the comment was made, “Well, he’s one of our black students...” The statement was not made as descriptive but, in my opinion, as racist. This took me aback. I really didn’t know how to respond to this because I simply wasn’t ready for it. And this is one of those situations where you don’t know what to say at the moment but then go home and replay it in your mind with all the different scenarios.

Another term that I find personally offensive is “non-traditional age student.” That is what I currently am at age 46. Why can’t I just be a “student?” I have never used that term regarding any of my students and I have a lot of them: veterans who’ve just come back from Iraq, women whose children are off to college, people who’ve actually made huge career changes because they wanted to go into something different, etc. I’ve heard my colleagues use that term. But, when I heard someone describe me in that fashion, for some reason I found that offensive as it was a “label.”

Regarding student interaction, I have not had a situation where students are inappropriate to each other regarding cultural or racial diversity. However, I did have a situation where one student who had performed poorly on an exam stated out loud in class, “I guess I’m just stupid.” Another student, one who is very much the class “know it all” who answers all my questions before I’m even done asking them without raising his hand and then asking other questions beyond the scope of the course...you know the kind...turned around and said, “Stupid or ignorant. There is a difference.” You could just feel the energy in the classroom rise as the other students were responding with “Ooooo, now what?” and “Better take it outside.” This is a very small class, about 30 students, and I was, luckily, able to diffuse the situation with humor by saying, “Well, let’s finish our lecture before you take it outside and no bets now.” Luckily, given the personalities of the students I was dealing with, that was it. But, what if this was to escalate?

I want to discuss distributing your notes to students vs. having them take notes.

Adam - Reading Notes #7

TT

“Open each session with a brief review of the previous session.” (76) That’s my usual approach. I’m glad it’s formally validated now.

I dislike the use of extra time as an accommodation. Accessibility is an accommodation; extra time is an advantage. Virtually all students would perform better with extra time.

“For most undergraduate classes, you will want to teach at the level of the B student.” (90) I like such concrete pieces of advice. Sometimes it’s tough to find a balance between boring the top and losing the bottom.

“Offer a ‘cafeteria menu’ of assignments.” While it sounds like a lot of work to set up initially, as a student I would appreciate a course structured in this manner; and there are software development practices that allow employees to choose their work to some extent, so this could map to industry.

“Don’t tell students when you can show them – and don’t show them when they can show themselves.” If I was a professor with an office, I would print this out and stick it on my door.

I believe chapter 29 is directed towards secondary education, where students “learn how to learn.” For example, contextualizing new information, note taking, and self-regulated learning are skills I expect students to master as minimum conditions of college acceptance.

“Ask students to prepare questions based on the reading.” (283) I could do that.

“Give frequent quizzes.” (284) I should incorporate this into my final project syllabus.

OC

“You should attempt to devise methods to discern the mental models that students will typically bring to your courses.” (162) I found Chapter 7 the most useful out of this book (so far).  Up to this point we have mainly discussed topics that are requirements of teaching (e.g. syllabus, assignments, grading, lectures). Mental models could be overlooked even by veteran instructors.

“Students today are very different from the students of thirty years ago.” (194) I’ve heard this many times, but I think it’s overblown. Students from thirty years ago have far more commonalities with today’s students than they have differences. Students are just people, and people don’t change that much.

Ashley's Reading Notes #7

This week’s readings discussed topics that are important for an instructor to address and decide what he/she wants to do in the classroom. Both Davis and Lang talk about how the student bodies of today’s universities are changing. More women are in nontraditional majors, older students are returning for another degree, and there are many different cultures. Knowing this I think it will be tricky as an instructor to be correct in terms to make sure I do not offend any of my students. Davis (p. 59) provided many ideas for the different terms for different groups. As a new instructor at a new university, how would I approach learning what the proper terminology is for the area? Would the people that work in the area of diversity know what is proper? I think this is good to know because I want to start on the right foot with my students.

Helping students learn is why I am interested in being a teacher, but this task is difficult. Students may lack motivation or just memorize the material for the grade. In order to prevent this I would emphasize my classroom material towards a deep learning approach (Davis, p. 262). It is a common habit of students in large classrooms to just memorize or skim the surface just to get by. I think most of us are guilty of this, but what did we really learn in the class? Deep learning is important, how would I promote this type of learning? What type of class activities lean towards this type? Davis does comment on the importance of making classroom material and tests relevant to the students and what you want them to learn. I think this would help with the deep learning approach. I liked the suggestion of providing frequent quizzes so students are always reviewing the material. Looking back at some of my classes, I always hated the cumulative exams because I had to reteach the material to myself. What are some other pedagogical methods that will help students to be more successful and not dread cumulative exams (or will they hate them no matter what)?

