{"id":3557,"date":"2022-03-02T16:04:26","date_gmt":"2022-03-02T16:04:26","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=3557"},"modified":"2022-03-16T20:04:41","modified_gmt":"2022-03-16T20:04:41","slug":"teaching-tips-3a-3b","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/teaching-tips-3a-3b\/","title":{"raw":"Teaching Tips 3A-3B","rendered":"Teaching Tips 3A-3B"},"content":{"raw":"<h5><span style=\"background-color: #ffff99;\">[I'd love a picture of active learning here like <a style=\"background-color: #ffff99;\" href=\"https:\/\/www.google.com\/imgres?imgurl=http%3A%2F%2Fwebapp2.wright.edu%2Fweb1%2Fnewsroom%2Ffiles%2F2014%2F02%2FScale-up-Doom_60.jpg&amp;imgrefurl=https%3A%2F%2Fwebapp2.wright.edu%2Fweb1%2Fnewsroom%2F2014%2F02%2F25%2Fscale-model-super-active-learning-method-pioneered-in-college-of-engineering-and-computer-science%2F&amp;tbnid=5bKHwvqDzzVWxM&amp;vet=12ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygfegUIARD7AQ..i&amp;docid=eCNL5j_KmeiU5M&amp;w=1000&amp;h=666&amp;q=active%20learning%20college&amp;hl=en&amp;ved=2ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygfegUIARD7AQ\">this one<\/a>, or <a style=\"background-color: #ffff99;\" href=\"https:\/\/www.google.com\/imgres?imgurl=http%3A%2F%2Fstatic.projects.iq.harvard.edu%2Ffiles%2Fstyles%2Fos_files_xlarge%2Fpublic%2Fshadowbok%2Ffiles%2Fthink_pair_share.jpg%3Fm%3D1548769943%26itok%3DCPrAZXa-&amp;imgrefurl=https%3A%2F%2Fbokcenter.harvard.edu%2Factive-learning&amp;tbnid=002Dw5f2V3eRDM&amp;vet=12ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygpegUIARCPAg..i&amp;docid=LqNWdmAmYVd4pM&amp;w=800&amp;h=356&amp;q=active%20learning%20college&amp;hl=en&amp;ved=2ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygpegUIARCPAg\">this one<\/a>, that is taken from the student perspective but highlights the role of the teacher in a way that a teacher would feel good emulating, and is diverse ethnically, but can't find one with open permissions]<\/span><\/h5>\r\n<img class=\"aligncenter wp-image-3569 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5738\/2022\/03\/02182619\/8596536128_9892524ee0_c-300x199.jpg\" alt=\"two students sit side by side, actively looking at learning material\" width=\"300\" height=\"199\" \/>\r\n<h2>Organized Practices: Time on Task<\/h2>\r\nIn the Organized teaching practice group, a teacher looks at the course through the eyes of someone new to the discipline and thoughtfully structures activities by breaking down complex ideas to foster layered, iterative development. The materials in each section of this course follow this technique by introducing students to information in the <em>What to Know page <\/em>that will be needed during the <em>Forming Connections<\/em> hands-on activity. The <em>Practice<\/em> assignment, homework sets, and self-check experience further iterative knowledge acquisition of the concepts and skills in the section.\r\n\r\nWhile the course has been designed to leverage evidence-based teaching practices like those in the Organized group, one of the most important components for success involves you, the teacher.\u00a0 Time on task \u2013 providing students the opportunity to practice the concepts and skills under your guidance \u2013 whether face-to-face or remote, is a powerful teaching strategy that facilitates students to do the heavy lifting of learning.\u00a0Giving pairs and small groups of students the time on task in a synchronous environment while you circulate and ask guiding questions prompts students to synthesize information into knowledge.\u00a0Asynchronous delivery can be supported as well by using a discussion board or student group spaces in the LMS to prompt effective discussion.\r\n<h3><strong>How to use time on task\u00a0<\/strong><\/h3>\r\nThe goal of the <em>Forming Connections <\/em>activity is for students to actively engage in making connections themselves rather than have the instructor lecture about the connections. It is generally understood that active learning is more effective than lecture, but students still crave passive learning in the classroom. Brief whole-class discussions can help to ease this desire for lecture and provide check-points to summarize understanding. The idea is to provide just the right amount of help so that students gain skills to persist through challenges and confusion own their own.\r\n<div class=\"textbox exercises\">\r\n<h3><strong>teaching in synchronous spaces<\/strong><\/h3>\r\n<ul>\r\n \t<li><span style=\"font-size: 1em;\"><strong>Think-pair-share.<\/strong> After asking students to think about the opening question individually and discuss it in pairs, you can bring them all back together by asking a few students to share their answers, then transition to the activity with a brief overview of the objectives.<\/span><\/li>\r\n \t<li><strong>Facilitate the groups<\/strong> by asking questions that prompt discussion, then build on what students say, and model how to express abstract concepts. When possible, use open-ended questioning techniques.