Quick Tips: Facilitating Group Work

With good reason, one of the most common strategies that instructors turn to in the classroom is assigning students to work collaboratively in groups.  Group work, when thoughtfully designed and facilitated, can be a very effective way to engage students in their learning. Though not without challenges, group work offers numerous benefits: 

  • Increased engagement: Group work promotes active engagement and collaboration among students, which can help build a sense of community in the classroom. The learning process becomes more interactive which can deepen the level of understanding of course material and positively impact classroom dynamics.  
  • Diverse perspectives: Group work encourages the exchange of diverse ideas and perspectives. This can lead to a richer learning environment as students are exposed to different viewpoints and alternative solutions to problems.  
  • Skill development: Working in groups, students acquire a range of skills, including communication, problem-solving, and leadership skills. While certainly relevant in academia, these skills can also help students prepare for a professional work environment, where teamwork and collaboration are essential. 

Simply dividing your students into groups with little or no direction is unlikely to lead to the best outcome. Incorporating group work into courses requires careful planning and clear guidelines to ensure its effectiveness. The following is a list of strategies to consider when facilitating group work: 

Group formation:  

  • Consider aligning students with complementary or diverse skill sets. A broad range of skills often leads to creative ways of approaching and solving problems. Administering a survey to students before the project begins can help determine academic disciplines, backgrounds, and relevant skill levels.  
  • When possible, avoid isolating underrepresented minorities in groups. For example, place 0, 2, or 3 women in a team when forming groups of 3 (i.e., do not create a team of 1 woman and 2 men). This helps prevent the underrepresented from being over-ruled or ignored (Rosser, 1998).   
  • Explore technology options. If using a learning management system (LMS) such as Canvas, it will often include a tool to assist with creating and managing groups. Outside of the LMS, there is a free, open-source tool called gruepr that can assist instructors with group creation. CATME is another tool that assists with group creation and peer review. We reviewed CATME several years ago when it was free, but there is now a fee for use. 

Team Interaction: 

  • Establish ground rules for groups: insist on civil dialogue, respect others’ opinions, listen actively, etc. Involving students in creating the rules helps them hold each other accountable throughout the process. Carnegie Mellon has a resource with suggestions for setting ground rules that may be helpful for instructors. 
  • Assign each student a different role in the group and rotate the roles frequently. This helps to ensure that work is distributed equally throughout the project, avoiding situations where a few students are doing all the work while others are just along for the ride (Finelli et all., 2011). Examples of roles include recorder, spokesperson, summarizer, organizer, observer, timekeeper, or liaison to other groups.  Be sure each role has specific tasks that are clearly laid out for students.  
  • Include one or more short, introductory warm-up activities for group members to engage and get to know one another. This will help to build rapport and encourage participation within the group. 
  • Consider the physical space if allowing students to work in groups during class. Is the room conducive/comfortable for small groups to convene? Will students need accommodations? If teaching online, are groups meeting synchronously or asynchronously? Plan accordingly to anticipate space and technology needs.  

Assessment: 

  • Determine how you will assess the project. Depending on the goals, consider assessing both group and individual contributions. Develop and share rubrics with students so they know exactly what is expected. This sample group work rubric from Cornell can be used as a guide and modified for use. 
  • Meet regularly with each group to monitor progress. Set milestones to help students stay on track and meet their goals.
  • Include opportunities for self and peer assessment. Self-assessment encourages critical thinking and fosters greater self-awareness in student learning.  Peer assessment provides valuable insight for instructors about group dynamics and performance. It can also serve to motivate students to take responsibility for their individual tasks. Be sure to clarify for students if self and peer assessment will count towards their grade.  This assessment form from Carnegie Mellon is designed for students to assess themselves as well as group members.  
  • Allow time for reflection. Asking students to reflect on the process can help them extract meaningful lessons from the project’s successes and challenges.  It can also promote a deeper understanding of the project’s goals and the collaborative process as a whole. Examples of reflective exercises include written responses to specific prompts (i.e. what went well, what could be improved, etc.), small group or whole class discussions, and keeping a journal of the learning experience. More information about group reflection can be found in this resource from the University of New South Wales.   

