User contributions for Corinbowen
From The Eco-STEM Wiki
11 August 2022
- 15:1115:11, 11 August 2022 diff hist +6 m C3.4 →Climate C3.4: Promotes a growth mindset in students current Tag: Visual edit
- 15:1115:11, 11 August 2022 diff hist −1 m C3.1 No edit summary current Tags: Manual revert Visual edit
- 15:1015:10, 11 August 2022 diff hist +20 m C2.3 No edit summary current Tag: Visual edit
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- 15:0915:09, 11 August 2022 diff hist −1 m C1.2 No edit summary current Tags: Manual revert Visual edit
- 15:0815:08, 11 August 2022 diff hist +5 m C1 No edit summary current Tag: Visual edit
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- 15:0715:07, 11 August 2022 diff hist −2 m C1.1 No edit summary Tag: Visual edit
- 15:0615:06, 11 August 2022 diff hist +45 m C5.2 No edit summary current Tag: Visual edit
- 15:0415:04, 11 August 2022 diff hist −1 m C4.3 No edit summary current Tags: Manual revert Visual edit
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- 15:0315:03, 11 August 2022 diff hist −34 m C4.1 No edit summary current Tag: Visual edit
- 15:0315:03, 11 August 2022 diff hist +160 m C4 No edit summary current Tag: Visual edit
- 14:5714:57, 11 August 2022 diff hist −19 m C3.4 →Climate C3.4: Promotes a growth mindset in students Tag: Visual edit
- 14:5614:56, 11 August 2022 diff hist +20 m C3.3 No edit summary current Tag: Visual edit
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- 14:5014:50, 11 August 2022 diff hist +1 m C1.1 No edit summary Tag: Visual edit
- 14:4914:49, 11 August 2022 diff hist +38 m Vibrancy:V5.1 No edit summary current Tag: Visual edit
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- 14:4014:40, 11 August 2022 diff hist +1 m S4.4 No edit summary current Tag: Visual edit
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- 14:3014:30, 11 August 2022 diff hist +18 m S1 →Structure S1: Provides clear goals/outcomes current Tag: Visual edit
- 14:2814:28, 11 August 2022 diff hist +5 m S4.5 No edit summary current Tag: Visual edit
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- 14:0914:09, 11 August 2022 diff hist +121 m S1.3 No edit summary Tag: Visual edit
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- 13:3613:36, 11 August 2022 diff hist +1,107 m C5.3 No edit summary current Tag: Visual edit
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- 13:0713:07, 11 August 2022 diff hist +34 m C4.4 No edit summary current Tag: Visual edit
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- 12:3512:35, 11 August 2022 diff hist +23 m C4 No edit summary Tag: Visual edit
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- 12:1912:19, 11 August 2022 diff hist +900 m C4.2 No edit summary Tag: Visual edit
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- 12:0512:05, 11 August 2022 diff hist +4,484 m C4 No edit summary Tag: Visual edit
- 11:1411:14, 11 August 2022 diff hist +257 m C3.4 No edit summary Tag: Visual edit
- 11:0911:09, 11 August 2022 diff hist +13 m C3.3 No edit summary Tag: Visual edit
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- 11:0811:08, 11 August 2022 diff hist +18 m C3.1 No edit summary Tag: Visual edit
- 11:0611:06, 11 August 2022 diff hist −6 m C1 No edit summary Tag: Visual edit
- 11:0611:06, 11 August 2022 diff hist −87 m C1 No edit summary Tag: Visual edit
- 11:0411:04, 11 August 2022 diff hist +23 m C1.1 No edit summary Tag: Visual edit
- 11:0311:03, 11 August 2022 diff hist +40 m C1.2 No edit summary Tag: Visual edit
- 11:0211:02, 11 August 2022 diff hist +34 m C1.3 No edit summary Tag: Visual edit
- 11:0111:01, 11 August 2022 diff hist +35 m C2.1 No edit summary Tag: Visual edit
- 11:0011:00, 11 August 2022 diff hist +18 m C2.2 No edit summary Tag: Visual edit
- 10:5810:58, 11 August 2022 diff hist +4 m C2.3 →Climate C2.3: Emphasizes to students that making mistakes is a normal and healthy part of the learning process Tag: Visual edit
- 10:5810:58, 11 August 2022 diff hist +783 m C2.3 No edit summary Tag: Visual edit
- 10:3810:38, 11 August 2022 diff hist +4 m C2.1 No edit summary Tag: Visual edit
- 10:3710:37, 11 August 2022 diff hist +164 m C1.3 →Climate C1.3: Shows knowledge of students’ interests beyond the class
