{"id":4110,"date":"2022-03-21T12:33:31","date_gmt":"2022-03-21T12:33:31","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&p=4110"},"modified":"2022-04-11T00:53:37","modified_gmt":"2022-04-11T00:53:37","slug":"teaching-tips-1a-1e","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/teaching-tips-1a-1e\/","title":{"raw":"Teaching Tips 1A - 1E","rendered":"Teaching Tips 1A – 1E"},"content":{"raw":"[image needed of diverse students in a out-of class study group or in-class group work setting]<\/span>\r\n

Supportive\u00a0Practices:\u00a0Community-Building<\/h2>\r\nIn the Supportive teaching practice group, educators show students they care about their success both in and outside the classroom. They encourage students to build relationships with one another and to establish peer networks that persist beyond the course. Teachers encourage students to become better college students by encouraging success skills, self-efficacy, curiosity, and\u00a0by helping students learn that mistakes and failures are both necessary parts of the learning process. This course, written for the active learning classroom, supports these practices by delivering modules of learning delivered as activities. The What to Know\u00a0<\/em>preview assignments encourage active engagement in reading\u00a0 with embedded questions and feedback.\u00a0The\u00a0Forming Connections<\/em>\u00a0activities are designed for small groups of students to work through actively together. With so many opportunities for active learning and group work written into the learning materials, an early emphasis on community-building is important, and is stressed in both student and instructor materials.\r\n\r\nEducators and learners encouraged to work together to create a learning-community.\u00a0 Teachers are asked to help students work through and embrace their differences during small group work and to provide them practical tools to form effective study groups that meet outside of the class. Whether the class meets in person or virtually, establishing a community of learners in the educational space is a key practice for active learning.\r\n

How to use Community-Building<\/h3>\r\nThe first few sections of this course include specific Forming Connections\u00a0<\/em>activities designed to help you transform a classroom full of individual students into a thriving community. Your actions during the first week of classes will establish the expectation of a community that works together, shares ideas openly, and doesn't fear making mistakes during learning. You'll set the tone for collaborative learning by asking students to work in small groups on the first day of class, and to determine who in the groups will take on the roles of note-take, reporter, and timekeeper. The first in-class activity in this course is a day-one statistical activity that students will complete in small groups.\u00a0It is crucial that you not wait to try forming these groups. The class that the students experience on day-one is the class they will expect for the remainder of the term.\r\n
\r\n

Teach in synchronous spaces<\/h3>\r\nThis course provides three in-class activities embedded in the course materials that are designed specifically for community-building. They take place during the first, second, and fifth in-class activities, and are introduced below.\u00a0 Each of these activities can be managed via whiteboard and break-out rooms in any major Learning Management System or conferencing app. See the accompanying instructor guides (Forming Connections 1A, 1B,<\/em> and 1E<\/em>) for detailed delivery suggestions.\r\n
    \r\n \t
  • First day, first activity.\u00a0<\/strong>Forming Connections 1A.\u00a0<\/em>As soon as possible after the class starts, show students the video embedded in the activity. Briefly discuss the objectives for the activity, then ask the students to form groups. Explain that the groups will need members to play the roles of note-take, reporter, and timekeeper and ask students to begin working on Question 2. Don't hesitate, but if students express misgivings about working with others, let them know that you will be actively present among them, providing guidance and feedback. It may help to let them know that you'll bring everyone together at the end to wrap-up the key ideas from the activity. It doesn't matter if this initial group activity feels awkward. The important thing is that it takes place. The students will develop reciprocity and cooperation with one another over time.<\/li>\r\n \t
  • Our Learning Community.\u00a0<\/strong>\u00a0The\u00a0Forming Connections<\/em> activities should take no more than 25 minutes each. You may be able to fit the second activity,\u00a01B<\/em>, into your first day of class depending on the scheduled length of your class meeting. This entire activity consists of two questions for whole-class discussion, and sets the class guidelines and expectations to establish your learning community.<\/li>\r\n \t
  • Forming Effective Study Groups.<\/strong>\u00a0Forming Connections [1E]<\/em> is the fifth in-class activity and is devoted solely to giving students tools to form effective out-of-class study groups. Students will have completed two fully statistically oriented sections of material including preview assignment, activity and homework prior to this activity, so they should have started to become familiar with one another. This 25 minute activity permits students to generate lists of the pros and cons of study groups. Give them permission to vent about past experiences that didn't work out for them. Let them air their objections. Honor each of these by writing them on the board. Then, have the students come up with plausible guidelines that could prevent negative experiences. The instructor guide for this page provides explicit talking points to help students overcome objections to meeting outside of class in a study group.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

