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Crossroads
Online
Institute (COI) |
Objectives:
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Activities:
Read, Blog, Poster |
0
Pre-Seminar:
Orientation
Time Commitment:
1-1.5 hours
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Get to
know the seminar environment: Explore our blog environment, the poster
tool, and the seminar materials.
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Read:
- Taking
Learning Seriously, by Lee Shulman, President of
the Carnegie Foundation
- View two posters highlighted in
the Links section of the blog
Blog Discussion: Describe
where and what you teach and your interests. Check in throughout the week
to read your colleagues' postings.
Poster: View the
three posters you will work on this seminar.
Survey: Take Online
Pre-Survey |
1
Mapping out the Activity and
Goals
Time Commitment:
3 hours
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Make public
your initial plan for your activity. Discuss in particular your goals
for student learning. Share your responses to the questions with members
in your group as the basis of the conversation for the week.
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Read:
- Promoting Student Understanding.
By Grant Wiggins, Pp. 83-100.
Poster
- Complete Poster #1prior to the
blog discussion
- Complete the first box
in Poster #2:
Blog Discussion:
Respond to the following questions in your group space:
- Think about the process you use
to put together your courses– is it content driven or goal driven?
- How do you think student learning
outcomes will be affected depending on the process you choose?
- Do you think the goals described
in your colleagues’ posters address higher level thinking or important
skills related to their particular discipline? Are there commonalities
among your goals?
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2
Exploring Multiple
Perspectives
Time Commitment:
3-4 hours |
Gain greater
understanding of other scholarship of teaching and learning projects (from
the Carnegie Foundation or the Visible Knowledge Project) from a given
list in terms of questions about student learning, analyzing evidence,
and teaching strategies.
| Read:
- Weekly Reflection from Week One(provided
by facilitator)
- Poster List provided in the blog.
Choose two or three projects from the Project List to introduce to your
group.
Blog Discussion:What
interested you most about this project? Goals? Assessment Strategies?
Techniques?
What would be one thing you would adopt or adapt to your activity?
Poster #2: In Poster
#2, add project titles that interested you most this week and a brief
description of how they relate to your own project and interests.
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| 3 Thinking about Evidence
Time Commitment:
2 hours
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Determine
what you value in student work and develop a clearer sense of how to articulate
it.
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Read:
- Weekly Reflection from Week 2 (provided
by facilitator)
- How People Learn: How Experts Differ
from Novices, Chapter Two, By John Bransford.
Blog Discussion:
What can an expert do that a novice
can't (or doesn't)? What can you reasonably do in one semester to move
novices towards being expert practitioners in your field?
Poster:
- Complete an evidence template (to
be provided during this week): Think about what you see in student evidence
from the "expert," and "novice" perspectives.
- In Poster #2, respond to
the question: What will constitute as evidence that students have reached
this goal?
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4 Cognitive Apprenticeship
Time Commitment:
4 hours |
Apply principles of
cognitive apprenticeship to your teaching strategies.
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Read:
- Weekly Reflection from Week 3(provided
by facilitator)
- Online Cognitive Apprenticeship
Presentation
- Sherry Linkon's Application of
Cognitive Apprenticeship
Blog Discussion:
Poster #2: There
are two question prompts in Poster #2 in blue boxes for this week related
to modeling and scaffolding.
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5 Catch-Up and Review
Time Commitment:
1 hour
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This
week will be shaped by the participants themselves in how they would like
to use this week. Discussions may continute from the previous week or
extensive feedback will be given to participants on posters to date. We
will also use this week to finalize poster entries from the previous weeks,
continue discussions about cognitive apprenticeship, and generally catch
up. There will be a brief mid-point survey online.
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Poster
Progress Checklist provided at this point to let participants
know which posters are yet to be done at this point in the seminar.
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6 Questions and
Evidence
Time Commitment:
3 hours
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Determine best possible
strategies to gather and interpret evidence of student learning.
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Read:
- Weekly Reflection from Week 5(provided by facilitator)
- View the Curt Bennett Case
Study. Analyze Curt's process of asking questions, making adjustments
in course activities, and gathering student evidence.
Blog Discussion:
- Consider these questions (connected
to Curt Bennett's case study) as we begin the week (some of these are
contained somewhat in earlier posters, but I think it's worth restating
them, and reanswering them, in a new context).
- What big questions are you
asking?
- What narrow questions are you
asking?
- How will you gather evidence?
- How will you analyze the evidence?
Poster:
- In the poster tool, respond to
the box that contains this question: How will your evidence
of student learning and your questions interact?
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7 Peer Feedback
Time Commitment:
2 hours |
Provide feedback to
a "critical friend" outside of your group. Use the blog discussion
questions as your guide in providing feedback.
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Read:
- Poster #2 of your critical friend's
poster
Blog Discussion:
- What do you see as particularly
promising about this investigation into student learning? What dimensions
or aspects merit further clarification, elaboration, or expansion?
- What do you see as potentially
valuable strategies for assessing the project’s affect on student
learning? Why do you see these strategies as particularly useful?
- What do you see as next steps for
this project? Are there resources you would suggest?
- Other comments or observations
would you give for improving this poster?
Poster:
- Based on the feedback you received,
make revisions as you see fit to your poster.
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8
Next Steps
Time Commitment:
1-2 hours |
Synthesize what has
been accomplished in this seminar through an online final evaluation.
Determine whether your expectations have been met.
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Blog
Discussion:
- Final Question on Poster
#2: I have deferred the technology question until the last
week. Most often we pick the technology first and then retrofit it to
our teaching methods, but I purposefully wanted to discuss the teaching
methods first in the seminar and then see where and how technology fits.
What technologies will you use in your activity and what is your rationale
behind this use?
Poster:
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