With proper planning, group projects can be a positive and productive learning experience that will help prepare students for real-world challenges. Do you have additional tips to share about group facilitation? Please share them in the comments. 

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation

Image source: Pixabay

References:

Finelli, C., Bergom, I., & Mesa, V. (2011). Student teams in the engineering classroom and beyond: setting up students for success. Center for Research on Learning and Teaching: University of Michigan. https://files.eric.ed.gov/fulltext/ED573963.pdf  

Rosser, S. V. (1998). Group work in science, engineering, and mathematics: Consequences of ignoring gender and race. College Teaching, 46(3), 82-88. 

University of New South Wales. (n.d.) Supporting students to reflect on their group work. https://www.teaching.unsw.edu.au/helping-students-reflect-group-work

Washington University of St. Louis, Center for Teaching and Learning. (n.d.) Facilitating in-class group work. https://ctl.wustl.edu/resources/facilitating-in-class-group-work/ 

Facilitating Difficult Conversations in Class: Considerations when Teaching Online

In a recent blog post, the CTEI shared strategies that can be used to facilitate difficult conversations in the classroom. The center also hosted a community conversation on the same topic, featuring perspectives from three different faculty members from across the institution. In response, we heard from some instructors who are interested in specific strategies they can use in an online environment. While many of the ideas previously shared can be applied to the online classroom, such as setting ground rules, the following considerations are worth keeping in mind when facilitating difficult conversations online.

  • Establish a positive classroom climate. This is especially important in an online environment where subtle gestures, voice inflections, and facial expressions may be missing. Creating a safe, inclusive environment from the start will encourage student participation and respect among peers. Some ideas include:
    • Engage students in icebreaker or other collaborative activities to ensure multiple opportunities for students to get to know one another.
    • Include a syllabus statement with language expressing a commitment to respecting diverse opinions and being inclusive. Model this commitment by using students’ preferred names, pronouns, inclusive language, and diverse examples. See a recently shared example from Professor John Mercurio in The Chronicle.
    • Communicate regularly with students. Send weekly reminders, post regular announcements, and commit to responding promptly to discussion board posts from students to help them feel connected to the class and to each other.
  • As part of setting ground rules, remind students of “netiquette;” be very clear about rules for online discussions, group interactions, when/if it’s okay to use the chat feature, etc. Consider involving students in creating these rules.
  • Lack of privacy – remember that students on Zoom are not necessarily in a private space and may not feel comfortable speaking or engaging freely with others. Communicate alternate ways for students to engage, such as using chat, polls, or an asynchronous discussion board.
  • In hybrid classes, make sure to include Zoom participants in the discussion. This may require additional or amended ground rules such as requiring everyone to raise their hand (Zoom and in-person participants) before making a comment.
  • Acknowledge and accept that there may be (uncomfortable) pauses due to a bad online connection or people gathering their thoughts.
  • Consider using breakout rooms for students to discuss issues in small groups which may be more comfortable/less intimidating for some.
  • Consider using the chat feature to allow students time to reflect on their response before sharing. The faculty can then selectively address comments shared by students including contextualizing or reframing points made. If you have a co-instructor or teaching assistants, they can help with replying directly to comments posted in the chat.
  • Establish a set of gestures/emojis to be used when asking a question, adding a follow-up idea, agreeing or disagreeing, etc. to keep interruptions to a minimum. (This requires everyone to be in grid view.)
  • As much as possible, keep an eye on Zoom participants for indications of distress. Encourage students to take advantage of university wellness resources.
  • For larger discussions, consider using a Zoom webinar in which you can moderate questions and comments submitted before sharing them. In typical Zoom classrooms, you can ask students to send their comments directly to you in the chat instead of posting to the entire group.

Do you have additional ideas to share? Please post them in the comments.

