{"id":4345,"date":"2022-04-09T15:20:58","date_gmt":"2022-04-09T15:20:58","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4345"},"modified":"2022-04-10T18:58:46","modified_gmt":"2022-04-10T18:58:46","slug":"instructor-guide-1a-corequesite-support","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-1a-corequesite-support\/","title":{"raw":"Instructor Guide 1A: Corequesite Support","rendered":"Instructor Guide 1A: Corequesite Support"},"content":{"raw":"<em>While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.<\/em>\r\n<h2>Notes for synchronous active-learning delivery<\/h2>\r\nStudents will complete much of the work in this course collaboratively; so, it is important for students to begin the necessary process of fostering productive communication that aids in building community.\r\n\r\nIn order for students to work well together, they should feel they need each other to succeed. They encourage each other and speak in supportive ways. They are responsible to each other. When they use appropriate social skills as a group, communication and conflict are dealt with effectively and assessed regularly so that interaction \u00a0improves over time.\r\n\r\nThe purpose of this support activity is for students to get to know the members of their class.\u00a0 Hopefully, this support activity will create a relaxed environment that will encourage participation by putting students in conversation with each other on the first day of class.\r\n\r\nYou may want to debrief the activity by telling students that this course will operate with a set of expectations that might be different from what they have had in previous courses. You might further explain that much of the work in the course is done collaboratively. Students will work in pairs or small groups to discuss, plan, and execute activities in the curriculum. Engaging in these activities will help them become critical thinkers and provide them with a space to share and learn from each other\u2019s experiences.\r\n\r\nAs students get to know one another, they will develop reciprocity and cooperation amongst their classmates. Getting to know each other will also help you and the students in the group to assign various roles based on students\u2019 strengths. This will help to encourage interaction and accountability. As students complete the icebreaker activity, you should note which students may be able to take on some of the suggested roles as listed below. You may also consider allowing students to self-identify in these roles.\r\n<ul>\r\n \t<li><strong>Moderator<\/strong> - directs activity and helps to keep the group on task<\/li>\r\n \t<li><strong>Note-taker<\/strong> - takes notes<\/li>\r\n \t<li><strong>Listener<\/strong> - extracts the ideas from the brainstorming or group activity and recaps them; offers \u00a0explanations and reasoning<\/li>\r\n \t<li><strong>Reporter<\/strong> - reports the results to the class<\/li>\r\n \t<li><strong>Timekeeper<\/strong> - manages time and keeps team members on track<\/li>\r\n<\/ul>\r\nProvide options for rotating through each role. You may consider allowing students to keep the same roles for each unit and then rotate accordingly.\r\n<h3>Instructions and tips on facilitating the activity<\/h3>\r\n<ul>\r\n \t<li>Students will form the interview questions based on the possible responses on the bingo cards.<\/li>\r\n \t<li>For normal to large class sizes, limit students to three interview questions so that students have time to meet as many students in the class as possible. A student\u2019s name can only appear one time on the bingo card.<\/li>\r\n \t<li>If enrollment is low in the course (less than 10), you can allow for more time and students can use the same name in multiple boxes. Make sure students write the first name initials for students with the \u00a0same last name.<\/li>\r\n \t<li>Encourage students to take notes on the back of the cards regarding the strengths of their classmates. This may help if you decide to assign roles such as reporter, timekeeper, note-taker, listener, or \u00a0moderator when working in groups.<\/li>\r\n<\/ul>","rendered":"<p><em>While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.<\/em><\/p>\n<h2>Notes for synchronous active-learning delivery<\/h2>\n<p>Students will complete much of the work in this course collaboratively; so, it is important for students to begin the necessary process of fostering productive communication that aids in building community.<\/p>\n<p>In order for students to work well together, they should feel they need each other to succeed. They encourage each other and speak in supportive ways. They are responsible to each other. When they use appropriate social skills as a group, communication and conflict are dealt with effectively and assessed regularly so that interaction \u00a0improves over time.<\/p>\n<p>The purpose of this support activity is for students to get to know the members of their class.\u00a0 Hopefully, this support activity will create a relaxed environment that will encourage participation by putting students in conversation with each other on the first day of class.<\/p>\n<p>You may want to debrief the activity by telling students that this course will operate with a set of expectations that might be different from what they have had in previous courses. You might further explain that much of the work in the course is done collaboratively. Students will work in pairs or small groups to discuss, plan, and execute activities in the curriculum. Engaging in these activities will help them become critical thinkers and provide them with a space to share and learn from each other\u2019s experiences.<\/p>\n<p>As students get to know one another, they will develop reciprocity and cooperation amongst their classmates. Getting to know each other will also help you and the students in the group to assign various roles based on students\u2019 strengths. This will help to encourage interaction and accountability. As students complete the icebreaker activity, you should note which students may be able to take on some of the suggested roles as listed below. You may also consider allowing students to self-identify in these roles.<\/p>\n<ul>\n<li><strong>Moderator<\/strong> &#8211; directs activity and helps to keep the group on task<\/li>\n<li><strong>Note-taker<\/strong> &#8211; takes notes<\/li>\n<li><strong>Listener<\/strong> &#8211; extracts the ideas from the brainstorming or group activity and recaps them; offers \u00a0explanations and reasoning<\/li>\n<li><strong>Reporter<\/strong> &#8211; reports the results to the class<\/li>\n<li><strong>Timekeeper<\/strong> &#8211; manages time and keeps team members on track<\/li>\n<\/ul>\n<p>Provide options for rotating through each role. You may consider allowing students to keep the same roles for each unit and then rotate accordingly.<\/p>\n<h3>Instructions and tips on facilitating the activity<\/h3>\n<ul>\n<li>Students will form the interview questions based on the possible responses on the bingo cards.<\/li>\n<li>For normal to large class sizes, limit students to three interview questions so that students have time to meet as many students in the class as possible. A student\u2019s name can only appear one time on the bingo card.<\/li>\n<li>If enrollment is low in the course (less than 10), you can allow for more time and students can use the same name in multiple boxes. Make sure students write the first name initials for students with the \u00a0same last name.<\/li>\n<li>Encourage students to take notes on the back of the cards regarding the strengths of their classmates. This may help if you decide to assign roles such as reporter, timekeeper, note-taker, listener, or \u00a0moderator when working in groups.<\/li>\n<\/ul>\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-4345","chapter","type-chapter","status-publish","hentry"],"part":4126,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4345","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":5,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4345\/revisions"}],"predecessor-version":[{"id":4453,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4345\/revisions\/4453"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4126"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4345\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4345"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4345"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4345"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4345"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}