The Centre for Teaching & Learning
Infinite Possibilities...
Faculty
Picks
The Centre for Teaching & Learning
Infinite Possibilities...
Faculty Picks
Humber’s new faculty members bring a variety of experiences and skills to the classroom. Throughout the
duration of the Teaching Excellence Program, faculty had an opportunity to share one of their favourite
teaching and learning strategies. This document is a culmination of some of their favourite picks.
Page
Evaluation & Feedback
Peer Evaluation Form ................................................................................................................................ 4
Learning How Things Go Wrong ............................................................................................................... 5
Course Evaluation Form ........................................................................................................................... 6
Team Operating Agreement & Participation Rubric ................................................................................ 7
Presentation Marking Rubric Template ................................................................................................... 8
Creating Community to Support Learning In & Out of the Classroom
Fashion Management Wiki Project .......................................................................................................... 10
Video on Technology ................................................................................................................................. 11
Morning Food Sign-up & The Essay Puzzle .............................................................................................. 12
Logical Fallacies ........................................................................................................................................ 13
Tools & Resources
Dropbox.com ............................................................................................................................................. 15
Wolfram Alpha ........................................................................................................................................... 16
Making Connections using a Tree Diagram ............................................................................................. 17
How to Set a Google Alert (Easy, Easy, Easy) .......................................................................................... 18
Online University Courses and Language Tools ...................................................................................... 19
Khan Academy .......................................................................................................................................... 20
Engagement Strategies: Techniques to Keep Students Interested & Foster Class Discussions
Increasing Student Participation ............................................................................................................ 22
Improve the Quality of Discussion in your Classroom ............................................................................. 23
Helping your Class to Focus ..................................................................................................................... 24
Freewriting ................................................................................................................................................. 25
Opener- Visual Connections ..................................................................................................................... 26
Opener - Using Pictures in Case Studies ................................................................................................. 27
Hangperson (aka Hangman) Game ......................................................................................................... 28
Shonah’s Photo Fun .................................................................................................................................. 29
Time Management with Rocks.................................................................................................................. 30
Complete documents are available on the TEP Blackboard site.
2
The Centre for Teaching & Learning
Infinite Possibilities...
Evaluation &
Feedback
Evaluation & Feedback 3
The Centre for Teaching & Learning
Infinite Possibilities...
Peer Evaluation Form
Marilyn’s Pick:
March 1, 2011
Used to :
• Teach students the value of strong contributions to team marks (which can be
clearly linked to project success, bonus, promotions in the “Real World”)
• Structured reviews by their Peers allow teachers (and managers) to help the
students (and employees) to recognize their strengths and weaknesses and to
provide direction in improving skills and performance. The students’ peers are
key to this process and the earlier we share the value of participating in group
work the better it is for the overall learning process.
Marilyn Cresswell
• Knowing that they will be evaluated ensures a) the group work has the focus it
deserves and b) eliminates many challenges in a proactive manner.
This evaluation form is designed to make it easier for student-to-student input.
Unless there is a broad gap in scores it will not affect the students’ grade; however,
it is a great discussion point in the event of group issues.
Students may not grade each other; merely provide input which the Prof/Instructor
must take into consideration in a final grade.
I also thought I would share this video with you all in the importance of
engagement and group work in education.
Some may find this meaningful, some may not...
Here it is:
http://www.youtube.com/watch?v=zDZFcDGpL4U
Peer Evaluation Form
PROJECT PEER REVIEW
This form is intended as a way for you to help your instructor assess your efforts and those of your partner(s). A peer review is a
mechanism to both assign credit where it is due and inform students of a lower than expected effort. An honest assessment is of
vital importance – No one is helped by hiding a poor performance. Please print.
YOUR NAME:
__________________________________________________________________
PROJECT:
__________________________________________________________________
PARTNER #2
PARTNER #1
Name: ___________________________________________
A. My partner attended all scheduled meetings (check one)
Never
Occasionally
Approx. 1/2
Most
Name: ___________________________________________
A. My partner attended all scheduled meetings (check one)
Every One
Never
Occasionally
Approx. 1/2
Most
Every One
Comments: __________________________________________________
Comments: __________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
B. My partner’s attitude was (check one)
Negative
Indifferent
B. My partner’s attitude was (check one)
Positive
Negative
Indifferent
Positive
Comments: __________________________________________________
Comments: __________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
C. My partner contributed equally with ideas (check one)
C. My partner contributed equally with ideas (check one)
No
Yes
No
Yes
Comments: __________________________________________________
Comments: __________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
D. My partner completed all expected tasks (check one)
D. My partner completed all expected tasks (check one)
No
Yes
No
Yes
Comments: __________________________________________________
Comments: __________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
E. I had to redo my partner’s work (check one)
All
Some
E. I had to redo my partner’s work (check one)
None
All
Some
None
Comments: __________________________________________________
Comments: __________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
F.
