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My Favorite Reading of the Past Three Days

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My Favorite Reading of the Past Three Days

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I truly believe this is powerful!

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Tell Your Students You Love Them, Appropriately

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Why should your students feel loved? Student motivation depends on feeling supported, valued, welcomed, and wanted in one's learning environment

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Colleagues, it's been great spending this time with you. You're an amazing group!

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To create many more small, low-stakes memory-test type quizzes - probably using Google Forms to lessen the high-stakes feeling of the D2L Quiz tool and to reassure them that these grades are semi-private - to reduce the fear that "everything's graded."

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Now: We continually do
call-and-response reviews
of key points - the ones I've identified as the most
important learning
objectives. I try to repeat my phrasing and even color
schemes / symbols.

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To prep for next term by reviewing the sequence of videos, ensuring they correlate EXACTLY with the instructional goals for each week, and viewing class structure with the "one to many" lens.

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There was a lot I agreed with in the article, but I think Darby Flowers downplays the importance of the 1-on-1 element of teaching. It's true we don't want to burn out, but this human connection is priceless. I disagree that it has low returns and is inefficient. It has its own purpose.

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Now: I think seriously about what material is best delivered asynchronously and have been building a library of short videos to help students succeed on assignments. This isn't totally new - it's key for a flipped classroom, which I've been trying to develop - but it's gone to extremes in the pandemic era.

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D2L lets us build in learning objectives for each week to keep students explicitly aware of them. I want to start to include a weekly objective in Spring: maybe not for all 3 classes, but at least for the highest-level Reading class.

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Now: I have the learning objectives for every course catalogued in my course plan - my overview of the term, my One Ring, my North Star, for each course. I know which objective I want to meet each week, and I share the plan with students in the syllabus.

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To reflect further on how to develop the skills of rapid focus shifts and weave them more deeply into my classroom practices.
I want to continue to examine my ideas of "education vs. entertainment" and parse out the meaningful differences.

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Now: I have a repertoire of stories, especially for demonstrating grammar points, to deploy.

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To stick closer to timelines, while remaining flexible and responsive to student questions. Develop a CLOSER to the class as carefully as I do an OPENER.

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Now: I mix short activities with long ones and try hard to shift among learning modalities during the session. I plan one long activity (~20 minutes) into almost every session.

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I'm pretty happy with this system, but I want to be more mindful that 5 minutes doesn't turn into 15.
I also want to keep reviewing this time so that "predictable" doesn't become "boring."

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Primacy-Recency Effect: First Five Minutes

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Primacy-Recency Effect: First Five Minutes

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Now: I dedicate the first few minutes to free questions/discussion. During the previous administration, students really needed that time to air questions and fears. I always post the day's agenda at the start of class, too.

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Primacy-Recency Effect: Last Five Minutes

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Primacy-Recency Effect: Last Five Minutes

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Now: I know a weak point is the last few minutes of my class. I often scramble to get my last point in.  There's not always a predictable class ending time.

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I don't want to become an automated YouTube channel of a teacher, switching activities every five minutes. "Keeping learner's attention" is a cheaper goal than truly engaging them, isn't it? Doesn't it veer closer to "entertainment"  than "education"?