    Instructor guides for in-class delivery\u00a0 [link to these in pdf form]<\/span><\/span><\/h3>\r\n
      \r\n \t
    • 1A Corequisite Activity Instructional Guide<\/li>\r\n \t
    • 1C Corequisite Activity Instructional Guide<\/li>\r\n \t
    • 1D Corequisite Activity Instructional Guide<\/li>\r\n \t
    • 1E Corequisite Activity Instructional Guide<\/li>\r\n \t
    • 1A Forming Connections Instructional Guide<\/li>\r\n \t
    • 1B Forming Connections Instructional Guide<\/li>\r\n \t
    • 1C Forming Connections Instructional Guide<\/li>\r\n \t
    • 1D Forming Connections Instructional Guide<\/li>\r\n \t
    • 1E Forming Connections Instructional Guide<\/li>\r\n<\/ul>\r\n

      Asynchronous Delivery<\/span><\/h3>\r\nSupport asynchronous community building in the Forming Connections activities by using the discussion board or student group spaces in the LMS. See the tips below for suggestions.\r\n
      \r\n

      teaching asynchronously online<\/h3>\r\n
        \r\n \t
      • For each of the activities above, choose a question or two to post to a discussion board.\r\n
          \r\n \t
        • Forming Connections [1A]<\/em>: While the group roles for synchronous participation won't be needed (along with the questions that require interaction and prompting), instructors can still establish an expectation of engagement with others by posting the video and Questions 1, 3, and 6 to a discussion board.<\/li>\r\n \t
        • Our Learning Community <\/em>can be posted to a discussion board as-is for discussion of expectations for online learning. In Question 2, let students know that they'll have opportunities to complete projects in small groups by setting their own meeting times. If possible, provide spaces for them in your Learning Management System (LMS). Alternately, provide tutorials for fee-of-cost collaboration apps. This will establish a foundation for\u00a0Forming Connections [1E]<\/em><\/li>\r\n \t
        • Effective study groups can be formed asynchronously using a messaging app or small group space within the LMS. Students will likely find others with similar times for meeting virtually or in a campus space. The activity [1E] can be posted to the discussion board and facilitated by the instructor to create an engaging conversation.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
        • Foster engagement in discussions and activities by asking students to create an introduction video during the first week. Post these to an LMS page that acts as a portal to student pages where they can sign up to complete group work with classmates, chat, and form study groups that meet synchronously on their schedules.<\/li>\r\n<\/ul>\r\n<\/div>\r\n

          Micro-Reflection: Community-Building<\/h2>\r\nTeachers are not immune to heightened anxiety at the mention of \"group work,\" especially those of us who would describe ourselves as less-than extroverted. Establishing that effective working groups and study groups have structure and guidelines helps soften the edge when entering into activities that cause discomfort. It is the discomfort in which we grow, and the structure helps us inhabit that discomfort. You can gift students the powerful opportunity to gain skill in crafting and participating in these kinds of groups by incorporating the Supportive evidence-based teaching practices group, which includes\u00a0the following practices:\r\n
            \r\n \t
          • Caring: exhibiting care in students\u2019 success in the class by staying connected with them.<\/li>\r\n \t
          • Community-Building: using small group work in class and encouraging the establishment of peer networks<\/li>\r\n \t
          • Success Skills: helping students develop a sense of self-efficacy about being a college student.<\/li>\r\n \t
          • Curiosity: fostering curiosity in the learning environment by setting a culture where asking questions and making mistakes are a necessary part of learning<\/li>\r\n<\/ul>\r\nCommunity-Building was introduced in the Teaching Tips page prior to [Section 1A]<\/span> with specific examples for performing the practice to facilitate student learning during the\u00a0Forming 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
            \r\n

            Reflection Questions<\/h3>\r\n
              \r\n \t
            1. How did it feel in your class to use the activities in 1A and 1B during the first day or two of class? If you didn't use these, reflect on any challenges (or otherwise) that your students experienced during\u00a0Forming Connections\u00a0<\/em>activities.<\/li>\r\n \t
            2. What other ways did you attempt community-building to form in your class, or did you make use of one of the other practices in the Supportive group? Do you think you would use this practice again in the future?<\/li>\r\n<\/ol>\r\n<\/div>","rendered":"