F.
I would grade my partner’s effort as:(check one)
F
D
C
B
A
I would grade my partner’s effort as:(check one)
F
D
C
B
A
Comments: __________________________________________________
Comments: __________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
I would honestly grade my own effort as:(check one)
F
D
C
B
A
Comments: ___________________________________________________
______________________________________________________________
______________________________________________________
______________________________________________________________
Signature
Evaluation & Feedback 4
The Centre for Teaching & Learning
Infinite Possibilities...
Learning How Things Go Wrong
Bernard’s Pick:
March 18, 2011
Presenting the positive and negative aspects of the concepts and situations
discussed in class is a strategy that is amenable to many courses.
Asking students to consider how situations turn negative can be an effective
way to consolidate and complement their knowledge of how those situations are
typically resolved.
Bernard Ho
Considering “What-if” questions will allow them to apply what they have learned to
predict what would happen in hypothetical situations and also explain past events.
You can also integrate role-playing and problem-based learning into this approach.
Evaluation & Feedback 5
The Centre for Teaching & Learning
Infinite Possibilities...
Course Evaluation Form
Pearline’s Pick:
February 17, 2011
Course Evaluation Form
Course Code:
Pearline Lung
COURSE EVALUATION
Course Title:
Date:
Course material
How did you feel about the course at the start of the term?
Your knowledge of the subject before you started this course:
The difficulty of the course material is:
The fairness of the course evaluation scheme is:
How would you rate the quality of the labs in this course?
How would you rate the pace of the lectures?
In your opinion, you have a _________ grasp of the course
material (to date).
How well does this course material integrate with your other
courses (current or last term)?
Poor
Not Good
Neutral
Good
Excellent
Instructors
What was your first impression of the instructor?
How would you rate the instructor’s knowledge of the subject?
How would you rate the difficulty of the instructor?
How well did the instructor explain the subject?
The usefulness of the lectures were:
The usefulness of the labs were:
Was the instructor approachable?
How well organized was the instructor?
The availability of the instructor was:
Did you feel that the instructor cared about your learning?
Poor
Not Good
Neutral
Good
Excellent
Student
How was your attendance in class?
How often did you complete the assigned homework?
How motivated were you to perform well in this course?
How often did you seek extra help when it was needed?
How well does your mark reflect your grasp of the material?
You overall learning experience has improved due to
improved study habits (studying in groups, taking notes,
reading out loud, finding a tutor, etc.)
Poor
Not Good
Neutral
Good
Excellent
Overall
Your overall experience in this course is:
Your overall learning experience with this instructor is:
Your overall interest to this subject matter is:
Poor
Not Good
Neutral
Good
Excellent
Comments: Please write your comments and suggestions in the section below.
Evaluation & Feedback 6
The Centre for Teaching & Learning
Infinite Possibilities...
Team Operating Agreement & Participation Rubric
Charlotte’s Picks:
December 2, 2010
Here are the 2 items I will be sharing in today’s opener/closer.
1. Team Operating Agreement - used for major group assignments.
2. Participation Rubric - used for courses where there is a potentially subjective
grade for attendance and participation.
