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How might you adopt the strategy presented to work for you?

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How might you adopt the strategy presented to work for you?

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Please use these guiding questions to prompt discussion within your small group:

What are the takeaways from this presentation?

Consider your specific course/program and student learning objectives.

Consider how you might modify or revise this strategy.

Provide a summary of your group's discussion on this padlet for each presentation.

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Click on the + and write away!  When done click "publish."

Feel free to add a picture, link, or to play around with other features!

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Christian Eggers: Scaffolded Disease Comparison assignment

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Christian Eggers: Scaffolded Disease Comparison assignment

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Previously: One large formal paper, 12 weeks into semester.
New: 4 written parts with deadlines spread through the semester
1 final "pitch" written or oral presentation
Almost all students (25/8) gave presentation rather than paper. Didn't give them a specific format, so there was a variety of formats in the submission.
Feedback/Outcomes: Presentation students scored higher. Presentation was more effective because it was more reflective of the type of experience they might have in micro/public health. Written research followed by persuasive public work.

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Shawna R: I might introduce my final project earlier during the semester, and move the current scaffolding assignment up earlier. Possibly add some more engagement/writing in the current group assignment

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Major Takeaways:  Looking at scaffolding and how to effectively divide work into manageable work.

Incorporate more student led learning - giving them options helped them flourish.

How to modify this strategy when students need survey content?

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- Increased scaffolding of assignment vs. dropping all at once
- Decreased grading time- stop grading for edits/grammar/spelling
- Student peer reviews to help with grading (if separate topics)
- Presentation instead of written paper IF focus is on content and not on actual writing

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more intentful assignments in smaller chunks in working towards final project

Work throughout the semester so that smaller assignments build to final product.

Rethink rubric to ensure it really captures the purpose of the course.

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Loved his energy!  I am going to stop focusing so much on editing for APA, etc. and focus on the content!

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Loved his energy!  I am going to stop focusing so much on editing for APA, etc. and focus on the content!

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Expanded idea based on Christians presentation Group/Population assignment in OT 

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Expanded idea based on Christians presentation Group/Population assignment in OT 

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-Consider the idea of creating presentation similar to what students would need to do on the job, with a manager.
-The need to access and support groups and populations
-Summary: presentation/project to advocate for student success in public school setting using Susan Bazyk's Public health model. Consider use of peer review to support grading aspect (example: sensory friendly environments, Comfortable cafeteria, Need for Recess, Lending library for assistive technology- this last idea is not part of SB model.

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Shawna Reed: Student Creative Choice / Choose modality for final project

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Shawna Reed: Student Creative Choice / Choose modality for final project

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BMS370: students added a creative "remix" to a science journalism project
HSC300: students chose how to do their final project/presentation with open choice for modality

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Great job Shawna! Really interested in giving the students a choice of submission options with clear expectations for each. I like how you still gave structure amidst the different choices.

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Roseanna Tufano: Capstone students design a syllabus

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Roseanna Tufano: Capstone students design a syllabus

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Systems approach to OT and Marriage/Family Therapy. The Family system in OT care. Did an interview-based qualitative study with students and families, and would a training module be helpful for the OT trainee or professional.

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Creativity enhancing the learning process!

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Creativity enhancing the learning process!

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Shawna- loved the flexibility of the project (and absolutely loved the fireside bedtime book!) I found it very interesting that you mention the writing done for a podcast script was more eloquent than the "traditional written assignment". Your reflection was insightful when you stated the students "knew how it was supposed to sound" and that might have been the difference. Will look to incorporate this into at least one of my courses this upcoming semester! Meeting our students in the environment they live in is an effective way to have buy in and gauge what they really know. They perform so much better when they can demonstrate their understanding in a way that jives with them. Thank you for sharing!!

Oh and I love the minor idea!!! I am in support!

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I love how this allows students to explore the role of professor, teacher, professional practice in their discipline in a scaffolded way!

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After JT's last presentation, I created an assignment that was student driven. Next time I teach this course, I am inspired to incorporate some of the student choice presentation options, so that assignments are less static.
One thing I absolutely notices, which was emphasized by Shawnas assignments, was how very obvious is was when students did/did not understand content - so the assignment I did create was eye opening and very informative.

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Love the idea of infusing creativity in assignment that requires summary/analysis of research in a "news and views" way. Also appreciate seeking partner evaluation