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation
 

Image Source: Unsplash

References:

Rudenko, N. (August, 12, 2020). Facilitating discussions via Zoom (in a college-level classroom). Medium. https://medium.com/@natasharudenko_37929/facilitating-discussions-via-zoom-in-a-college-level-classroom-619d3ac4343b

Supiano, B. (November 9, 2023). Teaching: How to hold difficult discussions online. The Chronicle of Higher Education.
https://www.chronicle.com/newsletter/teaching/2023-11-09?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_8238698_nl_Teaching_date_20231109&cid=te&source=ams&sourceid=&sra=true

Quick Tips: Guest Speakers in the Classroom

Inviting a guest speaker to your classroom can be a powerful and memorable experience for your students. Unique perspectives and expertise shared by an outside professional can be very motivating for students as they consider their own academic goals and career paths.  Hearing from someone in the community can help to reinforce course material in a real-world context and deliver a renewed sense of relevance to the class (Leboff). Guest speakers also have the potential to challenge stereotypes that may exist in a particular field.  Bringing in diverse role models that students can relate to helps to make your course more inclusive and builds community both inside and outside the classroom.   

The following is a list of considerations for instructors when inviting a guest speaker to a classroom:     

Prepare students ahead of the speaker’s visit: 

  • Let students know why you are inviting this particular guest.  
  • Ask students to research the speaker’s background: review personal websites, read articles, review book chapters written by this person, etc. 
  • Ask students to prepare 2-3 discussion questions for the guest. Students could submit these questions to you for review.  

Give the speaker plenty of context: 

  • Discuss with the speaker how the presentation fits into the course. What are the objectives of the course or this specific unit? What happens after this presentation? 
  • Make sure the speaker knows who to expect in the audience. Is this an introductory course or more advanced? How many students will be in attendance? 

Consider the format: 

  • Discuss with the speaker their presentation style. Some may come prepared with a formal presentation, including slides, while others prefer to use a less formal ‘fireside chat’ or ‘Q and A’ format (Leboff). Another possibility is for one or more students to interview the speaker. 
  • Ask the speaker if they have any specific technology needs for the presentation.

     

Follow up with students after the visit: 

  • Facilitate a class discussion (in person or online) where students are able share their thoughts about the presentation. Provide guiding questions to help prompt students.  
  • Turn the follow-up activity into an assignment: 
    • Prepare a written reflection on the speaker’s presentation, how it relates to course topics, ideas they agreed or disagreed with, etc.
    • Debrief about the presentation in small groups and then report out to the whole class. 
    • If there are multiple speakers during the semester, ask students to select the speaker who had the greatest impact on them and write an essay explaining why; or have students compare and contrast two different speakers. 
    • If the speaker is widely published, have students critique an article written by this person.  
    • Write a thank-you note or email to the speaker.  

We’ve heard from some instructors that it can be challenging to find guest speakers with little or no funding. One suggestion is to start with your own network of peers such as colleagues at your institution or nearby institutions. Reach out to your contacts from LinkedIn or other professional networks. Former students who are now “in the field” could be another possibility. Another group not to be overlooked is local business owners or other community members who often appreciate the opportunity to speak to students. If you are struggling to find a speaker, two sites that may be worth looking into are SpeakerHub and Pathful (Shane).  

Do you have any additional tips to share about hosting guest speakers? Please feel free to share them in the comments. 

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation
 

Image Source: Pixabay

References:

Lebhoff, D. (2019, November 22). Making the Most of Guest Speakers in the Classroom. Top Hat. Retrieved June 6, 2023, from https://tophat.com/blog/making-the-most-of-guest-speakers-in-the-classroom/ 

Shane, S. (2022, March 22). Leveraging Guest Speakers to Increase Student Learning. Edutopia. Retrieved June 6, 2023, from https://www.edutopia.org/article/leveraging-guest-speakers-increase-student-learning/ 

Quick Tips: Alternative Assessments

Throughout the past year and a half, instructors have made significant changes to the way they design and deliver their courses. The sudden shift to being fully remote, then hybrid, and now back to face-to-face for some courses has required instructors to rethink not only the way they teach, but also the way they assess their students. Many who have previously found success with traditional tests and exams are now seeking alternative forms of assessment, some of which are described below:

Homework assignments: Adding more weight to homework assignments is one way to take the pressure off of high stakes exams while keeping students engaged with course material. Homework assignments will vary according to the subject, but they may include answering questions from a chapter in a textbook, writing a summary of a reading or topic discussed in class, participating in an online discussion board, writing a letter, solving a problem set, etc.