Both created by the teaching faculty in the CYW program Paul Logan and Nancy Russell
Charlotte Serpa
Team Operating Agreement
1 2 TEAM OPERATING AGREEMENT (PLEASE PRINT CLEARLY) Date:___________ Course #:___________ Professor:___________ Members: (print)____________________,________________,_______________, ________________,__________________,________________,_______________ The purpose of this contract is to assist students in developing clear working relationships with their teams (groups) for their various assignments and presentations. (This is not usually relevant for in-­‐class group activities.) At the first meeting of your team, you are to complete the questions/tasks below, and initial that you have discussed and/or completed this satisfactorily. When is this Team Assignment due? What is the topic? Initials: How are we going to communicate? (email?, through Blackboard?, phone?) What do we expect about punctuality for meetings, replying to messages, and completing assigned tasks? Have each member create a list of names (first and last), and contact info, of team members. Initials: How can each person use their leadership skills with this team? How can you use followership skills with your team? Initials: If a member misses a deadline, how (give specific examples below) will your team discuss and resolve this using professional respectfulness and mature communication methods? (ie. If there is a lack of member participation, late deadlines, disagreements around content, communication difficulties, etc.) (Please refer to Academic Guidelines if necessary.) If a member becomes unavailable, or problems persist, when do you approach your professor for support? Initials: Each professor establishes their own evaluation procedure of your team, but usually the same grade is given to all team members. If there is an indication that there was an imbalance of work completed, your team may need to meet with the professor before a final grade is given. This Team Operating Agreement (TOA) is to be returned to your faculty. Where is the best place to meet? Using your Agenda’s, set a minimum of 3 times to meet. 1.____________ 2.___________ 3._____________ Initials: Signatures of Members: _______________________, ______________________________, _____________________, _______________________, ______________________________, _____________________, CYW 09-­‐10 CYW 09-­‐10 Participation Rubric
CRITERIA
Participation Rubric
STUDENT: _________________________________
Preamble:
Professionals within the CYW field are required to conduct themselves professionally at all
times. Professional conduct includes being respectful, reliable, dependable, and prepared to meet
the needs of clients, to ensure safety for clients, staff and the community. CYW students have an
obligation to their future clients, the community and colleagues to prepare themselves with the
required knowledge and skills for a career in the CYW field. In order to develop the knowledge
and skill base required to be an effective worker, students need to be active and engaged learners.
It is expected that students in the CYW program participate in their learning experience by
adhering to the following behaviors within the context of the classroom.
CRITERIA
Attendance:
Demonstrates
reliability
Respect:
Demonstrates
engagement in
activities that
augment learning
Communication:
Demonstrates
interpersonal skill,
awareness of body
language, oral
respect and
empathy for others
4
Attends all
classes, arrives
on time, stays
for full class
time
3
Attends most
classes and/or is
late for a few
classes, and/or
leaves early for
a few classes
Evidence of
Includes but is
not limited to:
occasional
No side
Side
conversations or conversations or
No note passing Note passing or
or
Studying for
No studying for other classes or
other classes or Reading
No reading
materials not
materials not
relevant to
relevant to
current class.
current class.
Attentive body
Mostly attentive
language, good body language,
eye contact,
fairly good eye
engaged
contact,
posture, no
somewhat
sleeping in class engaged
as well as
posture, little
using oral
sleeping in
language that is class, as well as
affirming and
using oral
supportive of
language that is
others
often affirming
and supportive
of others
2
Attends some
classes and/or is
late for some
classes, and/or
leaves early for
some classes
Evidence of some
Side
conversations or
Note passing and
Studying for other
classes and
Reading materials
not relevant to
current class
1-0
Attends few classes
and/or is late for
many classes, and/or
leaves early for many
classes
Somewhat attentive
body language,
some good eye
contact, some
engaged posture,
some sleeping in
class as well as
using oral language
that is sometimes
unaffirming and/or
sometimes not
supportive of others
Little or no attentive
body language, poor
eye contact, poor
engaged posture,
sleeping in class as
well as
using oral language
that is often
unaffirming and/or
not supportive of
others
Evidence of many
Side conversations or
Note passing or
Studying for other
classes or
Reading materials not
relevant to current
class
4
Expression of ideas:
Demonstrates
preparedness for class
based on
contributions to
classroom
discussions, as well
as expressing ideas
and/or opinions in
class
Use of Technology:
Demonstrates
appropriate use of
technology in the
classroom
Fully prepared
for classes as is
evidenced by
students
contributions to
class discussion,
sharing examples
from her/his own
experiences and
ideas
Uses technology
appropriately for
course related
material.
This includes but
is not limited to:
No cell phone use
Appropriate
laptop use
Appropriate
black board use
Group Work Skills:
Demonstrates mature
and responsible
behavior towards
other group members.
Communication:
initiates & replies
to
communication.
Reliability:
attends all group
meetings.
Contributions:
readily offerrs
ideas and activily
elicits ideas from
others.
Time
Management:
meets all
deadlines
Preparedness:
always has work
done and always
ready to work.
Accountability:
accepts
responisibility for
success or failure
of group.
3
Mostly prepared
for classes as is
evidenced by
students
contributions to
class discussion,
sharing examples
from her/his own
experiences and
ideas
Uses technology
fairly
appropriately for
course related
material.
This includes but
is not limited to:
No cell phone use
Appropriate
laptop use
Appropriate
black board use
Communication:
Usually initiates
and replies to
others.