<\/li>\r\n \t<li><strong>Consider your body language<\/strong>. Students may watch for nonverbal confirmation or correction from you. It is important to keep a \u201cpoker face,\u201d and avoid telling the students answers outright if they ask. Instead, you can respond with, \u201cHow would you decide if you were correct?\u201d or \u201cHow would you know if the answer was right?\u201d<\/li>\r\n \t<li><strong>Summarize.<\/strong> As explicit connections emerge in the discussions, record them in a common space such as a whiteboard (or in a discussion board thread or similar space for asynchronous delivery). Encourage students to record those ideas in their notebooks.<\/li>\r\n \t<li><strong>Use questions<\/strong> to continue student discussions after a correct answer is identified. For example, \"Does this process always work? If not, when can and can't it be used?\"<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h3>Instructor guides for in-class delivery <span style=\"background-color: #ffff99;\">[link to these in pdf form]<\/span><\/h3>\r\n<ul>\r\n \t<li>3A Corequisite Activity Instructional Guide<\/li>\r\n \t<li>3B Corequisite Activity Instructional Guide<\/li>\r\n \t<li>3A Forming Connections Instructional Guide<\/li>\r\n \t<li>3B Forming Connections Instructional Guide<\/li>\r\n<\/ul>\r\n<h3><strong>Asynchronous Delivery\u00a0\u00a0<\/strong><\/h3>\r\nSupport asynchronous discussion by using the discussion board or student group spaces in the LMS.\r\n<div class=\"textbox exercises\">\r\n<h3>teaching asynchronously online<\/h3>\r\n<ul>\r\n \t<li>Take a question or two from the <em>Forming Connections<\/em> activity that asks students to analyze, synthesize, or state an opinion, and post them to a discussion board.\r\n<ul>\r\n \t<li>In <em>Forming Connections 3A<\/em>, for example, Questions 3, 9, and 10 are challenging because they ask students to pull information together without providing clues for how to form the answer.<\/li>\r\n \t<li>In\u00a0<em>Forming Connections 3B<\/em>, Question 5 and 10 ask students to synthesize information and make an analysis.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Monitor the thread and post guiding questions that help students to form the connections. Students may be hesitant to provide deep or thoughtful answers in a discussion board. For example, If students answer a question that asks for a description with just a qualification such as, \u201cit seems true,\u201d or \u201cmoderately so,\u201d you can invite them to go deeper by asking for evidence supporting their answer; \u201ccan you tell us a few characteristics you saw that lead you to believe that?\u201d<\/li>\r\n \t<li>As explicit connections emerge, post them to a new thread in the discussion board or in a common space such as an LMS page that contains key concepts per section. Encourage students to record those ideas in their notebooks.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2><strong>Micro-Reflection: Time on Task<\/strong><\/h2>\r\nThe sections <em>Displaying Categorical Data<\/em>\u00a0and <em>Applications of Bar Graphs<\/em>\u00a0began a deeper exploration of the types of variables that occur in datasets, their distributions and graphical displays, and comparisons of variables across groups. This part of the course concepts provided the opportunity to discuss the Organized evidence-based teaching practices group, which includes the following practices:\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Structured lessons: breaking down complex ideas for people new to them.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Connections: pointing out relationships between topics and ideas in the course.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Time on Task: maximizing the amount of learning time students spend actively engaged in practice while receiving support in any synchronous environment. In asynchronous environments, teachers can encourage time on task using guiding questions in discussion boards.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Scaffolding: providing extra supports, which are removed slowly as students grow.<\/li>\r\n<\/ul>\r\nTime on Task was introduced in the Teaching Tips page prior to <i>Displaying Categorical Data\u00a0<\/i>with specific examples for performing the practice to facilitate student learning during the\u00a0<em>Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Reflection Questions<\/h3>\r\n<ol>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">What ways did you use to engage your students using Time on Task (or one or more other practices in the Organized teaching practices listed above)?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">In what ways did you find evidence of one of these practices having an impact on your teaching? How would you be inclined to use it in the future?