- 10:3610:36, 11 August 2022 diff hist +204 m C1.3 →Climate C1.3: Shows knowledge of students’ interests beyond the class Tag: Visual edit
- 10:3010:30, 11 August 2022 diff hist +4 m C1.2 →Climate C1.2: Talks with students informally before or after class Tag: Visual edit
- 10:2910:29, 11 August 2022 diff hist +433 m C1.1 No edit summary Tag: Visual edit
10 August 2022
- 14:4914:49, 10 August 2022 diff hist +141 m Evaluation Observation Instructions No edit summary Tag: Visual edit
- 14:4814:48, 10 August 2022 diff hist +496 m Peer-Observation Instructions No edit summary Tag: Visual edit
- 14:4414:44, 10 August 2022 diff hist +30 m Evaluation Observation Instructions No edit summary Tag: Visual edit
- 14:4314:43, 10 August 2022 diff hist −33 m Evaluation Observation Instructions No edit summary Tag: Visual edit
- 14:4214:42, 10 August 2022 diff hist +412 m Peer Observation No edit summary Tag: Visual edit
5 August 2022
- 10:2910:29, 5 August 2022 diff hist +221 m C1.1 No edit summary Tag: Visual edit
3 August 2022
- 17:3717:37, 3 August 2022 diff hist −46 m Vibrancy:V5.1 →Vibrancy V5.1: Used class activities and assignments that held relevance to students’ lived experiences and their communities Tag: Visual edit
- 17:2017:20, 3 August 2022 diff hist +8 m S4.5 No edit summary Tag: Visual edit
- 17:2017:20, 3 August 2022 diff hist +53 m S4.5 No edit summary
- 17:1917:19, 3 August 2022 diff hist +39 N File:ExamWrapper.docx An example "exam wrapper" current
- 15:1015:10, 3 August 2022 diff hist +18 m S4.2 No edit summary
- 15:1015:10, 3 August 2022 diff hist +38 N File:EnterpriseModelProject.docx Enterprise model project current
- 15:0815:08, 3 August 2022 diff hist +13 m S4.2 No edit summary
- 15:0815:08, 3 August 2022 diff hist +37 N File:MiniPortalProcedure.doc Build-a-Website project current
- 15:0615:06, 3 August 2022 diff hist +9 m S4.2 No edit summary
- 15:0615:06, 3 August 2022 diff hist +58 N File:DrawAssignment.docx “Turtle Graphics” programming assignment current
- 15:0515:05, 3 August 2022 diff hist +29 m S4.2 No edit summary
- 15:0415:04, 3 August 2022 diff hist +53 N File:Week 3 Input-Output and Conversions.pdf Input/output and conversations activity current
- 15:0315:03, 3 August 2022 diff hist +26 m S4.2 No edit summary
- 15:0215:02, 3 August 2022 diff hist +65 N File:BeginningPythonWriteAnyProgram.docx Python early-course demo activity and documentation current
- 15:0015:00, 3 August 2022 diff hist +7 m S4.2 No edit summary
- 15:0015:00, 3 August 2022 diff hist −43 m S4.2 No edit summary Tag: Visual edit
- 14:5914:59, 3 August 2022 diff hist +89 N File:Scaffolding.pptx An example sequence of scaffolded activities for computer science education current
- 14:5714:57, 3 August 2022 diff hist +101 m S4.1 No edit summary Tag: Visual edit
- 14:5614:56, 3 August 2022 diff hist +25 m S4.1 No edit summary
- 14:5614:56, 3 August 2022 diff hist +60 N File:DesignActiveLearningWorksheet.docx Tool to help design active learning activities current
- 14:2214:22, 3 August 2022 diff hist +112 m S2 No edit summary Tag: Visual edit
- 14:2114:21, 3 August 2022 diff hist +85 N File:NancyImage.png Example of a course structure designed to facilitate effective learning current
- 14:1314:13, 3 August 2022 diff hist +8 m S2 No edit summary
- 14:1214:12, 3 August 2022 diff hist +79 N File:NancyLesson.pptx Example of a course structure that facilitates effective learning current
- 14:1014:10, 3 August 2022 diff hist +15 m S1.3 No edit summary
- 14:0914:09, 3 August 2022 diff hist +52 N File:Assignment format example (Sonya).pdf Example of a structured class activity current
- 13:5813:58, 3 August 2022 diff hist +1 m S1 No edit summary Tag: Visual edit
- 13:5813:58, 3 August 2022 diff hist +72 m S1 →Structure S1: Provides clear goals/outcomes Tag: Visual edit
- 13:5513:55, 3 August 2022 diff hist −17 m S1 No edit summary
- 13:5513:55, 3 August 2022 diff hist +5 m S1 No edit summary Tag: Visual edit
- 13:5413:54, 3 August 2022 diff hist +42 N File:VisualSyllabus.png Example of a visual syllabus current
- 13:3213:32, 3 August 2022 diff hist +74 m C3.4 No edit summary Tag: Visual edit
