Carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE TRAINING FOR EMCP INSTRUCTORS Morgan Rooney Educational Developer

carleton.ca/edcEDUCATIONAL DEVELOPMENT CENTRE

EDUCATIONAL DEVELOPMENT CENTRE

TRAINING FOR EMCP INSTRUCTORS

Morgan RooneyEducational Developer


INTRODUCTIONSo Introduce yourself to the group

• Course you are teaching• Experience with the program• Something non-academic about yourself


GETTING ORIENTEDo Concerns You Identified in Your Feedback:Set-Up, Mechanics, & Tech:• What do I do for budget?

Snacks? Other supplies? X4• How do I arrange for access to

computer lab? Other sites on campus? X4

• Logistics behind field trips? X2• Can I arrange for online

journaling/blogging? X3• What do I do if I ‘lose’ a

student? Student tracking generally? X3

• IMS key? IT support?• How do I deal with classroom

emergencies?• Do I have to use cuLearn? Can

my students get wifi access?

Student Engagement, Classroom Management:• Dealing with disengaged

students x11• Using the time, time

management x9• Creating a safe space for

learners at different levels x7• Creating fun, meaningful

activities x10• Using icebreakers, promoting

friendship & safe space x4• Balancing content/lecture with

activities x4• Dealing with tech distractions,

other problematic student behaviors

Content Concerns:• Making content “age

appropriate” x3• Making content interesting for

those who aren’t x3• Teaching sensitive topics x2• Do I assign homework?• How do I connect my content

to their lives?


GETTING ORIENTEDo So, I decided to focus on what seemed to be your

main concerns:• Creating an engaging classroom• Incorporating & running activities• Classroom management• Practical considerations


AGENDA12:15-30: Creating a Productive Learning Space12:30-1:30: Fostering an Active Classroom

1. BOPPPS—A Model for Engagement (15 mins)2. Activities & Best Practices for Running Them (15 mins)3. An Activity on Activities (30 mins)

1:30-50: Dealing with Practical Considerationswith Nestor Querido

1:50-2:00: Wrapping Up


LEARNING OUTCOMESo By the end of today’s session, you will be able to:

• Elaborate on best practices for preempting disruptive classroom behaviors

• Describe the different components of the BOPPPS model & their implications for your teaching

• Elaborate on a series of activities, as well as best practices for managing activities generally

• Identify answers to common practical questions for EMCP instructors



1. CREATING A PRODUCTIVE LEARNING SPACE


1. CREATING A PRODUCTIVE LEARNING SPACEo From students’ perspective, the classroom can

seem like a rigidly hierarchal space, with power running from the top down. But it doesn’t have to be that way

o Undoing that conditioning is possible, but it takes careful planning in advance & meaningful consultation early on

o Note: Fostering student ownership in the class can significantly reduce the need to deal with problematic / disruptive behavior later


1. CREATING A PRODUCTIVE LEARNING SPACEo Think/Pair/Share (3~ mins): What can you do in

the early stages of your class to give students a voice in the shape & tone of your course?

Let’s share!

White Board


1. CREATING A PRODUCTIVE LEARNING SPACEo Some “Best Practices”

• Have a class discussion in the 1st hour wherein you develop “ground rules” for the course• Washroom breaks, laptop/phone policy, expectations for civil discourse, etc.• Develop a written document• Consider providing limiting options

• Have a discussion in the 1st hour about expectations in the course• What students expect of you (student-generated)• What students expect of each other (student-generated)• What you expect of your students

• Hold frequent feedback sessions in the early days of your course• “Muddiest point”• “Stop, start, continue”• Allow you to check in for learning, develop bridging exercises for your next class, and provide you

with concrete information to help you adapt to your students on the fly

The best classroom management strategy is a preventive one. When you foster a sense of student ownership & involvement, you are setting yourself up to avoid disruptive behavior—and establishing the (student-generated) mechanisms for dealing with disruptive behavior if it arises.