Reliability:
Attends a
majority of
meetings.
Contributions:
usually offers
ideas.
Time
Management:
Meets majority of
deadlines.
Preparedness:
Usually ready to
work and usually
has material
prepared.
Accountability: is
able to
acknowledge
some
responsibility.
2
Somewhat prepared
for classes as is
evidenced by
students
contributions to
class discussion,
sharing examples
from her/his own
experiences and
ideas
Uses technology
somewhat
appropriately for
course related
material.
This includes but is
not limited to:
No cell phone use
Appropriate laptop
use
Appropriate black
board use
Communication:
Inconsistency
around initiating or
replying others.
Reliability: attends
a minority
meetings.
Contributions:
offers the
occassional idea.
Time Management:
Missed majority of
deadlines.
Preparedness:
Rarely is ready to
work and forgets
some material
Accountability:
will accept minimal
responsibility.
1-0
Rarely or never
prepared for classes as
is evidenced by
students contributions
to class discussion,
sharing examples from
her/his own
experiences and ideas
Uses technology
inappropriately for
course related material.
This includes but is not
limited to:
No cell phone use
Appropriate laptop use
Appropriate black
board use
Communication: does
not initiate or reply to
others.
Reliability: does not
show up for meetings.
Contributions: rarely
provides own ideas.
Time Management:
does not meet
deadlines.
Preparedness: forgets
needed material or is
rarely ready to work.
Accountability: does
not accept personal
responsibility for
behaviour.
Evaluation & Feedback 7
The Centre for Teaching & Learning
Infinite Possibilities...
Presentation Marking Rubric Template
Lynn’s Pick:
March 29, 2011
Provides a great template for giving detailed, valid and constructive feedback to
students
Presentation Marking Rubric
Presentation Marking Rubric Lynn McAuliffe
Criteria Non Verbal Skills Eye Contact Facial Expression Gestures Posture Vocal Skills Enthusiasm Vocalized pauses (uh, well, umm) Level 1 (50 – 60%) Level 2 (61-­‐70%) Level 3 (71 – 80%) Level 4 (>80%) Only focuses attention to one particular part of the class, does not scan audience Has a deadpan expression Occasionally displays a throughout the deadpan & inappropriate presentation expressions during presentation No supporting gestures Some supporting gestures, are noticed but not always supporting verbal presentation material Sits, slouches or leans Sits, slouches or leans at during entire some points during the presentation presentation Occasionally looks at someone or some groups during presentation Constantly looks at someone or some groups at all times Shows no interest in the presentation topic Show some negativity or indifference toward the presentation topic Shows positive feelings about the presentation topic 10 or more are noticed 6-­‐9 are noticed 1-­‐5 are noticed Audience not informed what the report/presentation is about Presentation is substantially over or under time allotment Vaguely tells audience what Clearly explains what the report is about-­‐ no agenda presentation is about with provided an agenda for the key topics that will be covered Presentation is slightly over Presentation is within or under time allotment allowed time allotment – may go over time due to question and answer session Does not add to Articulates key points presentation or does not effectively align with presentation content & flow A few points missed or Majority of points glossed over covered in depth, all content covered Incorrect or insufficient Thoroughly explains key information provided points Some points glossed over Does not attempt to look at audience at all, reads notes the entire time Expression may not be Appropriate and changing appropriate to all parts of expressions throughout the presentation presentation Supporting gestures, Effective use of natural intermittently throughout gestures supporting key or the presentation emphasized points throughout the presentation Occasionally slouches or Stands up straight with both leans during the feet on the ground presentation Demonstrates strong positive feelings about presentation topic throughout the entire presentation No vocalized pauses noticed Content Topic Announced Time Frame Visual Aid Completeness of Content Poor, distracts from presentation Or no visual aid Incomplete information Numerous points missed Knowledge of Content Incorrect and insufficient information given Professionalism of Presentation Mumbles, audience has difficulty hearing Confusing Thoughts are articulated, Thoughts/ideas/point but logical connection from clearly articulated point to point unclear Logical connection of thoughts Minimal audience engagement Audience interest maintained Clearly explains what the presentation is about, provides a detailed agenda, follows the agenda Presentation & question/answer sessions fall within allotted time Enhances the presentation , keeps interest of audience without distracting from content All points covered and fully explained Key points covered in depth Able to expand on areas as needed to ensure audience engaged and learning Presentation is well organized. Thoughts and ideas logically connected through visual and verbal messages Audience engaged and highly interested Evaluation & Feedback 8
The Centre for Teaching & Learning
Infinite Possibilities...