- 13:2813:28, 3 August 2022 diff hist +19 m C3.4 No edit summary
- 13:2813:28, 3 August 2022 diff hist +85 N File:GrowthMindsetFeedbackTool.pdf Tool to help frame feedback to students when encouraging growth mindset current
- 13:2613:26, 3 August 2022 diff hist +23 m C3.4 No edit summary
- 13:2513:25, 3 August 2022 diff hist +63 N File:GrowthMindsetVideoAssignment.docx Associated assignment for growth mindset activity current
- 13:2213:22, 3 August 2022 diff hist +43 m C3.4 No edit summary
- 13:2213:22, 3 August 2022 diff hist +64 N File:LessonPlanForGrowthMindset.docx Associated lesson plan for growth mindset activity current
- 13:2013:20, 3 August 2022 diff hist +36 m C3.4 No edit summary
- 13:1913:19, 3 August 2022 diff hist +37 N File:WhatDoesItTakeToExcel.pptx Growth mindset activity current
- 13:0113:01, 3 August 2022 diff hist +5 m C1 No edit summary
- 12:5512:55, 3 August 2022 diff hist +60 N File:FirstDayIntroductionsTemplate.pptx Meet-and-Greet Activity for first day of class current
- 12:5212:52, 3 August 2022 diff hist +56 m C1 No edit summary Tag: Visual edit
- 12:5012:50, 3 August 2022 diff hist +44 C1 No edit summary
- 12:4312:43, 3 August 2022 diff hist −27 m C1 No edit summary Tag: Visual edit
- 12:4212:42, 3 August 2022 diff hist −31 m C1 No edit summary
- 12:4112:41, 3 August 2022 diff hist +30 m C1 No edit summary
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- 12:1312:13, 3 August 2022 diff hist +84 m C1 No edit summary Tag: Visual edit
27 July 2022
- 14:1014:10, 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
- 14:0914:09, 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
- 14:0814:08, 27 July 2022 diff hist +286 m C5.1 No edit summary Tag: Visual edit
- 14:0614:06, 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
- 14:0214:02, 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
- 13:5913:59, 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
- 13:5813:58, 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
- 13:5513:55, 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
- 13:5013:50, 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
- 13:4813:48, 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
- 13:3613:36, 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
- 13:2613:26, 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
- 13:2513:25, 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
- 13:2413:24, 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
- 13:2013:20, 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
- 13:1013:10, 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
- 13:0513:05, 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
- 13:0413:04, 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
- 13:0113:01, 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
- 12:5412:54, 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
- 12:5112:51, 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
- 12:4912:49, 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
- 12:4812:48, 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
- 12:4812:48, 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
- 12:2312:23, 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
- 12:2212:22, 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
- 12:2112:21, 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
- 12:2012:20, 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
- 12:1212:12, 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
- 12:1212:12, 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
- 11:4011:40, 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
- 11:3911:39, 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
- 11:3911:39, 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
- 11:3811:38, 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
- 11:3711:37, 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
- 11:3411:34, 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
- 11:0211:02, 27 July 2022 diff hist +43 m Main Page No edit summary Tag: Visual edit
26 July 2022
- 15:2115:21, 26 July 2022 diff hist −7 S1.1 No edit summary
- 15:2015:20, 26 July 2022 diff hist −6 S1.1 No edit summary