Research paper:  Students can apply their knowledge by writing a research paper. To help ensure a successful outcome, a research paper can be set up as a scaffolded assignment, where students turn in different elements of the paper, such as a proposal, an outline, first and second drafts, bibliography, etc. throughout the semester, and then the cumulative work at the end.

Individual or group presentations: Student presentations can be done live for the class or prerecorded ahead of time using multimedia software (e.g., Panopto, VoiceThread) that can be viewed asynchronously. Depending on the subject matter, presentations may consist of a summary of content, a persuasive argument, a demonstration, a case study, an oral report, etc. Students can present individually or in groups.

Reflective paper or journal: Reflective exercises allow students to analyze what they have learned and experienced and how these experiences relate to their learning goals. Students develop an awareness of how they best acquire knowledge and can apply these metacognitive skills to both academic and non-academic settings. Reflective exercises can be guided or unguided and may include journaling, self-assessment, creating a concept map, writing a reflective essay, etc.

Individual or group projects: Student projects may be short-term, designed in a few weeks, or long-term, designed over an entire semester or more. If the project is longer term, it may be a good idea to provide checkpoints for students to check in about their progress and make sure they are meeting deadlines. Ideas for student projects include: creating a podcast, blog, interactive website, interactive map, short film, digital simulation, how-to guide, poster, interview, infographic, etc. Depending on the circumstances, it may be possible for students to partner with a community-based organization as part of their project. Another idea is to consider allowing students to propose their own project ideas.

Online Tests and Exams: For instructors who have moved their tests online, it may be worth considering lowering the stakes of these assessments.  Instead of high-stakes midterms and finals, replace them with weekly quizzes that are weighted lower than a traditional midterm or final. Giving more frequent assessments allows for additional opportunities to provide feedback to students and help them reach their goals successfully. To reduce the potential for cheating, include questions that are unique and require higher-level critical thinking. Another consideration is to allow at least some of the quizzes to be open-book.

It’s worth noting that offering students a variety of ways to demonstrate their knowledge aligns with the principles of universal design for learning (UDL). Going beyond traditional tests and exams helps to ensure that all learners have an opportunity to show what they have learned in a way that works best for them. If you’re looking for more ideas, here are a few sites containing additional alternative assessment strategies:

https://www.scholarlyteacher.com/post/alternatives-to-the-traditional-exam-as-measures-of-student-learning-outcomes

https://teaching.berkeley.edu/resources/course-design-guide/design-effective-assessments/alternatives-traditional-testing

https://cei.umn.edu/alternative-assessment-strategies

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay

Strategies for an Inclusive Classroom

This summer, the Center for Educational Resources offered a multi-day Best Practices in University Teaching workshop for JHU faculty to learn about evidence-based teaching practices. Participants explored topics such as best practices in course design, active learning strategies, and various assessment techniques. One of the many sessions that generated a great deal of discussion was the Inclusive Pedagogy session, which addressed the importance of accommodating the needs of diverse learners in a supportive environment.  The session was led by Dr. Karen Fleming, a professor in the Biophysics department who is also nationally recognized for her efforts in raising awareness on overcoming biases and barriers to women in STEM.  I played a small role in the presentation by providing a brief introduction and overview of Universal Design for Learning (UDL), a research-based educational framework that helps remove unnecessary barriers from the learning process.

During the session, participants were encouraged to examine their own biases by reflecting on an unconscious bias test they took just before the session. Many were clearly dismayed by their own results; Fleming reassured them that we all have biases and that accepting this fact is the first step in addressing them.  She then shared a real-world example of unconscious bias toward women in STEM that is published in the Proceedings of the National Academy of Sciences. The shocking results of this study, which show that even women faculty in STEM display a preferential bias toward males over females, resulted in an engaging discussion. The dialogue continued as participants then debriefed about a video they watched, also before the session, which featured a teaching assistant (TA) stereotyping various students as he welcomed them to class.  The video was intentionally exaggerated at times, and participants were eager to point out the “over the top” behavior exhibited by the TA. Participants were inspired to share personal experiences of bias, prejudice, and stereotyping that they’ve encountered in the classroom either as students or instructors.