<\/li>\r\n<\/ol>\r\n<\/div>\r\n&nbsp;","rendered":"<h5><span style=\"background-color: #ffff99;\">[I&#8217;d love a picture of active learning here like <a style=\"background-color: #ffff99;\" href=\"https:\/\/www.google.com\/imgres?imgurl=http%3A%2F%2Fwebapp2.wright.edu%2Fweb1%2Fnewsroom%2Ffiles%2F2014%2F02%2FScale-up-Doom_60.jpg&amp;imgrefurl=https%3A%2F%2Fwebapp2.wright.edu%2Fweb1%2Fnewsroom%2F2014%2F02%2F25%2Fscale-model-super-active-learning-method-pioneered-in-college-of-engineering-and-computer-science%2F&amp;tbnid=5bKHwvqDzzVWxM&amp;vet=12ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygfegUIARD7AQ..i&amp;docid=eCNL5j_KmeiU5M&amp;w=1000&amp;h=666&amp;q=active%20learning%20college&amp;hl=en&amp;ved=2ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygfegUIARD7AQ\">this one<\/a>, or <a style=\"background-color: #ffff99;\" href=\"https:\/\/www.google.com\/imgres?imgurl=http%3A%2F%2Fstatic.projects.iq.harvard.edu%2Ffiles%2Fstyles%2Fos_files_xlarge%2Fpublic%2Fshadowbok%2Ffiles%2Fthink_pair_share.jpg%3Fm%3D1548769943%26itok%3DCPrAZXa-&amp;imgrefurl=https%3A%2F%2Fbokcenter.harvard.edu%2Factive-learning&amp;tbnid=002Dw5f2V3eRDM&amp;vet=12ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygpegUIARCPAg..i&amp;docid=LqNWdmAmYVd4pM&amp;w=800&amp;h=356&amp;q=active%20learning%20college&amp;hl=en&amp;ved=2ahUKEwjrrbKI8qf2AhVfGVkFHdvuAYUQMygpegUIARCPAg\">this one<\/a>, that is taken from the student perspective but highlights the role of the teacher in a way that a teacher would feel good emulating, and is diverse ethnically, but can&#8217;t find one with open permissions]<\/span><\/h5>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-3569 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/5738\/2022\/03\/02182619\/8596536128_9892524ee0_c-300x199.jpg\" alt=\"two students sit side by side, actively looking at learning material\" width=\"300\" height=\"199\" \/><\/p>\n<h2>Organized Practices: Time on Task<\/h2>\n<p>In the Organized teaching practice group, a teacher looks at the course through the eyes of someone new to the discipline and thoughtfully structures activities by breaking down complex ideas to foster layered, iterative development. The materials in each section of this course follow this technique by introducing students to information in the <em>What to Know page <\/em>that will be needed during the <em>Forming Connections<\/em> hands-on activity. The <em>Practice<\/em> assignment, homework sets, and self-check experience further iterative knowledge acquisition of the concepts and skills in the section.<\/p>\n<p>While the course has been designed to leverage evidence-based teaching practices like those in the Organized group, one of the most important components for success involves you, the teacher.\u00a0 Time on task \u2013 providing students the opportunity to practice the concepts and skills under your guidance \u2013 whether face-to-face or remote, is a powerful teaching strategy that facilitates students to do the heavy lifting of learning.\u00a0Giving pairs and small groups of students the time on task in a synchronous environment while you circulate and ask guiding questions prompts students to synthesize information into knowledge.\u00a0Asynchronous delivery can be supported as well by using a discussion board or student group spaces in the LMS to prompt effective discussion.<\/p>\n<h3><strong>How to use time on task\u00a0<\/strong><\/h3>\n<p>The goal of the <em>Forming Connections <\/em>activity is for students to actively engage in making connections themselves rather than have the instructor lecture about the connections. It is generally understood that active learning is more effective than lecture, but students still crave passive learning in the classroom. Brief whole-class discussions can help to ease this desire for lecture and provide check-points to summarize understanding. The idea is to provide just the right amount of help so that students gain skills to persist through challenges and confusion own their own.<\/p>\n<div class=\"textbox exercises\">\n<h3><strong>teaching in synchronous spaces<\/strong><\/h3>\n<ul>\n<li><span style=\"font-size: 1em;\"><strong>Think-pair-share.<\/strong> After asking students to think about the opening question individually and discuss it in pairs, you can bring them all back together by asking a few students to share their answers, then transition to the activity with a brief overview of the objectives.<\/span><\/li>\n<li><strong>Facilitate the groups<\/strong> by asking questions that prompt discussion, then build on what students say, and model how to express abstract concepts. When possible, use open-ended questioning techniques.<\/li>\n<li><strong>Consider your body language<\/strong>. Students may watch for nonverbal confirmation or correction from you. It is important to keep a \u201cpoker face,\u201d and avoid telling the students answers outright if they ask. Instead, you can respond with, \u201cHow would you decide if you were correct?\u201d or \u201cHow would you know if the answer was right?\u201d<\/li>\n<li><strong>Summarize.<\/strong> As explicit connections emerge in the discussions, record them in a common space such as a whiteboard (or in a discussion board thread or similar space for asynchronous delivery). Encourage students to record those ideas in their notebooks.