Creating
Community
to Support
Learning In
& Out of the
Classroom
Creating Community to Support Learning In & Out of the Classroom
9
The Centre for Teaching & Learning
Infinite Possibilities...
Fashion Management Wiki Project
Norma’s Pick:
December 3, 2010
• Here are the power points from the Wiki project presentation. We have
completed phase one and now we will be asking the semester 6 students to
use the Wiki and a survey will be done at the end of winter. Next Fall the next
E-tailing class will act on the surveys and an editorial group will be formed to
monitor and manage the Wiki.
The students really enjoyed putting the Wikis together and we hope it will
become a signature selling point for the program.
Norma Ouellette
Creating Community to Support Learning In & Out of the Classroom
10
The Centre for Teaching & Learning
Infinite Possibilities...
Video on Technology
Daryl’s Pick:
December 25, 2010
I’ve uploaded my video on technology to Humber’s “elearntube” channel:
http://www.elearntube.ca/categories/61/Humber-College
You can compare it with the other submissions to the faculty video contest!
Daryl Culp
Creating Community to Support Learning In & Out of the Classroom
11
The Centre for Teaching & Learning
Infinite Possibilities...
Morning Food Sign-up & The Essay Puzzle
Prasad’s Picks:
March 22, 2011
1. For my 8am classes, I have a system where one student volunteers to bring a food
item that can be shared for the duration of the class. I set the example on the very
first class and then immediately have them pick dates on a sign-up (the template
is attached below). I encourage students to do this in pairs to share costs, and
the suggested expensive is $5 and below. Most students bring cookies or timbits,
but we’ve had some creative responses as well: home-made muffins, Russian
chocolates, samosas, brownies, milk/juice to go with the cookies, etc.. In certain
cases, the ‘cliques’ in the class use this as an opportunity for healthy rivalry. But
ultimately, it’s about getting students a little more animated at 8am.
Prasad Bidaye
2. I’ve been working on a game for my COMM 200 classes and it’s called The Essay
Puzzle. Basically, I take a model 500-word, 5-paragraph argumentative essay
and cut up the body section into individual sentences. These fragments are then
stuffed into an envelope which I then hand out to groups of three to four. Each
group receives an un-fragmented version of the introduction and the conclusion,
and their task is to put the body together in a coherent way. The intention of the
game was to make students think about coherence, but also the importance
of ‘play’ and mobility within any act of writing. I think a similar game can be
constructed from exercises across the discipline. All you have to do is to reverse
the steps. :) I’ve attached my Powerpoint from the opener, but will very soon send
some images of posters that I presented in class. Any suggestions (esp. for the
game) are deeply appreciated!
Food Sign-up List
C213-R1
2
Date
Food Sign-up List
Date
Week 1A
Week 1B
Week 2A
Week 2B
Week 3A
Week 3B
Week 4A
Week 4B
Week 5A
Week 5B
Name
C213-R1
3
Date
Week 6A
Week 12A
Week 6B
Week 12B
Week 7A
Week 13A
Week 7B
Week 13B
Week 8A
Week 14A
Week 8B
Week 14B
Name
Name
Prasad
Week 9A
Week 9B
Week 10A
Week 10B
Week 11A
Week 11B
Creating Community to Support Learning In & Out of the Classroom
12
The Centre for Teaching & Learning
Infinite Possibilities...
Logical Fallacies
Kim’s Picks:
March 30, 2011
Critical thinking exemplified by commercials. I’ve added a chart and partial list of
fallacies to get you going.
