User contributions for Corinbowen

From The Eco-STEM Wiki
Search for contributionsExpandCollapse
⧼contribs-top⧽
⧼contribs-date⧽

(newest | oldest) View ( | ) (20 | 50 | 100 | 250 | 500)

3 August 2022

27 July 2022

  • 13:1013:10, 27 July 2022 diff hist +1,484‎ N C5.3 ‎ Created page with "= ''Climate'' C5.3: Acknowledged and supported student resilience in the face of difficulties = * Resistant capital is one of the six forms of asset-based capital described in the Community Cultural Wealth (CCW) framework by Yosso (2005). CCW is possessed in abundance by students from marginalized backgrounds. * Personally acknowledge and provide opportunities for students to discuss hardships as experienced within the community, including those due to systemic..." Tag: Visual edit
  • 13:0913:09, 27 July 2022 diff hist +747‎ N C5.2 ‎ Created page with "= ''Climate'' C5.2: Valued and celebrated different ways of problem solving = * Encourage peer-to-peer instruction. Students should work together to help one another understand concepts and material, as different approaches, explanations, or ways of knowing than that which is familiar to the instructor may be useful to the students. Encourage students to use varied forms of communication and explanation, which could include other languages or dialects, illustrat..." Tag: Visual edit
  • 13:0813:08, 27 July 2022 diff hist +286‎ m C5.1 ‎No edit summary Tag: Visual edit
  • 13:0613:06, 27 July 2022 diff hist +1,208‎ N C5.1 ‎ Created page with "= ''Climate'' C5.1: Acknowledged students’ past experiences = Include important environmental, social, or political context related to the historical or current issues. For instance a course on Engineering Economy can include videos and discussion posts on Canvas. Below is a list of videos used in Engineering Economy. We might also attend to the identities of those who create the content in the below videos. * [https://www.youtube.com/watch?v=dvJSK4viVMs&t=1s..." Tag: Visual edit
  • 13:0213:02, 27 July 2022 diff hist +300‎ N C5 ‎ Created page with "= ''Climate'' C5: Recognizes cultural assets = === Observable Behaviors: === C5.1: Acknowledged students’ past experiences C5.2: Valued and celebrated different ways of problem solving C5.3: Acknowledged and supported student resilience in the face of difficulties" Tag: Visual edit
  • 12:5912:59, 27 July 2022 diff hist +234‎ N C4.4 ‎ Created page with "= ''Climate'' C4.4: Adequately addressed student concerns = * Acknowledge and discuss diverse student concerns in class (e.g. mental health resources, community incidents, etc.) * Seeks student feedback (mid semester survey)" Tag: Visual edit
  • 12:5812:58, 27 July 2022 diff hist +2,097‎ N C4.3 ‎ Created page with "= ''Climate'' C4.3: Showed respect and sensitivity to diverse learners, including different ways of knowing = In the below sections, credit to Dr. Susan Lord for paraphrasings of resource contributions. Discussion of Women in STEM: * Hill et al., 2010 (This report presents an excellent introduction to the literature on women in STEM for parents, teachers,  and engineering educators.) * Corbett and Hill, 2015 (Followup to Why so Few focuses on engineering and..." Tag: Visual edit
  • 12:5512:55, 27 July 2022 diff hist +415‎ N C4.2 ‎ Created page with "= ''Climate'' C4.2: Values all students and their contributions = Tactics to change climate and create a more inclusive climate: * L. Messinger, [https://www.aaup.org/article/creating-lgbtq-friendly-campuses#.YuGla-zMI-Q Creating LGBTQ-Friendly Campuses], AAUP * [https://peer.asee.org/exploring-inclusive-spaces-for-lgbtq-engineering-students Boudreau et al., 2018] * M. Pilotte and D. Bairaktarova, 2016" Tag: Visual edit
  • 12:5012:50, 27 July 2022 diff hist +228‎ N C4.1 ‎ Created page with "= ''Climate'' C4.1: Presented divergent viewpoints where appropriate = * Provide space for students to express different ideas. This can be in-class discussions, online forums, or other forms for idea/viewpoint sharing." Tag: Visual edit