<\/li>\n<li><strong>Use questions<\/strong> to continue student discussions after a correct answer is identified. For example, &#8220;Does this process always work? If not, when can and can&#8217;t it be used?&#8221;<\/li>\n<\/ul>\n<\/div>\n<h3>Instructor guides for in-class delivery <span style=\"background-color: #ffff99;\">[link to these in pdf form]<\/span><\/h3>\n<ul>\n<li>3A Corequisite Activity Instructional Guide<\/li>\n<li>3B Corequisite Activity Instructional Guide<\/li>\n<li>3A Forming Connections Instructional Guide<\/li>\n<li>3B Forming Connections Instructional Guide<\/li>\n<\/ul>\n<h3><strong>Asynchronous Delivery\u00a0\u00a0<\/strong><\/h3>\n<p>Support asynchronous discussion by using the discussion board or student group spaces in the LMS.<\/p>\n<div class=\"textbox exercises\">\n<h3>teaching asynchronously online<\/h3>\n<ul>\n<li>Take a question or two from the <em>Forming Connections<\/em> activity that asks students to analyze, synthesize, or state an opinion, and post them to a discussion board.\n<ul>\n<li>In <em>Forming Connections 3A<\/em>, for example, Questions 3, 9, and 10 are challenging because they ask students to pull information together without providing clues for how to form the answer.<\/li>\n<li>In\u00a0<em>Forming Connections 3B<\/em>, Question 5 and 10 ask students to synthesize information and make an analysis.<\/li>\n<\/ul>\n<\/li>\n<li>Monitor the thread and post guiding questions that help students to form the connections. Students may be hesitant to provide deep or thoughtful answers in a discussion board. For example, If students answer a question that asks for a description with just a qualification such as, \u201cit seems true,\u201d or \u201cmoderately so,\u201d you can invite them to go deeper by asking for evidence supporting their answer; \u201ccan you tell us a few characteristics you saw that lead you to believe that?\u201d<\/li>\n<li>As explicit connections emerge, post them to a new thread in the discussion board or in a common space such as an LMS page that contains key concepts per section. Encourage students to record those ideas in their notebooks.<\/li>\n<\/ul>\n<\/div>\n<h2><strong>Micro-Reflection: Time on Task<\/strong><\/h2>\n<p>The sections <em>Displaying Categorical Data<\/em>\u00a0and <em>Applications of Bar Graphs<\/em>\u00a0began a deeper exploration of the types of variables that occur in datasets, their distributions and graphical displays, and comparisons of variables across groups. This part of the course concepts provided the opportunity to discuss the Organized evidence-based teaching practices group, which includes the following practices:<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Structured lessons: breaking down complex ideas for people new to them.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Connections: pointing out relationships between topics and ideas in the course.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Time on Task: maximizing the amount of learning time students spend actively engaged in practice while receiving support in any synchronous environment. In asynchronous environments, teachers can encourage time on task using guiding questions in discussion boards.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Scaffolding: providing extra supports, which are removed slowly as students grow.<\/li>\n<\/ul>\n<p>Time on Task was introduced in the Teaching Tips page prior to <i>Displaying Categorical Data\u00a0<\/i>with specific examples for performing the practice to facilitate student learning during the\u00a0<em>Forming Connections\u00a0<\/em>activity. Hopefully, you had a chance to practice them in your class. If so, please use the questions below for a brief, honest, and compassionate reflection on your teaching practice.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Reflection Questions<\/h3>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\">What ways did you use to engage your students using Time on Task (or one or more other practices in the Organized teaching practices listed above)?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">In what ways did you find evidence of one of these practices having an impact on your teaching? How would you be inclined to use it in the future?<\/li>\n<\/ol>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"author":25777,"menu_order":5,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-3557","chapter","type-chapter","status-publish","hentry"],"part":3882,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3557","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":13,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3557\/revisions"}],"predecessor-version":[{"id":3999,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3557\/revisions\/3999"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/3882"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/3557\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=3557"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=3557"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=3557"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=3557"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}