Hi.
Welcome, everyone.
We were so thrilled to have such a wonderful turnout
for this session.
And I just want to welcome you all to it
and thank you for the active engagement
that we're going to be asking of you.
So don't get too comfy in the seat
that you're sitting in because there's
going to be some true breaking out happening here.
I'm Rebecca Nesson.
I work at the Extension School and summer school,
and, together with Erin Bauman from the Kennedy School
and my colleagues Adrian and Karena,
we have planned this session to help
take us from the big picture of thinking about teaching
evaluation that we had in the plenary
down to the smaller picture of focusing
on a single course, perhaps a course that you teach
or a course that you've worked on,
and thinking about how the teaching
and learning in that particular course
might be improved without overhauling
the entire syllabus, without changing
the fundamental style of who the teacher is as a teacher.
So we're looking at smaller types of interventions
that can make a big difference in the experience
of the teacher and the students in the course.
And we started with a couple of hypotheses
of the types of these changes in courses
that we've seen make big differences
in our experiences working in teaching and learning centers.
So first, changes that help us to create engagement to make
sure that the students minds are focused on what's happening
in the classroom while they're in the class
and actively engaging with the material,
and, also, when they're working on activities outside of class.
Secondly, building trust within the class,
forming a sense of community and relationships
between the instructors and between the peers in the class
so that the students really are comfortable and open enough
to be ready for the learning and the learning experience
that we're hoping to create in the class.
And then, thirdly, to provide students
with the tools they need to actually assimilate what
they're learning in the class or to help them
focus on the right pieces of--
the right concepts that you want them to take away,
and to think hard about those things.
So to help us do this we have invited
two distinguished faculty members to give us
two brief talks about their experiences with activities
that they have designed that are along these lines
and that have made transformations
in their own class.
So we have Emily Click, from the Harvard Divinity School
and Jonathan Haussmann, from the Harvard Medical
School, who are going to share with us their experiences.
After that, we are going to do a larger activity where we all
move around the room, and you'll get a chance
to play with these mysterious decks of cards that
are sitting in front of you.
But we're going to start off with creating our own community
for this session with a little icebreaker of our own.
So for that, I'm going to pass it on to Aaron.
So for this it's kind of going to try and channel
some of the exercises that we may
have done in primary school.
So I'd like, at your tables, for everyone
to count off 1, 2, and 3.
So here-- skipping Jonathan and Emily--
we will go 1, 2, 3.
And then 1.
So just do that at your tables.
Everybody count 1, 2, 3.
And then we'll break out.
Don't worry.
Now that it sounds like everybody has a number,
I'd like everyone who is a 1 to come and sit
at one of these three tables, everyone who is a 2
to come in at one of these three tables, and everyone's a 3
to come and sit at these three tables.
All right, another one of my--
another one of my regulatory primary school tricks.
Now that everybody has gotten to their new tables
and put themselves up in new groups,
we're going to give you a chance to go back and do
what it sounds like you are already starting to do,
and that's get to know one another at these new groups.
So at your new tables, if you want to group yourself
into groups of kind of three or four--
so it doesn't have to go on the whole group, but just groups
of three to four.
I would like you to take kind of the next five to 10 minutes
and share your name, share your role--
where you're from, what you do--
and then share a problem or an opportunity for improvement
that you have encountered in a course you're teaching,
a course you're taking, or a course you're working on.
So name, role, and a problem or opportunity
for improvement in a course that you're teaching, taking,
or working on.
[INTERPOSING VOICES]
All right.
So now that you've all had a chance to get
to know one another a little bit better,
and to kind of think about some of the teaching challenges
that you're bringing in with you,
I would like to invite Emily Click from the Harvard Divinity
School, up to share some of her teaching practices with us
and, specifically, to talk about her practice using
the classroom contract.
So it's great to be with you.
I'm looking forward to learning from all of you.
And let me just begin by asking you
to think for a minute about a particular class
or a classroom-type environment where you function.
And if you could think of a one-word adjective for what
you hope will characterize that learning environment.