2. FOSTERING AN ACTIVE CLASSROOM

BOPPPS


2. BOPPPS—A MODEL FOR STUDENT ENGAGEMENTo What is BOPPPS, you ask, other than a really awkward-

looking acronym? Good question!o BOPPPS = a model for consistently incorporating active

learningo Stands for:

• Bridge-in• Outcomes• Pre-Test• Participatory learning• Post-Test• Summary

Distribute: Handout


2. BOPPPS—A MODEL FOR STUDENT ENGAGEMENTo Bridge-In

• Providing a point of interest, or “hook”

• Usually, something that connects the more abstract / arcane concept under study with something likely to be familiar to your audience

• My example: poetic syntax & Yoda from Star Wars

Outcomes• Providing statements that

define what students should be able to accomplish after the lesson is complete

• Need active, ‘doing’ verbs here—observable, measureable, & specific

• Avoid vague verbs—e.g., appreciate, be familiar with, understand, enjoy, master, etc.

• Isolate what it is that your students are going to take away from this lesson


2. BOPPPS—A MODEL FOR STUDENT ENGAGEMENT

Pre-Testo Determining what your students

already know on the subjecto Opportunity for group discussion

/ brainstorming: “what do you already know about…?”

o Often, students anticipate a number of subjects you are planning to cover anyway, creating the opportunity to affirm their contributions and build their confidence / comfort levels

Participatory Learningo Allowing students the

chance to engage with the lesson’s materials in a hands-on, active way

o The ‘meat and potatoes’ component of your lesson

o Combining lecturing with activities, alternating back and forth



Post-Testo Assessing whether student

learning has happened and learning outcomes have been achieved

o A crucial stepo Doesn’t have to be for marks

(‘summative assessment’); can be as simple as a review / check-in (‘formative assessment’) to make sure information has been retained

o “What have we learned today?”

Summaryo Summarizing your key points,

connecting past and future learning, and reinforcing learning outcomes

o A brief summary of your lesson

o Underscore whenever possible the relation between information learned and its applications for the course


2. BOPPPS—A MODEL FOR STUDENT ENGAGEMENTo Brainstorming: What are the potential

advantages of the BOPPPS model for your learners?



“OK, so BOPPPS provides me with a model for incorporating active learning into my classroom, but I’m a little short on ideas for activities themselves. Help!”

Let’s address that point now!




Activities & Best Practices for Running Them


2. ACTIVITES & BEST PRACTICES FOR RUNNING THEM

Think/Pair/Share (2-3 mins): working in NEW pairs, make a list of activities you have encountered in your time as a student / teacher

Let’s share!

White board


2. ACTIVITES & BEST PRACTICES FOR RUNNING THEM

Simple:o Brainstorming*o Inksheddingo Think/Pair/Share*

Intermediate:o Small Group Questionso Presentationso Fishbowls*o Debates

Complex:o Jigsaws*o Worksheets (Fill in the

Blank, Matrix*, Concept Map*, Venn Diagram*)

o Games (Tic-Tac-Toe, Bingo, Who Wants to be a Millionaire?, Relay Race*, Headbands, Jeopardy)


2. ACTIVITES & BEST PRACTICES FOR RUNNING THEMo Running an effective activity takes some

preparation

o Think/Pair/Share (3-4 mins): working in NEW pairs or as a table, make lists of practical considerations an instructor should keep in mind for every stage of an activity• Before (Preparation)• During (Facilitation)• After (Follow-Up)


2. ACTIVITES & BEST PRACTICES FOR RUNNING THEMo Before (Preparation):

• Identify a clear learning outcome, & pick/design an activity that allows you to work toward achieving it

• Explain the pedagogical purpose of the activity to your students—how will it prepare them for an assignment or test?

• Determine the mechanics: • group sizes (4-5)• seating arrangements• instructions• timeframe(s)• materials/prep needed• timing (avoid the end of class)

• Have each group develop some written component, &/or make them responsible for reporting back—the “active” in activity


2. ACTIVITES & BEST PRACTICES FOR RUNNING THEMo During (Facilitation):

• Go over instructions orally, but also provide them in written format to reinforce

• Employ a stopwatch & firm (but flexible) timelines• Confirm all students understand before proceeding• Facilitate:

• Check in with all groups, work the room• Be engaged, present—mere body presence can have a focussing impact

on students• Answer questions• Be flexible, adaptable

• Have each group, or as many groups as possible, report back to the class


2. ACTIVITES & BEST PRACTICES FOR RUNNING THEMo After (Follow-Up):

• Solicit feedback, oral or written (anonymous is best)• Instructions clear?• Effective in advancing student learning?• What to change, subtract, or add for next time?• … And should there be a next time?

