Our Strategies & Documents
This page is dedicated specifically to our own best practices as well as our emerging teaching strategies. All accompanying documents, links, and other resources are posted here.
SARTAZ AZIZ
Description of strategies
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Guidelines for Peer Writing & Response GroupsAdapted from Peter Elbow
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COLLEEN FONG
This morning's email from Caron asked me to share a strategy that worked. I have found student-centered assignments work well in all courses. In online courses these assignments have the added benefit of enabling the students to get to know one another and interact. In ES 2500, Intro to Asian American Studies, I developed an online assignment using the US Census of Population's "address search." Each student enters their address and determines what proportion of Asian Americans lives in their neighborhood (1 and 7 miles radius from their residence) and in the city. Students read each of their group members' assignments and make comparisons (the social science methodological criterion of this GE course). I have not taught the course with the new 2010 Census and had difficulty replicating it through this link http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml
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Asian American Studies - Sample Assignment
Here is a sample of the assignment I modeled for the students using the 2000 Census link.
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CARON INOUYE
Clickers
I use electronic student response systems ("clickers") as a tool to promote student discussions, e.g. for more informal/impromptu think-pair-share discussions and for more structured team-based learning activities. I've found clickers to be the most effective in larger classes (80 - 100+ students), but I've also used them in smaller classes (< 24 students). I've been using clickers since 2006. Our campus is a dedicated iClicker campus, and I serve as an informal (unpaid, unless you consider free pens now and then as payment) faculty representative for iClicker. |
Workshop Presentation
PPT presentation from a clicker workshop I gave last Fall to the Dept. of Communication at CSUEB.
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PETER MARSH
Peter has integrated the Michaelson model of team-based learning in his music courses. He's provided examples of individual and team readiness assurance tests (iRAT & tRAT, respectively) he has used in MUS 3155 Literature & Analysis I.
iRAT
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tRAT
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SARAH NIELSEN
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3-2-1 Oral Summary and Says/Does Analysis Handout
Literacy in Language Classrooms: Small-Group Activity
1.Form a group of 3 or 4 people.
2.If your group is sitting on the right side of the classroom, please work on Kubota’s article. If your group is sitting in the middle, please work on Street & Leung’s article. If your group is sitting on the left side of the classroom, please work on Vaish & Towndrow’s article. 3.Take a few minutes to talk about the article your group has been assigned. What is the purpose of the article? What are some of the key points the article makes about literacy? 4.As a group, create a poster with (1) a sentence, slogan or other mnemonic device to help everyone remember the article’s main point and (2) some kind of visual to represent the article. These parts of your poster should be in the middle of the page. 5.As an individual, add a picture, phrase, or sentence to the poster that represents something from the article that is personally and/or professionally meaningful to you. 6.We will do a gallery walk of the posters and then have mini oral presentations for each group to share their poster. (Time Frame: 30 minutes for steps 1-5, 10 minutes for gallery walk, 20 minutes for mini-presentations.) |
JASON SINGLEY
I have been using concept quizzes extensively in my introductory courses. This provides a mechanism to get students to formulate and express their own ideas. More recently I have started using longer "tutorials" in class. These involve student working in teams in class on more complex conceptual and quantitative problems. I am also interested in totally "flipping" my class and am exploring starting a formal Learning Assistant program on campus.
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Colleges looking beyond the lecture
by Daniel de Vise, The Washington Post, 2/15/12
Response Card A low-tech alternative to electronic student response systems. |
JULIE STEIN
The documents posted here pertain to the group work she did in her General Studies courses during Fall 2011. She's also provided her self-assessment rubric she added to her Business Ethics class assignment, as inspired by a Dee Fink workshop she attended last year.
Group Project Tracking - General Studies
Group Presentation Rubric - General Studies
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