Toward the end of the session, the focus shifted to thinking about strategies that would mitigate instances of biased behavior and instead encourage a more inclusive classroom environment. hands reaching toward each otherAs a culminating exercise, we asked participants to consider the principles of UDL as well as ideas and discussions from earlier in the session to complete an “Inclusive Strategies Worksheet;” the worksheet would contain concrete strategies that would make a measurable difference in terms of inclusivity in their classrooms. The participants were very thoughtful in their responses and several of their ideas are worth sharing:

  • Administer a pre- or early-semester survey to get to know the students and build community.
  • Include a “campus climate” section in the syllabus with language expressing a commitment to respecting diverse opinions and being inclusive.
  • On the first day of class, have students create a “Community Agreement” to establish ground rules for class discussions, online discussions, and group activities. This can be revisited throughout the semester to adjust what is working/not working.
  • Acknowledge that there may be uncomfortable moments as we face mistakes and hold each other and ourselves accountable. Encourage students to “call in” when mistakes (intentional or not) occur, rather than “call out” or “cancel” so that we may learn from each other.
  • Work collaboratively with students to develop rubrics for assignments.
  • Include authors and guest speakers with varied cultures, backgrounds, and identities. Include images, readings, examples, and other course materials that are diversified. If opportunities are limited, have students do a reflective exercise on who/what is missing from the research.
  • Share content with students in multiple ways: research papers, videos, images, graphs, blog entries, etc.
  • Increase the number of active learning activities to enrich the learning experience.
  • Offer options to students: vary the types of assignments given and allow for a choice of ways to demonstrate knowledge among students when possible.
  • Follow accessibility guidelines: ensure video/audio recordings have closed captioning and/or a transcript, for example.
  • Create opportunities for students to discuss their lived experiences in the classroom and/or on assignments.
  • Provide opportunities for students to participate anonymously without fear of judgement (i.e. using iClickers or Jamboard).
  • Conduct activities that engage students in small groups so they get to know one another. Encourage students to use these connections to identify study partners. Consider switching groups throughout the semester so students meet additional partners.

Do you have additional strategies to share? Please feel free to add them in the comments.

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

Image Source: Best Practices in University Teaching Logo, Pixabay

Building Community in an Online Course

Although a formal decision has yet to be made about the Fall 2020 semester here at Johns Hopkins, many instructors are beginning to prepare for the possibility of teaching online. Building community in an online course can be a challenge, especially if instructors are used to teaching in a face-to-face environment. The strategies below are meant to provide students with a sense of belonging, reduce feelings of isolation, and ultimately help keep them engaged throughout the course. 

Let students get to know you, take time to get to know them:

  • create a short video introducing yourself, including some personal details, not just academic credentials
  • convey enthusiasm for the course
  • create a survey asking students about themselves, their level of comfort with technology, what timezone they are in, etc.

Create opportunities for students to get to know each other:

  • use ice breaker activities: ‘introduce yourself’ discussion board forum, intro videos, etc. Relate the activity back to course content if possible (e.g,. “What is something innovative about your hometown?” used in an Urban Studies course.)
  • design activities that require student interaction: group work, peer review, etc.   

Create a safe and inclusive environment:

  • invite all voices to the room – listen to students, validate their points, and when possible, weave their examples into your lecture (Schmitt)
  • if possible, dedicate the first part of class to allow students to share challenges, coping strategies
  • if possible, hold some synchronous sessions to allow students to see each other
  • acknowledge and share your own struggles
  • remind students of the basic principles of netiquette when communicating online
  • facilitate a group discussion around setting ground rules and/or mutual expectations for dialogue and collaboration in class   

Communicate regularly/Be Present in the Course:

  • post daily/weekly announcements
  • send weekly email check-ins
  • remind learners about due dates, special events, share authentic news, share grading progress on assessments
  • encourage questions: set up a Q and A discussion board forum
  • make a commitment to respond promptly (daily, every other day) to student posts on discussion boards
  • consider using video in your communication with students at least some of the time, as they appreciate seeing and hearing directly from the instructor  

 

References: 

Schmitt, R. (2020, May 14). Fostering Online Student Success in the Face of COVID-19. The Scholarly Teacherhttps://www.scholarlyteacher.com/post/fostering-online-student-success-in-the-face-of-covid-19?fbclid=IwAR3v8lBQhOxT5fFU_q1HahnJVg6nCEvfGqeD_ZZHQ7gZHZkkH0LHuFGcX6g 

Amy Brusini
Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay

Quick Tips: Formative Assessment Strategies

Designing effective assessments is a critical part of the teaching and learning process. Instructors use assessments, ideally aligned with learning objectives, to measure student achievement and determine whether or not they are meeting the objectives. Assessments can also inform instructors if they should consider making changes to their instructional method or delivery.