A Partial List of
Logical Fallacies
Logical Fallacy Assignment Chart
for Bonus Marks
A Partial List of Logical Fallacies • Snob appeal: encourages us to think that a particular product would make us feel better, or stand out, from everybody else. • Hasty generalization: generalizes about a class or group based upon a small and poor sample. Kim Robinson
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ _______________________ •
Ad hominem: Against the person. Attacks the person rather than the issue. •
Either/or: asserts that we must choose between two things, when in fact we have more alternatives. You can also email a commercial/newscast that you’d like the class to use. You get the point for the suggestion. _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ Commercial #1: Name the logical fallacy and state why you chose it. •
Faulty appeal to authority: appeal s to the authority of someone who has no special knowledge in the area being discussed. Commercial 8: Name the logical fallacy and state why you chose it •
Red Herring: draws attention away from the main issue by focusing on a side issue or on something irrelevant. _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ Commercial #2: Name the logical fallacy and state why you chose it. _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ _______________________ Commercial #6: Name the logical fallacy and state why you chose it. Over the next two weeks I will begin each class with a commercial within the first five minutes. Each student present will view the commercial and then fill in the kind of logical fallacy he/she thinks the commercial exhibits. (Note: Sometimes there is more than one option.) I will collect the responses immediately and return them in the next class. The student must hand in the response within that five minute period. Late submissions will not be accepted. I will tally up the checks at the end of the two weeks; the student can accumulate checkmarks that will contribute to the bonus package of up to 5%. Logical Fallacy Assignment Chart for Bonus Marks Commercial #7: Name the logical fallacy and state why you chose it Commercial #3: Name the logical fallacy and state why you chose it. _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ _______________________ Commercial #4: Name the logical fallacy and state why you chose it. _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________ _______________________ Commercial #5: Name the logical fallacy and state why you chose it. _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________ Creating Community to Support Learning In & Out of the Classroom
13
The Centre for Teaching & Learning
Infinite Possibilities...
Tools &
Resources
Tools & Resources 14
The Centre for Teaching & Learning
Infinite Possibilities...
Dropbox.com
Peter’s Pick:
March 22, 2011
Dropbox.com is a fabulous service which allows you to effortlessly
• Sync your files across multiple computers and mobile devices
• Backup your files
• Share certain files with people you invite or with everyone
The service is free for up to 2 GB of storage. If you really need more space you can
purchase it.
Peter Cook
If you follow this referral link to sign up for the service I’ll get an additional 250 MB
of free space (!). I’ve convinced many people to sign up and always forget to use
this referral link.
Or just go to dropbox.com to sign up on your own. I’m pretty sure you’ll dig it.
They’ve really nailed the user experience and seem to have thought of everything.
You can watch a video explaining the service. Text-oriented learners please click
here! ;-]
I keep all my Humber-related files in my Dropbox.
Someone asked who owns the service. Dropbox (about) is independent, funded by
venture capitalists.
I think it’s good to be careful about who you trust your data with. I trust these guys
and they have serious support from the geeks of the world.
Tools & Resources 15
The Centre for Teaching & Learning
Infinite Possibilities...
Wolfram Alpha
Umer’s Pick:
November 21, 2010
An amazing tool for math courses and for generating assignment questions:
http://www.wolframalpha.com/
And did I mention it’s free?
I’ve attached my slides from the opener to this post.
Umer Noor
Tools & Resources 16
The Centre for Teaching & Learning
Infinite Possibilities...
Making Connections using a Tree Diagram
Irene’s Pick:
December 1, 2010
I have used a Tree Diagram in Business Math course. It is similar to a linear mind
map that helps to organize, retain and relate the concepts learned. Enjoy :)
Irene Lee
Tools & Resources 17
The Centre for Teaching & Learning
Infinite Possibilities...
How to Set a Google Alert (Easy, Easy, Easy)
Jennifer’s Pick:
November 16, 2010
How to Set a Google Alert
In class, I mentioned that you needed a Gmail account in order to set up a Google
alert account. GOOD NEWS!! You don’t!! I was totally wrong about that!!!
Just go to this website (or Google “Google Alerts”) and follow the steps indicated.
http://www.google.com/alerts
Jennifer Ball
You’ll see you can type in any email address – not just a Gmail address!
Tools & Resources 18
The Centre for Teaching & Learning
Infinite Possibilities...
Online University Courses and Language Tools
Alain’s Pick:
March 29, 2011
Hello everyone,
The 3 online university sites with free course resources are:
1. MIT: http://ocw.mit.edu/index.htm
2. Open Yale Courses: http://oyc.yale.edu/
3. Harvard: http://www.extension.harvard.edu/openlearning/
Alain Londes
On the language front, the funky avatar tool is at:
http://www.oddcast.com/home/demos/tts/tts_example.php?sitepal
The other tool that I used in the past for language training was Wimba (VoiceBoard)
yet Podcasting can be used for many purposes.
If you are looking for a recording tool, I’ve used Audacity:
http://audacity.sourceforge.net/
Enjoy,
Tools & Resources 19
The Centre for Teaching & Learning
Infinite Possibilities...
Khan Academy
Sarah’s Pick:
March 29, 2011
As discussed in class here is the link to the Khan academy where small clips on a
variety of topics is posted.
http://www.khanacademy.org/
Sarah Wilkinson
Tools & Resources 20
The Centre for Teaching & Learning
Infinite Possibilities...