What would it be like, in one adjective?
So anybody got it?
We've got to have extreme extroverts answered this,
but some people are like me.
Anybody got one?
Yes.
Stimulating.
Stimulating.
Aha, anything else?
Nimble.
Nimble.
Aha?
Exciting.
Exciting.
Yes.
Engaged.
Engaged.
That's actually my word as well.
So you get 1,000 points.
Can somebody put that on the board?
So none of us said passive, right?
It's not what we dream of, but that
often is what winds up happening in our classroom.
So I wanted to just give you a a bit of a story,
and then just some of the nuts and bolts of what
I'm doing with what she was calling a classroom contract
or the language of public agreement.
So this story that I have to tell
is not a very attractive story about myself,
which is that, about seven years ago, as I was teaching,
I began to realize that students had
their expensive laptops open.
And we usually, in the Div school,
have a kind of square of students.
And the students whose screens I could not see,
someone reported to me were posting on Facebook
and were checking their email and so forth.
And boy, did I get my nose out of joint about that.
You know, it was a--
well, you know, how could they be doing that?
They're not focusing, they're not learning.
Very insulted and so forth.
You know, after a while, I realized oh,
that's about my ego, isn't it?
I began to get a little bit of a sense of humor about it.
Where I really got the sense of humor
about it was when I was sitting in an administrative meeting
where somebody was making a presentation
and I had my very expensive Harvard-paid-for laptop open,
and I looked at my screen and realized
I was checking my email.
And I thought, well, isn't that interesting?
I'm getting insulted when the students are doing that,
and I'm doing exactly the same thing.
Maybe it's a legitimate thing to do.
I don't know.
But if it is a problem, to whom does the problem belong?
And I realize it doesn't actually
belong to me, except for my ego getting bruised.
But apart from that, it really belongs to the students.
And following Ron Heifetz advice,
you give the problem to the people
to whom the problem belongs.
So this led me into the Kegan--
Robert Keegan and Lisa Laskow Lahey
stuff on creating a language of public agreement.
And so I started doing this.
And let me just tell you, if you get
tempted to do it after I told my story, when I first did it,
it felt just like when you're standing on a cliff
and you're a little too high above the water.
And as you know, the water's cold,
and you're going to jump off anyway.
That's kind of how it felt. Because it
was very vulnerable to start asking the students what kind
of learning environment they wanted to have,
including the use of computers.
Because, of course, I knew the right answer
was that they shouldn't be doing things
like posting on Facebook and so forth.
But instead of me giving the answer,
to have that engaged classroom, they
get to create the learning environment that
will work for them.
So I started having this thing-- and I actually
did this yesterday with my class.
So it was the third week of school.
Obviously, you can't do a shopping week,
and the second week is still all this logistics.
But very early on I spent an hour with the students saying,
what do you want to do about computer use?
It does a couple of things.
One is it pops a hole in the balloon of you're pretending
you're not doing that and I'm pretending that I don't notice
that you're doing that.
So that we can be real with each other, which
is a part of being truly engaged in the classroom,
bringing your full real self.
It also has happened that students have helped each other
to understand that they get distracted
when they're sitting next to somebody
who is doing Instagram.
And it's far more powerful if they
hear from their peers what the effect of actions
is than if they--
than if I impose some kind of rule.
So that's one of the areas that we discuss.
Another area that I lead them in discussing
is what do you do if you have not prepared for class.
And I let them decide what do you do.
OK.
So this just turns out to be far more effective
than the professor saying I want you to read everything
before class, because we all know that people--
the record on how much people read as is abysmal, right?
So I feel like it's my job to make
what happens in class such an exciting exercise that
pulls on the readings and they're
working with their peers that, if they haven't read,
they're at a disadvantage to enjoy and have fun
with their peers-- or not just fun, but, you know,
deep learning experience with regard to the material.
That's my job.
But they need to decide, do you still
come when you're not prepared?
Again, is poking a giant hole in the balloon of students
pretending that they're fully prepared and professors
pretending that they don't know.