  • 12:4812:48, 27 July 2022 diff hist +4,666‎ N C4 ‎ Created page with "= ''Climate'' C4: Creates an inclusive environment = For example, if besides being an instructor one is also a musician, plays a musical instrument or has a special affective connection with music, one can take advantage of that fact not only for ice-breaking but also for identifying human connections with the students that build up to creating a more inclusive environment. One can introduce oneself to the class and share our love and experience with music at a perso..." Tag: Visual edit
  • 12:3612:36, 27 July 2022 diff hist +1,151‎ N C3.4 ‎ Created page with "= ''Climate'' C3.4: Promoted a growth mindset in students = * Instructor uses incorrect answers as a jumping board to highlight common mistakes: “Thank you for that answer. It gives me an opportunity to talk about a common mistake that I see students make....” * Instructor uses “yet” - as in, “you have not '''''yet''''' completely understood this concept/formula, so let us go over it and figure it out together.” * Growth mindset activity. Associat..." Tag: Visual edit
  • 12:2612:26, 27 July 2022 diff hist +255‎ N C3.3 ‎ Created page with "= ''Climate'' C3.3: Projected a successful future for students (career, graduation) = * Connecting the course topic with career outcomes helps to motivate students * Use affirmative language when discussing academic or career goals with students" Tag: Visual edit
  • 12:2512:25, 27 July 2022 diff hist +198‎ N C3.2 ‎ Created page with "= ''Climate'' C3.2: Affirmed to students that they are capable to do the work = * Expresses encouragement such as "I know you can figure this out." "You have already learned so much" " Tag: Visual edit
  • 12:2412:24, 27 July 2022 diff hist +379‎ N C3.1 ‎ Created page with "= ''Climate'' C3.1: Encouraged students to continue to try when stuck = * When students feel frustrated when “stuck”, validate their feelings * Affirm/praise their effort of tying and provide guidance as needed * Share your own story – everyone could get “stuck” or fail on the journey to learn. Your own experience can be inspiring and help students to move forward" Tag: Visual edit
  • 12:2012:20, 27 July 2022 diff hist +384‎ N C3 ‎ Created page with "= ''Climate'' C3: Expresses belief in students’ capacity and potential = === Observable Behaviors: === C3.1: Encouraged students to continue to try when stuck C3.2: Affirmed to students that they are capable to do the work C3.3: Projected a successful future for students (career, graduation) C3.4: Promoted a growth mindset in students" Tag: Visual edit
  • 12:1012:10, 27 July 2022 diff hist +869‎ N C2.3 ‎ Created page with "= ''Climate'' C2.3: Emphasized to students that making mistakes is a normal and healthy part of the learning process = * Normalize mistakes by admittance of own mistakes as the instructor (Riley, 2003). * Corrections assignments reward effort and growth rather than penalizing mistakes. Students can submit work and solutions to things they got incorrect on an exam for a return of some or all of their lost points. * Metacognitive “exam wrapper” to support st..." Tag: Visual edit
  • 12:0512:05, 27 July 2022 diff hist +264‎ N C2.2 ‎ Created page with "= ''Climate'' C2.2: Expressed curiosity about student thought process = * Instead of focusing on the correctness of answers, encourage students to explain their way of thinking during Q/A in class   * Provide space for students to elaborate their ideas" Tag: Visual edit
  • 12:0412:04, 27 July 2022 diff hist +1,162‎ N C2.1 ‎ Created page with "= ''Climate'' C2.1: Promoted a classroom environment where questions are valued = * At the beginning of semester, the instructor set the tone, rules and expectations of the class. It is good to state that “questions are welcomed and valued” from the beginning of the semester.   * “Am I making sense?” “Does what I covered make sense?” Count to 10 to wait for students to answer. * “I know there are questions so I’m just going to wait until so..." Tag: Visual edit