- 15:1715:17, 26 July 2022 diff hist +61 m S1.1 No edit summary Tag: Visual edit
- 15:1315:13, 26 July 2022 diff hist +18 N File:Copy of LO Summary example Silvia Heubach.pptx test current
- 14:4414:44, 26 July 2022 diff hist +112 m Vibrancy →Vibrancy: Activity and Level of Engagement Tag: Visual edit
- 14:2414:24, 26 July 2022 diff hist +101 N S2.5 Created page with "= ''Structure'' S2.5: Summarize what was covered and the next steps at the end of the class =" Tag: Visual edit
- 14:2414:24, 26 July 2022 diff hist +366 N S2.4 Created page with "= ''Structure'' S2.4: Define unfamiliar terms, concepts, and principles = * Use videos as pre-work. * Ask students to provide an example that satisfies the definition, and an example that does not to deepen the understanding of the definition. * Ask students to provide an application in which the principle shows up in their daily lifes, the news, etc." Tag: Visual edit
- 14:2314:23, 26 July 2022 diff hist +68 N S2.3 Created page with "= ''Structure'' S2.3: Present topics in a logical sequence =" Tag: Visual edit
- 14:2214:22, 26 July 2022 diff hist +731 N S2.2 Created page with "= ''Structure'' S2.2: Present an overview of the lesson = This ties into the learning outcomes for a topic (see examples in S1.1), which may be longer than a single lesson. So either the subset of learning outcomes for the topic pertaining to the specific lesson can be outlined, or a brief bulleted list (possibly corresponding to the section headings in the textbook) can be listed. This is also a good place to highlight what is important - maybe some pieces a..." Tag: Visual edit
- 14:1714:17, 26 July 2022 diff hist +381 N S2.1 Created page with "= ''Structure'' S2.1: Defined relationship of this lesson to previous/future lesson(s) = * Use review slides at the beginning of class to connect to previous lessons * Work on a problem for students to apply what they learned from the last lesson * Explain or use examples to illustrate how the concept introduced in this lesson connect to future topics in the class" Tag: Visual edit
- 14:1614:16, 26 July 2022 diff hist +632 N S2 Created page with "= ''Structure'' S2: Organizes class effectively = As an example, the following graphic shows how Dr. Nancy Warter’s Introduction to Programming course is structured to facilitate effective learning. More details are provided in the slides. [ADD INTERNAL LINKS] === Observable Behaviors: === S2.1: Defined relationship of this lesson to previous/future lesson(s) S2.2: Present an overview of the lesson S2.3|S2.3: Present topics in a logical seque..." Tag: Visual edit
- 14:0814:08, 26 July 2022 diff hist +528 N S1.3 Created page with "= ''Structure'' S1.3: Gave clear instructions on activities and assignments and tied them to student learning outcomes = Cal State LA Center of Effective Teaching and Learning provided a template for class assignments that clearly states “Purpose” (Goal of the assignment that links to the course outcomes) and “Skills” (what skills you want students to develop). Here [LINK TO INTERNALLY STORED FILE] is an example of class activity developed by Dr. Sonya Lo..." Tag: Visual edit
- 14:0714:07, 26 July 2022 diff hist +881 N S1.2 Created page with "= ''Structure'' S1.2: Placed the lesson into the overall arc of the course = * Explain how the content in this lesson contributes to overall course learning outcomes. This can be done when introducing the learning outcomes for the lesson (see example slides above) and then referencing the learning outcomes in the syllabus/visual syllabus. * For example, the lesson listed in the example for S1.1 references the Gauss-Jordan Method. This method will be used when so..." Tag: Visual edit
- 14:0514:05, 26 July 2022 diff hist +442 N S1.1 Created page with "= ''Structure'' S1.1: Provided purpose and learning outcomes of the lesson = Clearly state what the students will learn from the lesson. * List the key learning outcomes on the first slide or on board to give students a clear understanding on what they should focus on * Ideally, this is followed up with a brief summary of the key ideas or formulas learned at the end of the class/topic * [INSERT Example slides from Silvia Heubach]" Tag: Visual edit