Engagement
Strategies:
Techniques to Keep Students
Interested & Foster Class Discussions
Engagement Strategies 21
The Centre for Teaching & Learning
Infinite Possibilities...
Increasing Student Participation
Ravinder-pal’s Pick:
November 23, 2010
• Select the major topics of the course and divide them among the groups of
students (of 2 to 3 students in each group) to deliver.
• The student’s group is responsible for preparing all the material like PowerPoint
slides, handouts, class activity etc.
• The student’s group should prepare all the material and organize the delivery of
the topic with your advice.
Ravinder-pal Singh
• While delivering the lesson, the student group will be the primary facilitator and
you (faculty) will be the secondary.
• The class group will use the attached document to evaluate the delivery of the
lesson and will provide feedback for improvement.
Evaluation of Class Presentation
Evaluation of Class Presentation Name of Presenter(s) Name of Presenter(s) Topic: Knowledge: Presenter(s) demonstrated knowledge of the topic Need Average Excellent Improvement 1 2 3 4 5 Preparation: The presentation shows the presenter(s) was (were) prepared. Need Average Excellent Improvement 1 2 3 4 5 Activity: Activities organized or examples given by the presenter helped me understand the topic. Need Average Excellent Improvement 1 2 3 4 5 Organization: The presentation or lecture was well organized. Need Average Excellent Improvement 1 2 3 4 5 Learning: Evaluate your understanding/learning of the topic based upon the given presentation. Some Average Mastered 1 2 3 4 5 Comments: (What you liked most and suggestion for the improvement.) Engagement Strategies 22
The Centre for Teaching & Learning
Infinite Possibilities...
Improve the Quality of Discussion in your Classroom
Wendy’s Pick:
March 18, 2011
As promised, I am sending along the link to the tool I shared with you that can
help with improving the quality of discussion in your classroom. It is a neat way to
encourage group members to take on different roles in a safe environment during
interactive learning activities.
http://www.letstalkaboutdiscussion.com
Wendy Ellis
Engagement Strategies 23
The Centre for Teaching & Learning
Infinite Possibilities...
Helping your Class to Focus
Paul’s Pick:
March 15, 2011
The Countdown: A Group Listening and Concentration Exercise
This is a simple exercise that one can do at the beginning of a class, or after a
break, to help focus the student’s attention and get them listening to each other.
• Have the students stand and face each other (in a circle if possible)
•Give them the task of counting down from 30 to 1 as a group
Paul DeJong
Rules
• No person can speak more than twice
• You cannot signal to each other in any way using your hands or eyes
• Listen for the right moment to speak: use all your senses!
• If two people end up speaking at the same time, the group must start over
Variations
• Have the class do the exercise with their eyes closed
• Vary the count depending on the class and their ability: 40 to 1, 20 to 1, etc.
Debriefing
• Talk to your students about what made this task successful
Notes
You can do this exercise at the beginning of class, or at any time you feel the
student’s focus is beginning to wander. Make it fun! Students always seem to enjoy
the challenge!
Engagement Strategies 24
The Centre for Teaching & Learning
Infinite Possibilities...
Freewriting
Renee’s Pick:
February 9, 2011
I use freewriting to get students to think about writing as a mode of learning, and
to practice prewriting skills.
I’ve attached the slide here.
Thanks!
Freewriting
Renee Griffiths
• Multiple prompts give students a variety of ways to approach an issue
• Students are asked to focus on ideas, not spelling/grammar
• Timed writing exercise (usually 10-15 minutes)
• Can be used to try difficult new skills, to work through difficult readings, and to
reflect on difficult class tensions
• Some are collected, some become talking points for class discussion or small
groups, some are for private reflection
Engagement Strategies 25
The Centre for Teaching & Learning
Infinite Possibilities...
Opener - Visual Connections
Zaiba’s Pick:
February 8, 2011
Visual connections- Using images to expand students’ preconceptions about space
and to encourage them to examine what a space could be.
I teach 1st and 2nd year interior design studios where I face the challenge of
teaching to visual learners in an environment that is not visually stimulating.
Zaiba Mian
Students must be taught the art of “space making” by expanding their abilities
to perceive space and to look beyond the conventional. I constantly bombard my
students with images (and discussion) of exceptional spaces that will allow them
to make subliminal connections that, hopefully, result in more meaningful design
projects.
