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Friday, August 30, 2013
Cengage Learning eNewsletter - Activity: Using a Planner as a Tool for Student Success
Wednesday, August 28, 2013
Faculty Focus: Prompts That Get Students to Analyze, Reflect, Relate, and Question
http://www.facultyfocus.com/articles/teaching-professor-blog/prompts-that-get-students-to-analyze-reflect-relate-and-question/
August 28, 2013
Prompts That Get Students to Analyze, Reflect, Relate, and Question
A simple teaching technique that helps students learn; now there’s something few teachers would pass up! This particular technique involves a four-question set that gets students actively responding to the material they are studying. They analyze, reflect, relate, and question via these four prompts:
- “Identify one important concept, research finding, theory, or idea … that you learned while completing this activity.”
- “Why do you believe that this concept, research finding, theory, or idea … is important?”
- “Apply what you have learned from this activity to some aspect of your life.”
- “What question(s) has the activity raised for you? What are you still wondering about?” [You might need to prohibit the answer “nothing”.]
The question set is versatile. Here are some examples of how it could be used.
- Use the four prompts as a way to summarize an in-class discussion, adjusting the wording of the questions: “Identify one important idea that you learned during this discussion,” etc.
- Have students answer the questions about a reading assignment. Dietz-Uhler and Lanter had students write 100-word responses to the first three prompts. Written answers could be shared in small group discussions.
- At the beginning of class, give students five minutes to write answers to the questions as a way of reviewing notes taken in a previous class session. Or, have students submit answers online before class and use sample responses to review the material.
- A version of the question set could be the template used to provide peer feedback on a paper. (What’s one important idea presented in this paper? Why does the author think the idea is important? Is that idea important to you? Why or why not? What question(s) do you think the author still needs answer?)
- Use the questions as way to end and evaluate a course. (What’s one important idea you’ll take from this course? Why do you believe it’s important? How does it relate to your life? What are the next questions you want to find answers to?) To answer these questions, students must reflect on their learning. Their answers might cause teachers to reflect as well.
If the technique is used in a dissimilar way the same results aren’t guaranteed, of course, but you can test your results. Short of an empirical analysis, you can ask students whether the questions enhanced their understanding. When asked, Deitz-Uhler and Lanter’s students said that they did. You also could decide to make a critical assessment of the questions’ effectiveness.
Sometimes I think we gravitate toward fancy techniques—the ones with lots of bells and whistles. It’s nice on occasion to wow students, but it’s not always necessary. A technique like this showcases a simple but useful way students can interact with the content. It’s a teaching technique that becomes a study strategy capable of moving students toward thinking and learning on a deeper level.
References: Dietz-Uhler, B. and Lanter, J. R. (2009). Using the four-questions technique to enhance learning. Teaching of Psychology, 36 (1), 38-41.
Alexander, M. E., Commander, N., Greenberg, D., and Ward, T. (2010) Using the four-questions technique to enhance critical thinking in online discussions. Journal of Online Learning and Teaching, 6 (2), 409-415.
Tuesday, August 27, 2013
Call for Comment on Accrediting Organizations Scheduled for CHEA Recognition Review
COUNCIL FOR
HIGHER EDUCATION ACCREDITATION
HIGHER EDUCATION ACCREDITATION
SCHEDULE
FOR RECOGNITION REVIEW OF
ACCREDITING
ORGANIZATIONS
and
CALL FOR THIRD-PARTY COMMENT
and
CALL FOR THIRD-PARTY COMMENT
These organizations will be reviewed
at the November 25-26, 2013 meeting of the Council for Higher
Education Accreditation (CHEA) Committee on Recognition. Third-party comment
must be received in the CHEA office no later than October 15, 2013 and
may be submitted by mail, fax or email to:
Council for Higher Education
Accreditation
One Dupont Circle, NW, Suite 510, Washington, DC 20036
Phone: 202-955-6126 - Fax: 202-955-6129 - Email: recognition@chea.org
One Dupont Circle, NW, Suite 510, Washington, DC 20036
Phone: 202-955-6126 - Fax: 202-955-6129 - Email: recognition@chea.org
The Committee on Recognition meeting
will take place at One Dupont Circle, Level 1B in Conference Room A.
CHEA
recognition review includes an opportunity for parties independent of the
accrediting organization under review to comment on whether the organization
meets the CHEA recognition standards.
Third-party comment may be either oral or written and is limited to the
accrediting organization's efforts to meet the CHEA recognition standards.
This may include commentary from many different sources, such as other
accrediting organizations, institutions and programs, or professional or higher
education associations. The comments will assist the CHEA Committee on
Recognition as it considers the applications for recognition. A list of the
committee on recognition members is provided here.
CHEA
staff will review any third-party comment to assess its applicability to the
recognition review.
As provided in the 2006 and 2010 CHEA Recognition
Policy and Procedures,
third-party comments are reviewed by the CHEA Committee on Recognition.
"THIRD-PARTY COMMENT.
Third-party comment may be either oral or written and is limited to the
accrediting organization's efforts to meet the CHEA recognition
standards. All third parties requesting the opportunity to make comment
related to an accrediting organization's recognition review are to notify CHEA
staff and provide the names and affiliations of the persons requesting the
opportunity to make third-party comment and a description of the organization(s)
they represent. CHEA staff will review third-party requests for oral or written
comment for completeness and applicability to eligibility and recognition
standards.
Third parties who wish to appear
for oral comment before the CHEA Committee on Recognition are to provide an
outline of the proposed oral comment. Where in the judgment of the
Committee doing so may be useful, the Committee may invite third parties to
appear before the Committee. The accrediting organization will receive
the outline of the proposed oral comment of third parties invited to
appear. Accrediting organizations will have the opportunity to review and
respond to proposed oral comment.
Third parties wishing to make
written comment are to provide the text of the third-party comment. After
review by CHEA staff, written comment will be provided to the Committee and the
accrediting organization. Accrediting organizations will have the
opportunity to review and respond to written comment.
Third parties are to provide an
outline of their oral comment or the text of their written comment in
sufficient time to provide for review by CHEA staff, review and response by the
accrediting organization, and for the outline or text to be provided to the
Committee.
CHEA staff will notify all
concerned parties of the location, date, and time of the public
presentation."
Teaching for Success Faculty Success Center Today's Success Tip: A Simple Active-learning Energizer
TeachingForSuccess.com
Jack H. Shrawder, Executive
Director, TFS Faculty Success Center
530-307-8549
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Pentronics
Publishing, 721 6th St. NE, Rio Rancho, NM 87124, USA
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Monday, August 26, 2013
BET Daily News: August 26, 2013 - March on Washington Then & Now Articles and Pictures
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Friday, August 23, 2013
Inside Higher Ed Articles: President Obama and Education
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Obama proposes expansive
college rating system. Making it happen won't be easy, but higher education
leaders said they'll play ball.
Professors overwhelmingly
voted for Obama twice. But five years into his presidency, few faculty
leaders are surprised that they disagree strongly with his plan for higher ed
reform.
For colleges and other
organizations promoting alternative paths to degrees, the president's speech
was validation they have wanted.
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Education Dive: Articles about President Obama and Education
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http://chronicle.com/article/4-Key-Ideas-in-Obamas-Plan/141239/
| Faculty
advocates react to Obama's plan for higher ed http://www.insidehighered.com/news/2013/08/23/faculty-advocates-react-obamas-plan-higher-ed |
Tuesday, August 20, 2013
EmergingEdTech: Socrative – A 21st Century Way to Assess (as Easy as Raising Your Hand)
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EmergingEdTech,
4 Schuele Drive, Wappingers Falls, NY 10606, USA
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