- 14:0414:04, 26 July 2022 diff hist +2,085 N S1 Created page with "= ''Structure'' S1: Provides clear goals/outcomes = Great structure starts with clear goals. It is a good idea to review the learning goals of the course to ensure that they are clear, measurable and generate significant learning experiences. There are many tools available for instructors to use to design the learning goals and outcomes. Here we recommend one (L.D. Feek, Creating Significant Learning Experiences) that help instructors to design learning goals in six..." Tag: Visual edit
- 13:5113:51, 26 July 2022 diff hist +888 N Structure Created page with "= ''Structure'': Facilitate the Learning Process = As instructors, we feel great joy when students learn from our classes and when we see great outcomes of our students. Hence, it is important to design the class structure including in-class and out-of-class learning activities to facilitate the learning process. Many studies show that effective instruction design is created based on the principles of “How People Learn”. For more information, please refer to [https:/..." Tag: Visual edit
- 13:4213:42, 26 July 2022 diff hist +99 N V5.4 Created page with "= ''Vibrancy'' V5.4: Promoted students’ reflection on their own learning or performance =" current Tag: Visual edit
- 13:4013:40, 26 July 2022 diff hist +4 m V5.3 No edit summary current Tag: Visual edit
- 13:4013:40, 26 July 2022 diff hist +103 N V5.3 Created page with "= Vibrancy V5.3: Asked students to generate their own explanations and justify their thinking =" Tag: Visual edit
- 13:3913:39, 26 July 2022 diff hist +216 N V5.2 Created page with "= ''Vibrancy'' V5.2: Promoted critical thinking through comprehensive exploration of assumptions and socio-cultural context in models and paradigms before accepting or formulating an opinion or conclusion =" current Tag: Visual edit
- 13:3713:37, 26 July 2022 diff hist +4 m Vibrancy:V2.4 No edit summary Tag: Visual edit
- 13:3713:37, 26 July 2022 diff hist +4 m Vibrancy:V2.3 No edit summary Tag: Visual edit
- 13:3713:37, 26 July 2022 diff hist +4 m Vibrancy:V2.2 No edit summary Tag: Visual edit
- 13:3613:36, 26 July 2022 diff hist +4 m Vibrancy:V2.1 No edit summary Tag: Visual edit
- 13:3613:36, 26 July 2022 diff hist +4 m V3.5 No edit summary Tag: Visual edit
- 13:3513:35, 26 July 2022 diff hist +4 m V3.4 No edit summary Tag: Visual edit
- 13:3513:35, 26 July 2022 diff hist +4 m V3.3 No edit summary Tag: Visual edit
- 13:3513:35, 26 July 2022 diff hist +4 m V3.2 No edit summary Tag: Visual edit
- 13:3413:34, 26 July 2022 diff hist +4 m V3.1 No edit summary Tag: Visual edit
- 13:3413:34, 26 July 2022 diff hist +4 m Vibrancy:V3 No edit summary Tag: Visual edit
- 13:3413:34, 26 July 2022 diff hist −33 m Vibrancy:V5.1 No edit summary Tag: Visual edit
- 13:3313:33, 26 July 2022 diff hist +27 m V5 No edit summary current Tag: Visual edit
- 13:3013:30, 26 July 2022 diff hist −1 m Vibrancy No edit summary Tag: Visual edit
- 13:3013:30, 26 July 2022 diff hist +653 N V5 Created page with "= Vibrancy V5: Promotes the growth of motivated and deep learners''' ''' = === Observable Behaviors: === V5.1: Used class activities and assignments that held relevance to students’ lived experiences and their communities V5.2: Promoted critical thinking through comprehensive exploration of assumptions and socio-cultural context in models and paradigms before accepting or formulating an opinion or conclus..." Tag: Visual edit
- 13:3013:30, 26 July 2022 diff hist −547 m Vibrancy →V5: Promotes the growth of motivated and deep learners Tag: Visual edit
- 13:2713:27, 26 July 2022 diff hist +214 N V4.3 Created page with "= Vibrancy V4.3: Gave students recurring opportunities to engage with other students in small groups or as a whole class = * Active learning through small-group work is one way to elicit student engagement" Tag: Visual edit
- 13:2513:25, 26 July 2022 diff hist +371 N V4.2 Created page with "= Vibrancy V4.2: Adopted strategies and activities that captivate disengaged students = * Remember that if the student’s basic needs are not being met in some way, then they will be unable to engage. * To follow-up with a non-engaged student, send an email after class to check in with the student, or talk in person if opportunity arises to do so discreetly." Tag: Visual edit