Assessments are generally categorized as either summative or formative. Summative assessments, usually graded, are used to measure student comprehension of material at the end of an instructional unit. They are often cumulative, providing a means for instructors to see how well students are meeting certain standards. Instructors are largely familiar with summative assessments. Examples include:

  • Final exam at the end of the semester
  • Term paper due mid-semester
  • Final project at the end of a course

In contrast, formative assessments provide ongoing feedback to students in order to help identify gaps in their learning. They are lower stakes than summative assessments and often ungraded. Additionally, formative assessments help instructors determine the effectiveness of their teaching; instructors can then use this information to make adjustments to their instructional approach which may lead to improved student success (Boston). As discussed in a previous Innovative Instructor post about the value of formative assessments, when instructors provide formative feedback to students, they give students the tools to assess their own progress toward learning goals (Wilson). This empowers students to recognize their strengths and weaknesses and may help motivate them to improve their academic performance.

Examples of formative assessment strategies:

  • Surveys – Surveys can be given at the beginning, middle, and/or end of the semester.
  • Minute papers – Very short, in-class writing activity in which students summarize the main ideas of a lecture or class activity, usually at the end of class.
  • Polling – Students respond as a group to questions posed by the instructor using technology such as iclickers, software such as Poll Everywhere, or simply raising their hands.
  • Exit tickets – At the end of class, students respond to a short prompt given by the instructor usually having to do with that day’s lesson, such as, “What readings were most helpful to you in preparing for today’s lesson?”
  • Muddiest point – Students write down what they think was the most confusing or difficult part of a lesson.
  • Concept map – Students create a diagram of how concepts relate to each other.
  • First draft – Students submit a first draft of a paper, assignment, etc. and receive targeted feedback before submitting a final draft.
  • Student self-evaluation/reflection
  • Low/no-grade quizzes

Formative assessments do not have to take a lot of time to administer. They can be spontaneous, such as having an in-class question and answer session which provides results in real time, or they can be planned, such as giving a short, ungraded quiz used as a knowledge check. In either case, the goal is the same: to monitor student learning and guide instructors in future decision making regarding their instruction. Following best practices, instructors should strive to use a variety of both formative and summative assessments in order to meet the needs of all students.

References:

Boston, C. (2002). The Concept of Formative Assessment. College Park, MD: ERIC Clearinghouse on Assessment and Evaluation. (ERIC Document Reproduction Service No. ED470206).

Wilson, S. (February 13, 2014). The Characteristics of High-Quality Formative Assessments. The Innovative Instructor Blog. http://ii.library.jhu.edu/2014/02/13/the-characteristics-of-high-quality-formative-assessments/

Amy Brusini
Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay

Quick Tips: Provide Your Students with a Roadmap for Class

This time of year is ripe for blog posts and articles on what to do on the first day of class. There is lots of good advice out there for easy picking. But I especially appreciate guidance that works for the whole semester—tips you can use for instruction in every class. An article in Faculty Focus by  Jennifer Garrett and Mary Clement Advice for the First Day of Class: Today We Will (August 23, 2018), meets the criterion.

Garrett and Clement advocate for building a positive classroom climate from the first moments of class so that students “feel welcome, comfortable, and engaged.” Making expectations clear can go a long way towards accomplishing that goal. Specifically, the authors recommend creating a “Today We Will” list on the first day of class and for every class session during the semester. This list should be on the board or screen or on a handout where you and the students can see it throughout the class.

Hands holding a folded paper road map.“The “Today We Will” list is a road map. It lets students know what will be covered that day. They can glance at it to check progress or to see if they missed any big concepts. The list also keeps instructors on task. As you move around your classroom teaching, the “Today We Will” list is a visual reminder of what you need to accomplish in that period. It ensures that you don’t skip any concepts that you want or need to cover, and it keeps you from veering too far off on tangents.”

