A few entries ago I shared a video addressing the basics student motivation. Dr. Grace Mcfield from the CSUSM School of Education also focused on the topic of motivation after the 2014 Summer teaching institute. I really enjoyed reading Grace's reflection since she really gives the audience a peak into her thinking and approach. I always enjoy these type of reflections since they often mirror the process I undertake when I design a course or problem solve.
Reflection on the 2014 Summer Institute, "Engage Today's Learner"
Grace McField
Associate Professor, Multilingual / Multicultural Education
School of Education
I am happy and grateful to have participated in the 2014 Summer Institute, "Engage Today's Learner." The two main areas that the Institute impacted in my teaching practice have to do with 1) student motivation and 2) reconsidering the role of technology in my guiding of student learning.
Concerning student motivation, I was most impacted by Marie Thomas' engaging presentations on student engagement. Her presentations and my discussion with fellow Summer Institute participants led me to realize that over the years, I had slowly drifted away from harnessing and utilizing the potential power and impact peer scaffolding, peer guidance, peer pressure and peer accountability has on student engagement and learning. Although my teaching had involved, through its varied distribution of readings and other material, individual and joint assignments, and classroom activities, I did not realize I had inadvertently tried to cushion students who struggled (for example, students with a heavy workload to the tune of taking 5 – 6 courses while working 1 – 2 jobs). I realized that, while some students who already possessed strong self-regulation skills could succeed with their already honed attitudes, skill sets and behavior toward university level learning, other students were able to engage with the course material often at varying superficial levels, because there was not enough peer or group accountability. I was not taking the class activities, preparation with readings and films prior to class, etc. to the level of higher levels of pushing the students to expect more of themselves and ultimately, of the course. By restructuring readings and preparation before class to connect more directly with both structured and reflective class activities, student preparation and outcomes both showed a notable increase. More students were better prepared because they were not just accountable to themselves in isolation or to me in isolation; they were accountable to each other and ultimately, to themselves, in the context of peer exchanges.
The second area of focus, the role of technology in teaching and learning, has been an area of some unexpected reenvisioning and restructuring. I still remember the very first WebCT summer institute I participated in at CSUSM many years ago. Over the years, I was accustomed to having a course website that kept resources and assignments organized for the students. As a result of the 2015 Summer Institute and discussion about today's digital native students, as well as the many great presentations of the current plethora of technology tools and options, I was able to hone in on the strategic role of technology for particular purposes in informing teaching and learning in the context of specific assignments and activities I use in my courses.
Specifically, I ended up suspending online discussion boards for this year. I had used online discussion boards for many years prior, but was surprised at the 3 – 5 students per course who had difficulty with accessing a computer or just had the attitude of, "out of sight, out of mind" when it came to posting comments about the readings and films prior to class meetings. These students were typically very overloaded in terms of course units and jobs and other family obligations. I found that when I replaced the online discussion board comments component with short reading responses they had to print out and bring to class, there were more instances of 100% participation on the part of all students. Students who were challenged with daunting workloads still wanted to participate and engage with peers in class, rather than come to class not fully prepared and count on catching up later.
I should like to note also that the shift to paper submissions of readings responses also dovetailed nicely with my current new focus on supporting student writing and connecting it with the Common Core State Standards (CCSS). Since most of the students taking upper division Education courses will be implementing the CCSS on the job once they complete the education credential program and are out in the field, the use of reading response papers instead of online discussion boards facilitated a greater focus on analytical and professional level writing. Thus the previous online discussion board comments that served to capture student responses to readings mostly on a content basis (vs. form and quality of writing and analysis, etc.) were transformed to a series of reading responses that directly supported sharpening the type of analysis required for the formal assignments in the course. The reading response papers now each focus on a different type of analysis as well as student writing or presentation skill that basically prepare them for the more complex and technical analysis formal assignment papers that cover the goals and objectives, as well as standards in the course (these are required by the state teacher education credentialing entity).
