I sure did!

I was going to start this week with “too legit to quit”, but the classic just couldn’t be passed up. Make sure to watch the Vanilla Ice “Ice Ice Baby” to see some sweet 90’s drama!

Anyway… Just two things.

-Reminder to think about “Keep, Start, Stop”! It’s a great way to to get some honest feedback from your students. Hopefully by now they have an assignment or quiz completed so they have a little bit of footing in your class. This gives you a chance to see what is/isn’t working this term.

It’s pretty easy to set up an anonymous quiz for extra credit points through Canvas. You just have to download the report afterwards to get the responses. These also look great on an annual review! Let me know if you want/need more direction for this.

-Lastly, CTL is putting on a short session through Information Services on how to put quizzes in your videos. Just in case you were worried if they were paying attention or not, or, you know, reward students who ARE actually paying attention.

The sessions are Wed, April 28th from 2-3pm or Thurs, April 29th from 10-11am.

I hope you glide through this week like MC Hammer glides across the stage. (…short little crab-like steps?)

Mc Hammer GIFs - Get the best GIF on GIPHY

-Tim Burnett

Instructor of Kinesiology

 

Ok, not the best analogy, but as instructors we have a role to facilitate an equitable learning environment. Consistently picking favorites can do a disservice to most of the class. It also can help others tune out or lose attention.

To that point, a recent presentation by Katherine McAlvage for CPHHS focused on inclusive teaching in this remote time. I highly suggest giving this a view to see what may apply to your courses and students.

-Tim Burnett

Instructor of Kinesiology

As an avid proponent of “gamification” I was blindsided by a suggested technique last week.

After posting about student rubric creation, our colleague, Lisa Flexner, told me of this technique she learned from The Chronicle of Higher Education.

Choose Your Own Adventure

I liken this to a child psychology trick I learned years ago, where you offer two choices instead of open ended questions (“Do you want carrots or broccoli?” vs. “What do you want to eat?” [it’s always cookies]).

Thus, giving students a choice in how they learn material can still lead them to learning what you want them to, but also gives them the (illusion?) of choice.

For this, students need to reach a certain point value for their grade. They then decide which assignments/exams they want to use to get them there. While you may need to keep an eye out for point loopholes, students will gravitate to what mode they are most comfortable with. Lisa mentioned that this resulted in many students accumulating enough points early on so they didn’t need to take the final.

For students with test anxiety, this can be a course savior. It might also keep some students from being caught with fewer points than expected at the end of the term.

 

In my doctoral program I had the pleasure of seeing and hearing from graduates about their lives after getting a faculty position. There seemed to be a drastic disconnect between what I was learning and what skills I may be using when I moved into one of those positions.

I assumed I would teach like I had been taught. I would stand at the front of the room, tell students what information I wanted them to know, and then answer questions. I later learned this “Sage on the Stage” process wasn’t the best way to teach or learn.

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One reason I was attracted to academia was the variability in schedule; Keeping busy by ever-changing topics, revolving classes throughout the year, and guiding students through novel information.

All of this results in an occupied mind (and I need A LOT of “channels” to occupy my mind).

What ceases to amaze me is the deluge of information and activity that accompanies each term. In the ancient past (last term) the busy builds to a crescendo and we long for the sweet release of the inter-term break… Just to be shot out of the cannon into the next.

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