- 13:2513:25, 26 July 2022 diff hist −33 m Vibrancy →V4: Stimulates a high level of student engagement Tag: Visual edit
- 13:2413:24, 26 July 2022 diff hist +202 N V4.1 Created page with "= Vibrancy V4.1: Provided varied opportunities for students to apply newly learned content = * e.g. problems, case study, practice within the context of their lived experience and community" Tag: Visual edit
- 13:2213:22, 26 July 2022 diff hist +617 N V4 Created page with "= Vibrancy V4: Stimulates a high level of student engagement''' ''' = Using active learning techniques, ask questions to students, with verbal answers and/or show a number with their fingers. Frequently invite questions from students and facilitate in-class discussions. === Observable Behaviors: === V4.1: Provided varied opportunities for students to apply newly learned content V4.2|V4.2: Adopted strategies and activities that captivate dis..." Tag: Visual edit
- 13:1913:19, 26 July 2022 diff hist +1 m Vibrancy:V2 No edit summary Tag: Visual edit
- 13:1813:18, 26 July 2022 diff hist +1 m V1 →Observable Behaviors Tag: Visual edit
- 13:1813:18, 26 July 2022 diff hist +1 m Vibrancy:V3 →Observable Behaviors Tag: Visual edit
- 13:1713:17, 26 July 2022 diff hist −481 m Vibrancy →V4: Stimulates a high level of student engagement Tag: Visual edit
- 13:1413:14, 26 July 2022 diff hist +111 N V3.5 Created page with "= Vibrancy V3.5: Intervened as necessary to hold class to pre-agreed-upon community norms =" Tag: Visual edit
- 13:1313:13, 26 July 2022 diff hist +119 N V3.4 Created page with "= Vibrancy V3.4: Facilitated effective group work through assignment of roles and group selection =" Tag: Visual edit
- 13:1213:12, 26 July 2022 diff hist +99 N V3.3 Created page with "= Vibrancy V3.3: Enforced respectful behavior and kindness between students =" Tag: Visual edit
- 13:1113:11, 26 July 2022 diff hist +138 N V3.2 Created page with "= Vibrancy V3.2: Encouraged groups to ensure that all students have an opportunity to speak and are listened to =" Tag: Visual edit
- 13:0913:09, 26 July 2022 diff hist +590 m Vibrancy:V3 No edit summary Tag: Visual edit
- 13:0913:09, 26 July 2022 diff hist +93 N V3.1 Created page with "= Vibrancy V3.1: Encouraged students to answer each other’s questions =" Tag: Visual edit
- 13:0613:06, 26 July 2022 diff hist −441 m Vibrancy No edit summary Tag: Visual edit
- 13:0313:03, 26 July 2022 diff hist +115 N Vibrancy:V2.4 Created page with "= Vibrancy V2.4: Developed student learning through active participation in lesson activities =" Tag: Visual edit
- 13:0213:02, 26 July 2022 diff hist +101 N Vibrancy:V2.3 Created page with "= Vibrancy V2.3: Synthesized group work at conclusion of collaborative activity =" Tag: Visual edit
- 13:0113:01, 26 July 2022 diff hist +135 N Vibrancy:V2.2 Created page with "= Vibrancy V2.2: Provided group tasks that promoted knowledge construction in community and higher-level thinking =" Tag: Visual edit
- 13:0013:00, 26 July 2022 diff hist +12 m Vibrancy:V2.1 No edit summary Tag: Visual edit
- 12:5912:59, 26 July 2022 diff hist +376 N Vibrancy:V2.1 Created page with "= Vibrancy V2.1: Addressed student questions and comments = Respect for students’ questions and concerns. * Repeat/rephrase the students’ questions * Ask “have I answered your question?” or “can I explain this better?” Solicited student feedback on the course and your teaching. * “What should I stop? What should I start? What should I keep?”" Tag: Visual edit
- 12:5212:52, 26 July 2022 diff hist +134 N V1.3 Created page with "= ''Vibrancy'' V1.3: Provided opportunities for students to share their interests, knowledge, and ideas related to the field =" Tag: Visual edit
- 12:5112:51, 26 July 2022 diff hist +8 m V1.2 No edit summary Tag: Visual edit
- 12:5112:51, 26 July 2022 diff hist +8 m V1.1 No edit summary Tag: Visual edit
- 12:5012:50, 26 July 2022 diff hist +77 N V1.2 Created page with "= ''Vibrancy'' V1.2: Projected genuine enthusiasm about the discipline =" Tag: Visual edit