              [image needed of diverse students in a out-of class study group or in-class group work setting]<\/span><\/p>\n

              Supportive\u00a0Practices:\u00a0Community-Building<\/h2>\n

              In the Supportive teaching practice group, educators show students they care about their success both in and outside the classroom. They encourage students to build relationships with one another and to establish peer networks that persist beyond the course. Teachers encourage students to become better college students by encouraging success skills, self-efficacy, curiosity, and\u00a0by helping students learn that mistakes and failures are both necessary parts of the learning process. This course, written for the active learning classroom, supports these practices by delivering modules of learning delivered as activities. The What to Know\u00a0<\/em>preview assignments encourage active engagement in reading\u00a0 with embedded questions and feedback.\u00a0The\u00a0Forming Connections<\/em>\u00a0activities are designed for small groups of students to work through actively together. With so many opportunities for active learning and group work written into the learning materials, an early emphasis on community-building is important, and is stressed in both student and instructor materials.<\/p>\n

              Educators and learners encouraged to work together to create a learning-community.\u00a0 Teachers are asked to help students work through and embrace their differences during small group work and to provide them practical tools to form effective study groups that meet outside of the class. Whether the class meets in person or virtually, establishing a community of learners in the educational space is a key practice for active learning.<\/p>\n

              How to use Community-Building<\/h3>\n

              The first few sections of this course include specific Forming Connections\u00a0<\/em>activities designed to help you transform a classroom full of individual students into a thriving community. Your actions during the first week of classes will establish the expectation of a community that works together, shares ideas openly, and doesn’t fear making mistakes during learning. You’ll set the tone for collaborative learning by asking students to work in small groups on the first day of class, and to determine who in the groups will take on the roles of note-take, reporter, and timekeeper. The first in-class activity in this course is a day-one statistical activity that students will complete in small groups.\u00a0It is crucial that you not wait to try forming these groups. The class that the students experience on day-one is the class they will expect for the remainder of the term.<\/p>\n

              \n

              Teach in synchronous spaces<\/h3>\n

              This course provides three in-class activities embedded in the course materials that are designed specifically for community-building. They take place during the first, second, and fifth in-class activities, and are introduced below.\u00a0 Each of these activities can be managed via whiteboard and break-out rooms in any major Learning Management System or conferencing app. See the accompanying instructor guides (Forming Connections 1A, 1B,<\/em> and 1E<\/em>) for detailed delivery suggestions.<\/p>\n

                \n
              • First day, first activity.\u00a0<\/strong>Forming Connections 1A.\u00a0<\/em>As soon as possible after the class starts, show students the video embedded in the activity. Briefly discuss the objectives for the activity, then ask the students to form groups. Explain that the groups will need members to play the roles of note-take, reporter, and timekeeper and ask students to begin working on Question 2. Don’t hesitate, but if students express misgivings about working with others, let them know that you will be actively present among them, providing guidance and feedback. It may help to let them know that you’ll bring everyone together at the end to wrap-up the key ideas from the activity. It doesn’t matter if this initial group activity feels awkward. The important thing is that it takes place. The students will develop reciprocity and cooperation with one another over time.<\/li>\n
              • Our Learning Community.\u00a0<\/strong>\u00a0The\u00a0Forming Connections<\/em> activities should take no more than 25 minutes each. You may be able to fit the second activity,\u00a01B<\/em>, into your first day of class depending on the scheduled length of your class meeting. This entire activity consists of two questions for whole-class discussion, and sets the class guidelines and expectations to establish your learning community.<\/li>\n
              • Forming Effective Study Groups.<\/strong>\u00a0Forming Connections [1E]<\/em> is the fifth in-class activity and is devoted solely to giving students tools to form effective out-of-class study groups. Students will have completed two fully statistically oriented sections of material including preview assignment, activity and homework prior to this activity, so they should have started to become familiar with one another. This 25 minute activity permits students to generate lists of the pros and cons of study groups. Give them permission to vent about past experiences that didn’t work out for them. Let them air their objections. Honor each of these by writing them on the board. Then, have the students come up with plausible guidelines that could prevent negative experiences. The instructor guide for this page provides explicit talking points to help students overcome objections to meeting outside of class in a study group.<\/li>\n<\/ul>\n<\/div>\n

