December 8, 2016 Takeaways
Multiple Intelligences [Video]
- Cheri used this approach when she worked with adolescent sex offenders -- many had learning disabilities or bad experiences with school, and they helped them make their strengths a focus. The goal was to make learning and therapy more accessible
- Teachers/staff have multiple intelligences too!
- Have people taken this idea to the college level? And, how do students who learn this way as kids end up succeeding (or struggling) in college?
- One goal of the CETL could be to help us (students, faculty, staff) learn about all of these different types and think of strategies for success
- Could bring it in to FYS in a way similar to Strengths Quest survey
- Some of us think about this as we teach Core classes -- use of maps in history class, how to learn in an intro to music class
- Different assignments require different assessments? And we need to think more about that
- Career-focused classes -- how would this come in as a way to help in the future?
November 10, 2016 Takeaways
When a Class Clicks
- "Clicking" happens more quickly in classes like COMM 110 or FYS? (and, then, the downside of it -- "cliques" or not paying attention)
- Mary has students in COMM 110 self-select into groups based on their learning styles
- It's not always because of the professor or what we do that makes a class click or not
- Are their size restrictions for "clicking" with a class -- is 40 too big?
- Ways to bring a class together:
- interview people you don't know
- share a common experience
- answer random questions like what kind of ice cream you like
- Kathy uses online app Socrative to have students ask questions
- Make space in class for students to depend on each other
- Some have used Two Stage Exams -- difficult for students with accommodations, though?
- Graded peer edits
- "Speed Dating" activity to get everyone talking together
October 27, 2016 Takeaways
The Questions We Should Be Asking Our Students
- We could use these questions as some kind of midterm feedback/evaluation
- Students seem interested in answering these kinds of questions
- Asking these questions on paper drafts vs. on exams vs. in person during office hours
- Asking these questions in FYS vs. majors classes vs. with seniors
- Ask students how they studied (use students who did well as examples)
- Discussion of studying the wrong vs. right way
- Have students grade a paper or presentation -- they will understand what we are looking for
- Goal is to "mature" their intellect/metacognitive strategies (Bloom's Taxonomy)
- Strategies for undergrads don't work as well for professional students? (less time to study, goal is licensing exam, lectures are captured on video)
- Effort doesn't equal output
- Discussion in class about how to take notes
- Handwriting vs. taking notes on a laptop
- Ask students what they think an "A" is or how they want to use a classroom space
September 22, 2016 Takeaways
A Memo to My Students Re: College and the Real World
What is the target audience for this article? First Years? Seniors? Both?
- We also need to keep emphasizing this beyond the organized activities and discussions about vocation and career in FYS.
- Sophomores are often left out of targeted programming, sometimes are less optimistic about their future.
We need to be good mentors to our students - show them that it's easier to "try and fail" in college AND to learn from your bad judgment/experience...but you need to make change and keep improving.
- Balance of hand holding vs. accountability - in college AND the work-force.
Various pedagogical strategies can help students learn about the "real world" expectations - writing process, learning how to analyze/critically think (vs. a final exam you never get feedback on).
Ways to help students buy into this article's argument - types of assignments, pep talks/discussions, guest speakers (how they use what they've learned), show/model business emails, peer mentoring.
Other ways to shape them for the future - use of cell phones, etc.