Because, of course, if you've taught
the material for a while, you know in a second if somebody
has not read it.
But you're supposed to pretend like you don't realize that.
So what I now have, often, is--
they decide how are they supposed to identify
if they have not prepared.
And sometimes, an under-prepared student
can be an advantage if you leverage it correctly.
So if you put the under-prepared student in a small group
with other students who are prepared,
the prepared students then take on the role of teacher,
and they get to learn the material more deeply.
Does that make some sense?
So it doesn't have to be a lose for everybody
when the inevitable happens.
So a couple of other areas we discuss.
One is confidentiality.
As you can imagine, at the Div school,
sometimes the material gets very personal.
And I think that's also true in many of your classrooms
as well.
And so, what are you supposed to do if something is shared
that's very personal?
Are you allowed to talk about it when you go home,
or with other people at the Div school?
And so forth.
And then the fourth area is a very significant one.
And the way I usually phrase it is,
what do you do if the teacher says something that's racist?
Like, as in me, you know.
I just, again, poke a giant hole in my wish and desire
to never make mistakes.
And I still have that desire, and I still feel awful
when I do make mistakes.
I decided a long time ago I did not
want to read on teaching evaluations in July
that I stepped on somebody in February.
You know?
This is just no fun for anybody.
And it also damages the learning environment so crucially
when actions or words do harm, either by the professor
or other students.
So instead of pretending, again, like this will never happen,
which then, of course, shuts down
the people who do get harmed by such harmful speech or actions,
I set it up that this may happen, especially
when we're talking about things that matter a great deal, what
do we do about it.
Now, in all of these areas that we discuss--
and there's more than I'm listing right now--
part of the point is to have a clear agreement
about what the norms are for the classroom.
More to the point is to have a norm
for what you do when the norms are violated and broken.
If you don't have this discussion,
then any-- everybody has in their minds
what the norms should be.
But it's different.
So when you've had that discussion,
you have a way to capture the learning that
can come about in these moments of difficulty.
And most importantly, this surfaces-- and I think today,
overall, is supposed to be about evaluation--
my own deep conviction that, while teachers and professors
have a huge amount of responsibility for what happens
in the classroom, I don't--
I don't abdicate my responsibility one bit.
So I tell the students, I'm still bossy, you know.
But I'm not the only person responsible for the learning
that's going on in the classroom.
And it is so awesome.
I said it was like being on the edge of a cliff.
Let me tell you, when you jump into that pool,
you find out how trustworthy those students are,
how impressive they are, what leaders they can be,
and how beautiful it is to see them build learning community.
But all of your students are as well.
That's what the work is that follows
the educational experience.
So I like to give them a real time experience of how hard it
is to build community.
Do I have one more minute?
Or are we at the end?
So one-- I'll just tell you really brief story.
One time, I had a relatively small class,
and a couple of students were taping the class,
and a couple of other students felt
they didn't feel comfortable to fully participate
because the class was being taped.
Those who were taping were English as a second language
learners.
So there were really legitimate concerns on both sides.
So I engaged them in a full discussion of it,
didn't get resolved.
Had another full discussion of it, didn't get resolved.
I didn't resolve it.
Students got really, really angry with me.
I got e-mails, and, you know, this
is your job to resolve this.
In a little while later, I was teaching the Ron Heifetz
material about the flight to authority
when problems get really difficult.
And as I was teaching that, they went,
oh, that's what we were doing.
We were flying to you to resolve things that you
were saying belong to us.
So that's it.
[APPLAUSE]
So I want to thank Emily for sharing not only her story,
but also such a really powerful teaching practice that
can help both in the area of creating connections
and increasing engagement.
So thank you for that.
And now, I'd like to invite Jonathan Hausmann,
from the Medical School, up to share some of his teaching
practices with us.
Thank you for inviting me.
So I'm a rheumatologist.
And every year we go to our national rheumatology
conference.
It's usually held in fancy places,
like Chicago and San Diego.