Student reflections of their own growth in writing and learning from the end of the semester revealed that they were pleased and proud of their gains and improvements. I have to echo their reflections and tip my hat to students who spent a good semester working on polishing analytic as well as practical and professional aspects of writing and presentations. The reflections and course outcomes provide clear evidence that, through their own learning journeys in my classes, students are able to see a greater connection between their preparation and performance in Education courses and what will be their role as teachers in guiding students of their own one day soon in the workplace, the public school classrooms, than ever before.
Another surprising outcome of the Summer Institute is that I also began to require a paper component where students are required to bring in and use a paper copy of the syllabus and assignments in class regularly. Last semester, I worked with a student who was stubborn about not printing a paper copy of the syllabus, despite the fact that it is an assumed requirement for all students. After yet another assignment in which the student clearly had not checked the directions closely in completing the work, I realized that there is a tangible benefit to having students use a paper version of course syllabus and assignment specifications along with the course website. A smartphone can help students keep abreast of course requirements, but can also breed short term memory issues across 4 – 6 courses. More formally requiring a paper copy of the syllabus and schedule, as well as assignment rubrics and checklists -- to be used in class and submitted with papers -- directly increased student attention to assignment specifications compared to allowing students to choose their own preference from the getgo.
Another example of the Summer Institute guiding my strategic use of technology is that I updated the course website to move away from simply functioning as a place to hold their course resources and assignments. With Barbara Taylor's consult and assistance, I set up a chronological "schedule" which is not as heavy duty as a comprehensive e-calendar, but helps remind students what is due and what current events or films connect to their readings and assignments, which is working better for both me and the students in keeping them organized.
There are many other takeaways from the Summer Institute that I know I will be implementing or augmenting in implementation, such as the amazing ArcGIS or other resources, but the above document the two major areas of immediate tangibles from the Summer Institute, incorporating active student engagement techniques and strategic use of technology. I have already seen the fruit of higher levels of active learning and student outcomes for ALL students, not just those who were ready with good levels of self regulation at the outset. I want to express my appreciation for the wonderful coordinators, presenters and participants who made for a rich experience focused on student engagement. Thank you for this opportunity.
Grace McField
Associate Professor, Multilingual / Multicultural Education
School of Education
I am happy and grateful to have participated in the 2014 Summer Institute, "Engage Today's Learner." The two main areas that the Institute impacted in my teaching practice have to do with 1) student motivation and 2) reconsidering the role of technology in my guiding of student learning.
Concerning student motivation, I was most impacted by Marie Thomas' engaging presentations on student engagement. Her presentations and my discussion with fellow Summer Institute participants led me to realize that over the years, I had slowly drifted away from harnessing and utilizing the potential power and impact peer scaffolding, peer guidance, peer pressure and peer accountability has on student engagement and learning. Although my teaching had involved, through its varied distribution of readings and other material, individual and joint assignments, and classroom activities, I did not realize I had inadvertently tried to cushion students who struggled (for example, students with a heavy workload to the tune of taking 5 – 6 courses while working 1 – 2 jobs). I realized that, while some students who already possessed strong self-regulation skills could succeed with their already honed attitudes, skill sets and behavior toward university level learning, other students were able to engage with the course material often at varying superficial levels, because there was not enough peer or group accountability. I was not taking the class activities, preparation with readings and films prior to class, etc. to the level of higher levels of pushing the students to expect more of themselves and ultimately, of the course. By restructuring readings and preparation before class to connect more directly with both structured and reflective class activities, student preparation and outcomes both showed a notable increase. More students were better prepared because they were not just accountable to themselves in isolation or to me in isolation; they were accountable to each other and ultimately, to themselves, in the context of peer exchanges.