For example, your “Today We Will” list might look something like this:

  • Beginning of class writing prompt on reading assignment (~5 minutes)
  • Share thoughts from prompt/reading assignment discussion (~15 minutes)
  • Lesson on [topic for session] (~10 minutes)
  • Activity in groups related to [topic for session] (~15 minutes)
  • Questions, wrap-up, preparation instructions/expectations for next class (~5 minutes).

While the authors don’t suggest putting in time approximations, you may find doing so will help set expectations for the students and keep you on track. On the other hand, the authors suggest that leaving some blanks on the list will allow for flexibility. The list should not be thought of as rigid. If you decide in the moment to spend more time on a stimulating discussion rather than cutting students off, you can remove something from the list. On the other hand, if you progress more quickly through an activity, you will want to have some items you can add to the day’s instruction.

Students should understand from day one that they are responsible for the material on the day’s list whether or not they attend class. As the instructor, you may wish to post the list on the course website before or after class so that students have a reminder of the important concepts covered.

Giving your students a roadmap in the form of a “Today We Will” list is an easy way to get yourself prepared, help your students stay organized, and create a positive classroom climate. You may be into your second or third week of teaching, but it’s not too late to start using this tip.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay.com

Quick Tips: Pedagogy Unbound

When I discovered the Pedagogy Unbound website recently, it was like opening a box Screen shot from Pedagogy Unbound website showing a selection of articles, arranged as squares in a grid, to choose from.of assorted chocolates and being presented with a wide selection of delicious choices. Chocolate ganache? “Use Monte Carlo Quizzes to promote student engagement.” Raspberry cream? “Give participation marks two weeks at a time.” Caramel crunch? “Engage students with project-based pedagogy.” You could spend an afternoon and devour the entire selection.

Pedagogy Unbound is both a website founded by David Gooblar (lecturer, Department of Rhetoric, University of Iowa), and a regular column in the Chronicle of Higher Education’s Vitae website. I was familiar with Gooblar’s columns; the Innovative Instructor has cited his work in the past. His advice in the articles is always thoughtful and useful.

The website “aims to provide a space for college teachers from all disciplines to easily share the practical strategies that have worked for them in their classrooms.” Not only can you benefit from the experiences of other instructors, you can share your own successful innovations by submitting a tip.

This summer, I encourage you to open a box of pedagogical treats by visiting both versions of Pedagogy Unbound and indulge.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Screen shot from Pedagogy Unbound

Quick Tips: How to Manage Your Teaching During a Personal Crisis

There are a number of resources available to help instructors deal with teaching when an institution or our country has experienced a disaster or crisis [see TheSilhouette of a man seated with elbows on his knees suggesting despair. Innovative Instructor post Quick Tips: Teaching in Challenging Times and Facilitating Difficult Discussions, November 15, 2016], and this blog has covered how to handle student crises, real and not [The Dead Grandmother Syndrome and How to Treat It, December 7, 2016], but what happens when the death or serious illness in the family is your family?

A recent article in Faculty Focus, Teaching During a Personal Crisis (Elizabeth Barnett, February 2, 2018) deals with these issues. Barnett outlines 7 strategies, recommended by experienced colleagues and mental health professionals for teaching during a time of personal difficulty. These are: acknowledge the crisis, triage, consider telling your colleagues, consider telling your students, adjust your expectations, try new routines, protect yourself.

Telling your students may seem like the most controversial piece of advice, but Barnett says:

Wait, you say, this is totally inappropriate. And it would be if you told them in the same way as you did your colleagues, as peers. But if your performance and availability are limited due to the crisis, you can reduce guilt and minimize questions by letting them know something is going on. …[Emphasize] to your students that you don’t need help from them, you have that support elsewhere, and you only want to inform them of the situation.

In other words, you don’t need to go into the gory details, just let your students know that you are experiencing some personal issues that may affect your teaching, for example, that you may be absent, or that someone else may be filling in as instructor for some classes or handling grading of some assignments.

Barnett also offers some tips on dealing with a colleague in crisis, particularly how to listen respectfully and things that you can offer to do to help.

The article is short, but useful. If you have suggestions from your own experiences with dealing with personal crisis, please share them in the comments.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay.com