And it's five days of really intense break--
you know, breathtaking lectures about all sorts
of different topics in rheumatology.
And I remember one time, several years ago,
after I came back, my wife asked me how it went.
I said, great.
Then she asked me, what did you learn?
And really, I sat there for a while.
And I really didn't know what to say because I didn't remember
much of the material that was presented
during the conference.
And then I sort of-- that's when my interest
peaked about how we learn.
And I sort of started doing some research
about cognitive learning theories.
And I realized that lecturers--
sort of like what I'm doing now--
are a lousy way for people to learn, right?
So just by sitting there, you're being very passive,
you're not doing any learning.
So it's not very effective.
Thankfully, I thought, OK, good thing it's not just me,
it's the lectures.
So you know, I read a lot about active learning
and how, really, we should get rid of lectures.
And tons of publications have shown
the benefit of active learning for the learner.
But here I was in my medical training.
Things weren't changing.
Right?
We still had grand rounds, which was a lecture.
We had journal clubs, which is a lecture.
We had case conference, which is, usually, a lecture.
And all of my didactic acts were still lectures.
So I said, OK, I can't get rid of lectures.
So how can we make a lecture more effective?
Well, there's a lot of ways that professors can
make lectures more effective.
And sort of the tool that I learned was through questions.
So we talked a little bit about questions this morning
in the panel.
And really, the great thing that I like about questions
is that they are a form of retrieval practice.
OK?
So questions not only assess whether you're
a learner actually knows the material,
but it actually enhances those neural connections
for that information so that, next time
that they are asked that question, they know it better.
So questions actually help people learn and help people
retain that material throughout their learning.
Like we said this morning, it's not just
about how you do on the test, but it's
how you remember that stuff 10 years down the road,
and how it affects your career.
So great.
So I found out that, if the instructor provides
the audience with questions at the beginning
of the presentation, that can actually help to increase
curiosity throughout the lecture, and makes
people learn things better.
I learned that if the lecture provides an opportunity
for to ask questions in the middle of the presentation,
and have students try to apply the material
that they learned in a new setting,
that that's also effective for learning.
And then I learned that, if the instructor provides
a short quiz after the lecture, that also
helps to enhance learning, and those students
do better on the tests weeks or months later on.
OK.
That's great.
But still, my professors weren't doing that.
All those good things that the literature supported still
wasn't happening.
So I said, OK, that's great.
So what can I do as a learner to try
to make those experiences more effective?
And sort of what I stumbled into the literature
was this idea of learner-generated questions.
So learner-generated questions.
So these are questions that the learner asks and answers
after any educational experience.
So if it's a lecture about lupus,
at the end of the lecture I would think about, OK,
what was important about this lecture?
How can they make that into a question?
How can they answer that question?
And the literature shows that learner-generated questions
are as effective for learning as instructor-generated questions.
So that's kind of cool.
What the literature also says is that learn--
if you teach your learner to generate their own questions,
for example, after a lecture, it actually changes the way
that they see the lecture.
It actually-- it's sort of like a metacognitive strategy that
can be employed, whereby they are able to, as they
are listening to the lecture, to start thinking about questions
and start answering in their mind.
OK, this question came up.
Here's how I would answer it.
And the studies show that if you teach them these skills,
they actually learn the lecture material a lot better.
And same thing has been shown after reading material.
So if you ask them to read an article,
and ask them to generate questions and answer
the questions after the article, they
retain that material much better.
OK.
So that was pretty cool.
So what I started doing during my fellowship was just that.
So at the end of every case conference,
journal club, grand rounds, I would generate a question.
I would do a multiple choice question with the answers.
And then I would start sending it to my co Fellows.
And they kind of like it, and they got really engaged.
And I noticed that they became more engaged in the lectures
because they knew that I would test them in the end.
And these were tests that, you know, meant nothing.
We don't get graded in our fellowships very much.
And then the attending started.
My bosses started to really get into it.
And they wanted to participate, too.
And our nurses started participating as well.