                Instructor guides for in-class delivery\u00a0 [link to these in pdf form]<\/span><\/span><\/h3>\n
                  \n
                • 1A Corequisite Activity Instructional Guide<\/li>\n
                • 1C Corequisite Activity Instructional Guide<\/li>\n
                • 1D Corequisite Activity Instructional Guide<\/li>\n
                • 1E Corequisite Activity Instructional Guide<\/li>\n
                • 1A Forming Connections Instructional Guide<\/li>\n
                • 1B Forming Connections Instructional Guide<\/li>\n
                • 1C Forming Connections Instructional Guide<\/li>\n
                • 1D Forming Connections Instructional Guide<\/li>\n
                • 1E Forming Connections Instructional Guide<\/li>\n<\/ul>\n

                  Asynchronous Delivery<\/span><\/h3>\n

                  Support asynchronous community building in the Forming Connections activities by using the discussion board or student group spaces in the LMS. See the tips below for suggestions.<\/p>\n

                  \n

                  teaching asynchronously online<\/h3>\n
                    \n
                  • For each of the activities above, choose a question or two to post to a discussion board.\n
                      \n
                    • Forming Connections [1A]<\/em>: While the group roles for synchronous participation won’t be needed (along with the questions that require interaction and prompting), instructors can still establish an expectation of engagement with others by posting the video and Questions 1, 3, and 6 to a discussion board.<\/li>\n
                    • Our Learning Community <\/em>can be posted to a discussion board as-is for discussion of expectations for online learning. In Question 2, let students know that they’ll have opportunities to complete projects in small groups by setting their own meeting times. If possible, provide spaces for them in your Learning Management System (LMS). Alternately, provide tutorials for fee-of-cost collaboration apps. This will establish a foundation for\u00a0Forming Connections [1E]<\/em><\/li>\n
                    • Effective study groups can be formed asynchronously using a messaging app or small group space within the LMS. Students will likely find others with similar times for meeting virtually or in a campus space. The activity [1E] can be posted to the discussion board and facilitated by the instructor to create an engaging conversation.<\/li>\n<\/ul>\n<\/li>\n
                    • Foster engagement in discussions and activities by asking students to create an introduction video during the first week. Post these to an LMS page that acts as a portal to student pages where they can sign up to complete group work with classmates, chat, and form study groups that meet synchronously on their schedules.<\/li>\n<\/ul>\n<\/div>\n

                      Micro-Reflection: Community-Building<\/h2>\n

                      Teachers are not immune to heightened anxiety at the mention of “group work,” especially those of us who would describe ourselves as less-than extroverted. Establishing that effective working groups and study groups have structure and guidelines helps soften the edge when entering into activities that cause discomfort. It is the discomfort in which we grow, and the structure helps us inhabit that discomfort. You can gift students the powerful opportunity to gain skill in crafting and participating in these kinds of groups by incorporating the Supportive evidence-based teaching practices group, which includes\u00a0the following practices:<\/p>\n

                        \n
                      • Caring: exhibiting care in students\u2019 success in the class by staying connected with them.<\/li>\n
                      • Community-Building: using small group work in class and encouraging the establishment of peer networks<\/li>\n
                      • Success Skills: helping students develop a sense of self-efficacy about being a college student.<\/li>\n
                      • Curiosity: fostering curiosity in the learning environment by setting a culture where asking questions and making mistakes are a necessary part of learning<\/li>\n<\/ul>\n

                        Community-Building was introduced in the Teaching Tips page prior to [Section 1A]<\/span> with specific examples for performing the practice to facilitate student learning during the\u00a0Forming 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

                        \n

                        Reflection Questions<\/h3>\n
                          \n
                        1. How did it feel in your class to use the activities in 1A and 1B during the first day or two of class? If you didn’t use these, reflect on any challenges (or otherwise) that your students experienced during\u00a0Forming Connections\u00a0<\/em>activities.<\/li>\n
                        2. What other ways did you attempt community-building to form in your class, or did you make use of one of the other practices in the Supportive group? Do you think you would use this practice again in the future?<\/li>\n<\/ol>\n<\/div>\n","protected":false},"author":25777,"menu_order":1,"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-4110","chapter","type-chapter","status-publish","hentry"],"part":4108,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4110","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":8,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4110\/revisions"}],"predecessor-version":[{"id":4466,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4110\/revisions\/4466"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4108"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4110\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4110"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4110"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4110"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}