Embed Size (px)
DESCRIPTION
A keynote presentation by Michelle Pacansky-Brock shared at Mohave Community College's Learning and Teaching with Technology Expo.
Citation preview
Michelle Pacansky-Brock
Twitter: @brocansky
“Can’t You Just
Lecture to
Me?”
Strategies for Supporting
Reluctant Students when
Implementing New
Pedagogical Models
www.TeachingWithoutWalls.com
Image by Interrobang, CC-BY-NC-SA 2.0
Your
Goody Bag!
http://tiny.cc/Lecture
Images copyright Laurie Burruss, used with permission.
Image by: dbeck03 on Flickr
This is not what you expected.
by Lunda DiRimmel on Flickr
Check In
Images copyright Laurie Burruss, used with permission.
Learning 2.0 isteaching with emerging technologies.
Pedagogy How tool(s) supports
your learning objectives.
Mechanics How to use
tool(s).
Student Success
Community, scaffolding, supporting diverse
needs, continuous intake of feedback.
If you don’t believe your students can do it,
you’re right.
the golden ruleteaching wi! emerging technologies
1. Community
2. Privacy
4. Scaffolding
3. Access
5. Feedback
Student Successb u i l d i n g a f o u n d a t i o n f o r
1. Community
2. Privacy
4. Scaffolding
3. Access
5. Feedback
Student Successb u i l d i n g a f o u n d a t i o n f o r
By Thomas Hawk on Flickr
What iscommunity?
By Thomas Hawk on Flickr
community?
modelarticulate
&
what is
Develop and share
community
groundrules.
Sample Community Groundrules
http://goo.gl/sfD6d
1. What is a commmunity?
2. As a community member, you agree to...
3. Additional Groundrules...(student code of conduct)
4. What happens if a member violates a groundrule?
communitygroundrules
By Thomas Hawk on Flickr
safetytrust
Community
2. Privacy
Scaffolding
Access
Feedback
Student Successi n g r e d i e n t s f o r
by Phil H on Flickr
by respres on Flickr
Student Privacy Tips (PDF)
http://goo.gl/nVGP0
1. Understand each tool’s privacy options.
2. Inform students who has access to their contributions.
3. Have student agree to these conditions.
4. Demonstrate the learning benefits.
5. Offer options.
6. Do not share grades.
7. Stress the importance of logging out.
Student Privacy
Openly inform
students about who
will have access to
their work.
Conditions of Participationwhat you need to know about social media & privacy
VoiceThread Google Docs
Overview of the tool's privacy setting options.
Has full spectrum of privacy options: secure, semi-private, and public.
Has full spectrum of privacy options: secure, semi-private, and public.
All tweets are public unless you use a protected account.
Privacy settings used in this class.
Secure. The VoiceThreads in which you will participate are viewable only by members of our class.
Semi-private. Content is only viewable by those who have the link to the site. Will not be found through a web search.
Public. If you use Twitter to participate in our backchannel in this class (an encouraged but optional activity), your tweets will be public. Protected accounts will not work.
In this class, you will be expected to use a variety of social media tools. This will involve creating free accounts on several sites and making contributions with them.
The guide below indicates the privacy settings that will be used for each tool in this class. You will be asked to agree to these conditions in the first week of the class through an online survey.
Student Privacy Tips (PDF)
http://goo.gl/nVGP0
5. offer options
• Not comfortable sharing a portrait and/or full name?
• Select an image that represents something about you
• Use a first name/last initial or pseudonym
Community
Privacy
Scaffolding
3. Access
Feedback
Student Successi n g r e d i e n t s f o r
Do My Student Have the Required Equipment?
Is Content Accessible to All?
Is There a Mobile App?
Are Campus Labs Equipped to Provide Access to Tools?
Survey Your Students!
Identify access gaps.
Identify special accommodations.
Evaluate student feelings/attitudes.
Week One
Survey Your Students!
Week One
Identify high-risk students.
Student Survey Template
http://goo.gl/pjEd9
Assess student needs, access to technology,
feelings/attitudes.
• Google Form ➡
• Survey Monkey
Privacy Tip #3!
In one word, describe how you are feeling about this class.
In one word, describe how you are feeling about this class.
In one word, describe how you are feeling about this class.
Community
Privacy
4. Scaffolding
Access
Feedback
Student Successi n g r e d i e n t s f o r
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
learning
students
actual development
level
potential development
level
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
instructor
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
learning
students
actual development
level
potential development
level
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
instructor
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
learning
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
students
actual development
level
potential development
level
instructor
learning
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.
studentsactual
development level
potential development
level
instructor
learning
Week 1-3
Week 3-4
Weeks 5-8
Weeks 9-17
• Account creation, familiarization of tools. Identify high risk students and follow up. Include low risk activity/ice breaker. This is a challenging period!
Week 1-3
Week 3-4
Weeks 5-8
Weeks 9-17
• Account creation, familiarization of tools. Identify high risk students and follow up. Include low risk activity/ice breaker. This is a challenging period!
•Increase expectations, foster norms. Be active, supportive contributor. Students begin to feel confident in tool use, norms begin to coalesce.
Week 1-3
Week 3-4
Weeks 5-8
Weeks 9-17
• Account creation, familiarization of tools. Identify high risk students and follow up. Include low risk activity/ice breaker. This is a challenging period!
•Increase expectations, foster norms. Be active, supportive contributor. Students begin to feel confident in tool use, norms begin to coalesce.
• Begin to introduce intermediate tool skills. Group work, collaboration.
Week 1-3
Week 3-4
Weeks 5-8
Weeks 9-17
• Account creation, familiarization of tools. Identify high risk students and follow up. Include low risk activity/ice breaker. This is a challenging period!
•Increase expectations, foster norms. Be active, supportive contributor. Students begin to feel confident in tool use, norms begin to coalesce.
• Begin to introduce intermediate tool skills. Group work, collaboration.
•Advanced applications of tools, student-generated content.
Week 2 Facilitation: be supportive and encouragement, communicate norms and expectations
Week 4 Facilitation: Increase expectations, foster norms, be active contributor.
Community
Privacy
Scaffolding
Access
Feedback
Student Successi n g r e d i e n t s f o r
Build In Opportunities for Student Feedback
Build In Opportunities for Feedback
Build In Opportunities for Feedback
by Valerie Everett on Flickr