I tend to show these images at the beginning of class to get the students
motivated to produce good work in the studio. Inspirational tactics...
Engagement Strategies 26
The Centre for Teaching & Learning
Infinite Possibilities...
Opener - Using Pictures in Case Studies
Kathryn’s Pick:
February 1, 2011
Case Studies – Use of Pictures
My “opener” relates to using pictures as an effective way to present the facts of a
case to students.
Kathryn Filsinger
I teach employment law and in a typical lecture I might discuss the facts of 5 – 15
cases as a way of explaining a particular legal issue. One technique I’ve developed
is to put a “picture” on the screen that relates to the subject matter of the case.
Although the students’ version of the power points contain a summary of the facts
and issue(s) of the case, on the screen they’re looking at a picture while I give them
a summary of the facts based on memory. This approach helps in a couple of ways:
• It gives visual learners a picture to recall (e.g. for the case about the Lays sales rep
who was dismissed for incompetence because he allowed too many of the potato
chips on his route to become “stale dated” I use a picture of potato chips.) On
the exam, many students refer to the “potato chip” case and we both know what
they’re talking about.
• This avoids me either “reading from the slides” (potentially boring) or paraphrasing
what’s on the slides (potentially confusing). They can focus on what I’m saying,
along with looking at the simple visuals (less stressful).
Engagement Strategies 27
The Centre for Teaching & Learning
Infinite Possibilities...
Hangperson (aka Hangman) Game
Karen’s Pick:
Karen Schucher
January 22, 2011
• Occasionally, when students are having trouble remembering the name of a
concept (or phrase), and often believe they do not know the concept or phrase,
I will stop and play a game of Hang”man” with them to refresh their memories.
It is very simple. All you need is a whiteboard with marker or blackboard with
chalk. On the board, I draw as many spaces as needed for the letters that
spell the concept or phrase (e.g. __ __ __ __ __ __ __ __ __ __ __ for Hangman
Game). I then invite students to call out letters and we fill in the blanks until a
student guesses the word or phrase (which usually happens) or we have to fill
in all the blanks. The game is fun and does not take very long. It breaks up the
mood - creating a light interlude. Almost invariably, students groan when they
realize that they do know the concept or phrase.
Engagement Strategies 28
The Centre for Teaching & Learning
Infinite Possibilities...
Shonah’s Photo Fun
Shonah’s Pick:
March 30, 2011
Hey All,
Sorry to have been so long in posting this, photo fun. Busy as you all are experiencing too I am sure.
So what I did as you remember was a cache of pictures put together with music,
then my reasoning for using photos was 2 fold 1 because I love taking pictures and
I like to think that shows some of me and 2 it helps with the following objectives:
Shonah Chalmers
1. Helps with visual learners on blackboard
2. Entices engagement into topics covered
3. Makes all students feel a part of something bigger
4. Demonstrates my want to know and remember them
5. Challenges students to perform in a healthy competitive spirit.
Thanks.
PS I am still looking to do a great group picture, maybe next week at the dinner
or at the review week in June?
Engagement Strategies 29
The Centre for Teaching & Learning
Infinite Possibilities...
Time Management with Rocks
Doug’s Pick:
April 5, 2011
Time management with rocks
1. Buy a small jar, make sure it is empty, or eat contents before use.
2. Find some rocks – at least 3 big ones, medium, then small ones – wash them
3. Fit them into the jar – start with the biggest ones – make sure they fit. You can
always fit a few little stones in at the end.
4. Do the demo
Doug Thomson
a. The jar is the student / the time they have / the resources they have
b. Put the smallest rocks in first, and then the medium ones, then the big ones:
they should not fit (practice first). Engage in witty banter.
c. Start again with the biggest rocks, then place some small ones, some medium
ones – give the jar a shake while doing it to settle the rocks – all should now fit.
d. TA-DA!!!!! And no batteries or internet needed!
5. Variations:
a. Do this near the beginning of the course & bring the jar back & shake it at the
class when deadlines are approaching
b. Give the jar to your best student, or the one who has improved the most
c. Give every student an empty jar, tell them to fill it
d. Get the students to write out their 3 biggest issues at the moment – tell them
to put it somewhere where they can see it every day – and then change the test
every day/ week
e. Throw the rocks at difficult students (Kinetic learning)
Engagement Strategies 30
The Centre for Teaching & Learning
Infinite Possibilities...
A sincere thanks to all of our contributors.
“Coming together is a beginning.
Keeping together is progress.
Working together is success”.
Henry Ford
31