  • 12:0112:01, 27 July 2022 diff hist +331‎ N C2 ‎ Created page with "= ''Climate'' C2: Encourages questions = === Observable Behaviors: === C2.1: Promoted a classroom environment where questions are valued C2.2: Expressed curiosity about student thought process C2.3: Emphasized to students that making mistakes is a normal and healthy part of the learning process" Tag: Visual edit
  • 11:5411:54, 27 July 2022 diff hist +534‎ N C1.3 ‎ Created page with "= ''Climate'' C1.3: Showed knowledge of students’ interests beyond the class = * Have a homework assignment at the beginning of the semester for students to introduce themselves (share information that they feel comfortable to share)   * After you have some knowledge of students’ interests such as their career preferences, dream jobs, you can intentionally connect some course contents with the things that the students are interested in. It is a good practic..." Tag: Visual edit
  • 11:5111:51, 27 July 2022 diff hist +258‎ N C1.2 ‎ Created page with "= ''Climate'' C1.2: Talked with students informally before or after class = Possible topics are: * Weekend plans/activities, weather, sports, current topics – news * A blog on the topic of the class * Cultural events * How is your semester going?" Tag: Visual edit
  • 11:4911:49, 27 July 2022 diff hist +716‎ N C1.1 ‎ Created page with "= ''Climate'' C1.1: Used students’ names = * Use students’ preferred names. Pronounce students’ names correctly. Ask the students to help you with pronunciation if you are unsure. Do not point out that a name is hard for you because it is not from a familiar cultural origin. * Use students’ correct pronouns. Do not put students on the spot by asking for pronouns in public settings. Instead, have all students submit them online, by email, or on a notecard. M..." Tag: Visual edit
  • 11:4811:48, 27 July 2022 diff hist +621‎ N Climate ‎ Created page with "= ''Climate'': Supportiveness, Inclusiveness, and the Recognition of Cultural Assets = Classroom climate refers to the prevailing mood, attitudes, standards, and tone that the instructor and students feel. A healthy classroom climate makes everyone feel welcoming, safe, supported and included. It will make teaching and learning more enjoyable and effective. === Associated Principles: === C1: Knows students as individuals C2: Encourages questions  C3|..." Tag: Visual edit
  • 11:4811:48, 27 July 2022 diff hist +1,861‎ N C1 ‎ Created page with "Every student brings their unique history, personality, and interests into the classroom. Knowing your students as individuals allows you to better connect with them both instructionally and personally. Instructors should tailor classroom activities to meet the needs and interests of students, which will never be identical between two groups of students. Here are some sample icebreaker/community-building activities that an instructor can use to get to know students as in..." Tag: Visual edit
  • 11:2311:23, 27 July 2022 diff hist +140‎ N S4.5 ‎ Created page with "= ''Structure'' S4.5: Included reflection activities = * Muddiest point cards * Minute papers * Exam corrections * Exam reflections" Tag: Visual edit
  • 11:2211:22, 27 July 2022 diff hist +515‎ N S4.4 ‎ Created page with "= ''Structure'' S4.4: Asked students to generate their own explanations and justify their thinking = * Ask “why” to help students think critically   * In lab/project report: ask students to predict “what will happen” if the conditions changes and explain their prediction   * Peer instruction: an activity that students respond to a multiple-choice question individually, discuss their answers in pairs or small groups, respond to the initial question agai..." Tag: Visual edit
  • 11:2111:21, 27 July 2022 diff hist +167‎ N S4.3 ‎ Created page with "= ''Structure'' S4.3: Used activities that requires students to explain their approach to the solutions, recognize structure, etc. (metacognitive components) =" Tag: Visual edit