• Reflect, revise, rethink• How do you think the activity went?• Conception Development Execution Feedback Re-Conception…

New to activities? Consider starting with simple activities and then slowly ramping up to more complex ones




An Activity on Activities


2. AN ACTIVITY ON ACTIVITIES (HOW META!)Activity—Jigsaw (30~ mins)o Step 1: class breaks into groups of equal numbers

• This first group is your “expert group”• Each group will be assigned an activity & collectively

develop a method to teach the concept, with each individual becoming an expert on it (handout included to help)

• Each member of each group will be assigned a number as you work

o Step 2: once all expert groups are ready (6-8 mins), members will re-form into “jigsaw” groups• All “1”s gather in one group, all “2”s in another group, and

so on• Each new group consists of 1 member of the each “expert

groups”• Each expert will have 3-4 minutes to teach his/her activity

to the new jigsaw group


2. AN ACTIVITY ON ACTIVITIES (HOW META!)

Activity—Group Discussion (board work)

o What activities strike you as having the most potential for your purposes, & why?

o Bonus: unpacking the Jigsaw activity



3. DEALING WITH PRACTICAL CONSIDERATIONS

With Nestor Querido


3. DEALING WITH PRACTICAL CONSIDERATIONSo Classroom Technology:

• What do I do if something in my classroom doesn’t work?

• Do I need an IMS key?• CTS in Loeb, x3815, tunnel level in Loeb building, pick up

anytime (Mon-Fri, 8:30-4:30)

• What technology is available to me to spice up the learning experience in my classroom?

• Wifi login info for students:• Login Name: CCSGuest2015• Password: Ravens.Rock!


3. DEALING WITH PRACTICAL CONSIDERATIONSo Field Trips:

• How do I organize transportation?• What paperwork do I need to complete?• Are there any other procedures I need to be aware

of?• How do I plan a *good* field trip?


3. DEALING WITH PRACTICAL CONSIDERATIONSo Emergencies:

• Who do I call in the event of an emergency?• What are the procedures for handling a health and/or

safety emergency?• What do I do if I ‘lose’ a student?

• x.4444• OK to share cells #s just in case


3. DEALING WITH PRACTICAL CONSIDERATIONSo Controversy in the Classroom:

• I teach topics that may raise controversial / racy / edgy subjects for discussion.

• What’s appropriate / inappropriate in this context?• How do I stay out of trouble while remaining true to the

material?


3. DEALING WITH PRACTICAL CONSIDERATIONSo Any other questions / concerns we can help you

with?• Budget for printing, snacks, etc: $125, need receipt

for all claims• For photocopying, free at D299 Loeb• Police check certificates; will be reimbursed all at

same time• Wordpress for blogging• A one-pager for contact info



4. WRAPPING UP


CONCLUSIONSo Effective activities require some forethought—

draw on the tried-&-tested, then branch out from there

o Consider implementing some of those “BOPPPS” features that build in student engagement• pre-test, participatory learning, & post-test• formative assessment is a powerful learning tool

o Don’t be afraid of failure, & keep trying out new approaches


FEEDBACK!o Thanks for taking the time to come out to this

training—it’s great to see so many instructors committed to continual improvement!

o To help serve and better support EMCP instructors in the future, please provide the EDC with some feedback on today’s training• Stop / Start / Continue

*Good luck with your courses!*


EDC—YOUR ADDITIONAL RESOURCEQuestions? Please feel free to contact me:o [email protected] o 613-520-2600, x.8560

mailto:[email protected]

mailto:[email protected]

Documents

Carleton.ca/edc EDUCATIONAL DEVELOPMENT CENTRE TRAINING FOR EMCP INSTRUCTORS Morgan Rooney Educational Developer