The second area of focus, the role of technology in teaching and learning, has been an area of some unexpected reenvisioning and restructuring. I still remember the very first WebCT summer institute I participated in at CSUSM many years ago. Over the years, I was accustomed to having a course website that kept resources and assignments organized for the students. As a result of the 2015 Summer Institute and discussion about today's digital native students, as well as the many great presentations of the current plethora of technology tools and options, I was able to hone in on the strategic role of technology for particular purposes in informing teaching and learning in the context of specific assignments and activities I use in my courses.
Specifically, I ended up suspending online discussion boards for this year. I had used online discussion boards for many years prior, but was surprised at the 3 – 5 students per course who had difficulty with accessing a computer or just had the attitude of, "out of sight, out of mind" when it came to posting comments about the readings and films prior to class meetings. These students were typically very overloaded in terms of course units and jobs and other family obligations. I found that when I replaced the online discussion board comments component with short reading responses they had to print out and bring to class, there were more instances of 100% participation on the part of all students. Students who were challenged with daunting workloads still wanted to participate and engage with peers in class, rather than come to class not fully prepared and count on catching up later.
I should like to note also that the shift to paper submissions of readings responses also dovetailed nicely with my current new focus on supporting student writing and connecting it with the Common Core State Standards (CCSS). Since most of the students taking upper division Education courses will be implementing the CCSS on the job once they complete the education credential program and are out in the field, the use of reading response papers instead of online discussion boards facilitated a greater focus on analytical and professional level writing. Thus the previous online discussion board comments that served to capture student responses to readings mostly on a content basis (vs. form and quality of writing and analysis, etc.) were transformed to a series of reading responses that directly supported sharpening the type of analysis required for the formal assignments in the course. The reading response papers now each focus on a different type of analysis as well as student writing or presentation skill that basically prepare them for the more complex and technical analysis formal assignment papers that cover the goals and objectives, as well as standards in the course (these are required by the state teacher education credentialing entity).
Student reflections of their own growth in writing and learning from the end of the semester revealed that they were pleased and proud of their gains and improvements. I have to echo their reflections and tip my hat to students who spent a good semester working on polishing analytic as well as practical and professional aspects of writing and presentations. The reflections and course outcomes provide clear evidence that, through their own learning journeys in my classes, students are able to see a greater connection between their preparation and performance in Education courses and what will be their role as teachers in guiding students of their own one day soon in the workplace, the public school classrooms, than ever before.
Another surprising outcome of the Summer Institute is that I also began to require a paper component where students are required to bring in and use a paper copy of the syllabus and assignments in class regularly. Last semester, I worked with a student who was stubborn about not printing a paper copy of the syllabus, despite the fact that it is an assumed requirement for all students. After yet another assignment in which the student clearly had not checked the directions closely in completing the work, I realized that there is a tangible benefit to having students use a paper version of course syllabus and assignment specifications along with the course website. A smartphone can help students keep abreast of course requirements, but can also breed short term memory issues across 4 – 6 courses. More formally requiring a paper copy of the syllabus and schedule, as well as assignment rubrics and checklists -- to be used in class and submitted with papers -- directly increased student attention to assignment specifications compared to allowing students to choose their own preference from the getgo.
Another example of the Summer Institute guiding my strategic use of technology is that I updated the course website to move away from simply functioning as a place to hold their course resources and assignments. With Barbara Taylor's consult and assistance, I set up a chronological "schedule" which is not as heavy duty as a comprehensive e-calendar, but helps remind students what is due and what current events or films connect to their readings and assignments, which is working better for both me and the students in keeping them organized.
There are many other takeaways from the Summer Institute that I know I will be implementing or augmenting in implementation, such as the amazing ArcGIS or other resources, but the above document the two major areas of immediate tangibles from the Summer Institute, incorporating active student engagement techniques and strategic use of technology. I have already seen the fruit of higher levels of active learning and student outcomes for ALL students, not just those who were ready with good levels of self regulation at the outset. I want to express my appreciation for the wonderful coordinators, presenters and participants who made for a rich experience focused on student engagement. Thank you for this opportunity.