  • 11:2011:20, 27 July 2022 diff hist +807‎ N S4.2 ‎ Created page with "= ''Structure'' S4.2: Use scaffolded activities = Scaffolding is an effective technique to support student learning. [Add more about structuring techniques…] * Scaffolded learning ideas in the field of computer science [ADD INTERNAL FILE] by Dr. Stephanie August shows an example sequence of scaffolded activities. * The following is an example of scaffolded activities for computer science courses by Dr. Stephanie August to build up students’ capacity step-b..." Tag: Visual edit
  • 11:1211:12, 27 July 2022 diff hist +497‎ N S4 ‎ Created page with "= ''Structure'' S4: Structure activities to develop effective learners = === Associated Principles: === S4.1: Use a variety of instructional activities S4.2: Use scaffolded activities  S4.3: Used activities that requires students to explain their approach to the solutions, recognize structure, etc. (metacognitive components)  S4.4: Asked students to generate their own explanations and justify their thinking S4.5|S4.5: Included r..." Tag: Visual edit
  • 11:1211:12, 27 July 2022 diff hist +485‎ N S4.1 ‎ Created page with "= ''Structure'' S4.1: Use a variety of instructional activities = Instructors should design learning activities to help students achieve the learning outcomes. Many studies found active learning helps to produce engaging and effective learning experiences for students. Here is a tool that you may find useful to help design active learning activities in your class [ADD INTERNAL LINK]. The tool shows examples of activities that embrace key elements of “how people..." Tag: Visual edit
  • 10:4010:40, 27 July 2022 diff hist +270‎ N S3.5 ‎ Created page with "= ''Structure'' S3.5: Pace lessons appropriately to allow diverse learners to grapple with ideas or apply concepts = * Make class notes, recorded video, etc. available for students to review at their own pace * Mastery learning : a student-centered methodology" Tag: Visual edit
  • 10:3910:39, 27 July 2022 diff hist +102‎ N S3.4 ‎ Created page with "= ''Structure'' S3.4: Vary explanations or demonstrations for complex and difficult material =" Tag: Visual edit
  • 10:3910:39, 27 July 2022 diff hist +121‎ N S3.3 ‎ Created page with "= ''Structure'' S3.3: Relate new ideas to familiar concepts through examples that are meaningful to the student =" Tag: Visual edit
  • 10:3810:38, 27 July 2022 diff hist +634‎ N S3.2 ‎ Created page with "= ''Structure'' S3.2: Actively relate the lesson topics to the students’ lived experiences = How can we be more intentional to relate the course content to students’ lived experiences? The first step is to provide opportunities for students to share their lived experiences. This can be in-class discussions for students to share their feelings about their lives, or journal assignments for students to share their experiences, or online forums, etc. When we lear..." Tag: Visual edit
  • 10:3710:37, 27 July 2022 diff hist +492‎ N S3.1 ‎ Created page with "= ''Structure'' S3.1: Include material appropriate to student prerequisite knowledge = This can be challenging to many of us since our students enter the class with different background knowledge. Some useful strategies can be: * Conduct a test at the beginning of the semester to assess students’ background knowledge * Provide resources or materials to help students review prerequisite knowledge if needed   * Use “just-in-time teaching” to provide need..." Tag: Visual edit
  • 10:3410:34, 27 July 2022 diff hist +723‎ N S3 ‎ Created page with "= ''Structure'' S3: Employs instructional design based on knowledge of how people learn = [https://www.youtube.com/watch?v=wlaG99awCD8 This video] can be helpful to provide a quick idea of the principles on how people learn. Observable Behaviors: S3.1: Include material appropriate to student prerequisite knowledge S3.2: Actively relate the lesson topics to the students’ lived experiences S3.3|S3.3: Relate new ideas to familiar concepts thr..." Tag: Visual edit
  • 10:0210:02, 27 July 2022 diff hist +43‎ m Main Page ‎No edit summary Tag: Visual edit

26 July 2022

(newest | oldest) View ( | ) (20 | 50 | 100 | 250 | 500)

Retrieved from "https://ecostem.calstatela.edu/wiki/index.php/Special:Contributions/Corinbowen"