Keeping students motivated with these frequent check-ups would be helpful. I think students dread cumulative exams because they are usually weighted heavier than any other exam and this could ruin their grades. That brings up another interesting point that Davis mentioned, emphasizing intrinsic rewards (p. 281). Our society is so focused on grades and that being the sole reason for going to class. How do you shift students away from this thinking?

I enjoyed Lang’s examples about students as people and what to do in situations. I think it is important to have a relationship with students, but how do you decide when to draw the line? I don’t want to seem cold to my students, but as Lang mentioned I do not want to make myself vulnerable.

Trista reading notes #7

The readings this week offered an overwhelming amount of information on the learning process. While I read the chapters over the weekend, these readings took me a few days to figure out what I wanted to take from them. Both Davis and Lang discussed Perry’s main stages of intellectual development. While I found them useful, it seems hard to distinguish how to not only accommodate for multiple learning styles (Davis p. 274) but also for differences in intellectual development. How do you develop a course, assignments, and lectures with all of these differences in mind? Are strategies different or similar dependent on learning styles or intellectual development?

Davis recommends helping students become self-regulated learners. This seems like the ideal situation for a teacher. She offers a few suggestions but I am wondering if anyone has some specific examples on how to accomplish this? Additionally, how do you help move students from one stage of intellectual development to the other?

I liked Lang’s chapter on students as people. He brings up some very good points. First, stick compassionately to your syllabus. This is a topic we discussed a few weeks ago and is something I as a teacher feel that I do. I try to be accommodating for certain situations and those students that put forth effort or communicate with me. Learning for me is the objective. While I like assignments on time, for certain situations I will accept an assignment late. I would rather the student complete the work and get the learning experience than thinking it’s too late and not learning from the project. Second he mentions to listen but not counsel. This is a fine line as often students are coming to you for advice. Students most often are aware of the counseling center/services on campus, but it is easier or more comfortable to go to a teacher. If it is not academic advice they are seeking I agree with Lange in that they should seek professional services.

The chapters regarding demographics and diversity in the classroom were those that I found most refreshing. One of the things I find interesting about NDSU is our diversity and how in some situations it is well incorporated and in others is not. With a graduate school where nearly half of the population is international students, it is imperative that we find ways to incorporate this into the classroom. Additionally, there are many disciplines where males have historically been the majority and it is difficult to incorporate gender inclusive language. I am fortunate to have a faculty friend in the counseling department and other teachers who have helped to open my eyes to the inequalities seen in society. I took Dr. Weber’s social inequality class last semester and it was truly one of my favorites of my graduate career. Visiting other countries and having many international friends has helped as well to understand the different difficulties faced by individuals. I do personally try to personally learn, attend, and be active in as many sessions offered through NDSU on diversity as possible. I feel it has definitely opened my eyes and will help me in my hopes for a successful career in higher education/student interaction.

Mike's Reading notes #7

One of the things I wanted to know more about is how people present material to students in a meaningful way, as Davis suggests. I ask this because I’ll probably have to teach a course at some point that is a general education requirement. If students are required to be there, do you find that they just log time to get it over with? Or are there techniques you use that actually get them involved? I always tried to find general education classes with material that I was interested in, but I will also admit that I come from a Liberal Arts undergraduate education that required me to have a diverse course load to graduate, so I think that made it easier. These questions also apply with motivating them to attend class.

When Davis discusses self-regulated learning, I wanted to know more about “giving students choices.” What choices do those who actively teach give students with learning? Does it involve varying your course material so students have to explore other methods of learning? I’m on the fence about the next point Davis makes about giving advice on how to study an learn. This is mostly because I feel like there are so many different ways people find to effectively study, I would fear a student taking my advice, and it actually hurts their information retention.

Lang alludes to students being able to approach complex material and apply it to common sense. Do those who teach experience this? I feel that in order for that to happen, students have to correctly understand a concept to make it ‘common sense’. I think this is similar to Assimilative learning that he discusses later, which sounds similar.

I’m glad Lang feels that learning too much about your student’s personal lives is a terrible idea. For one reason, there are just too many students to do that effectively. But more importantly, I feel that once that happens, students have a tendency to not take a teacher as seriously. I also agree Lang that you run the risk of becoming a counselor rather than an educator. Also, with the world we live in, I also agree with Lang in that you have to protect yourself as an educator from a legal perspective. But even with his suggestions, How do others walk that line and engage their students as people? I feel too many professors go in the extreme opposite direction and are very hard to talk to about issues that may arise with course material or issues in the classroom. Almost like they are on a pedestal looking down at students, and from my experience, that can be demeaning.