So I was generating the questions,
and then I would send it out to the team.
But then, they wanted the opportunity-- you know,
I realized that the question generation was probably the--
that's where sort of the most bang for your buck came from.
So it's not necessarily answering
other people's questions.
But I thought that, by me creating a question, that's
really allowed me to sort of distill the material
and make it my own.
So then I decided, OK, for every lecture,
I will assign somebody to generate questions
and then we'll distribute it amongst ourselves.
So I took that a step further.
A few years ago, I got a HILT Spark grant to actually create
an app to do this.
So the way that the app works is that the learners can generate
questions and answers, and this gets distributed through people
within the same course.
And so, not only do the students get a benefit from generating
their own questions and answers, which I think
is the best thing about it, but then you
have this beautiful question that you
can share with your colleagues.
And they can try to answer your questions,
and also provide feedback on that question saying, you know,
its a good question, though I didn't understand this.
So it was a great tool, and we sort of piloted
in the medical school and learned a lot
about how students learn, what they liked about the app,
what they didn't like about the app.
And there were certainly some things that we needed to fix.
And we actually got a second HILT development grant
to sort of buff up the app and make it even better.
But these skills of question generation for your learners
doesn't require an app.
You can just get them a note card, right?
At the end of class.
Is like, OK, write on the front of the note card one question
that this presentation brought up,
and then write down the answer.
And they get a benefit from that,
and then they can share that with their classmates.
And so that everybody-- sort of everybody wins.
So that's what I've been doing.
So stay tuned for the app.
The app is called Ask Up.
So it's out there now, but it's--
we need to do some updates.
But hopefully, by next year we'll
have a working up that it's free to use.
And I would welcome use of the app and in your classrooms.
Thanks.
[APPLAUSE]
Thank you so much to Emily and to John
for sharing some of your experiences,
and how they really have had an impact on your classroom
and on your students' learning.
Our hope for today is that you can all come away
with some ideas for how you can make small, targeted changes
to your teaching that are not so big that you need to overhaul
your syllabus or have that enormous feeling
of vulnerability that we've often feel when we're
trying to make changes.
These are all things that can be done
in a variety of different class sizes,
and in a variety of different times.
So oftentimes, less than five minutes.
So this is when we get to the mysterious cards on your table.
If you want to take a minute and just turn over those cards.
We have another activity.
All right.
So there's a number of different decks.
You can kind of separate them out here.
And here's where we are going to do.
Back in the icebreaker, we asked you
to think about a challenge or an opportunity for growth
and for change that you have identified in your own course.
And Emily also brought up this idea
of having an adjective that of what
you want your course to be like.
And so what these cards are are a way for you
to find ideas of solutions to those challenges.
And what we want to do is-- in a second we're going to ask you
all to stand up and walk around the room again--
is find one or two solutions in these cards that you think
might solve the challenges that you've identified.
Or if you see one that might work
for one of those people you were talking to in the beginning,
you can grab a card for them to.
So you'll notice the cards are divided
into different categories.
In our front three tables here, we
have cards related to active learning
and to what we call mini experiences, which
are ways of taking an experiential learning activity,
like a role play, and doing it in a smaller form that
isn't so big to take on.
In our second row here, the middle three tables,
we have cards that relate to community building,
to icebreakers, which are really a form of community building,
and also to small group activities.
So if when you were listening to Emily you were thinking, wow,
I really want to have some ideas for how I can better
build community in my course and get my students engaged
that way, those middle three tables have ideas for you.
And then the back three tables have
ideas for what we've called a structured study, which
is, if the challenges you're thinking about
are my students aren't getting as much out of the reading
as I wish they were, I wish they had more study skills
and more directed study for outside of class,
there's ideas there.
Or what we call setting the stage, which
is things you can do in the first five minutes of lecture
to try to get your students more involved and engaged,
and to activate some of that recall.
So if what John was talking about was appealing to you,
you want to head to those back three tables.
So we will be--
your goal, find two cards.
You're going to have about 15 minutes to do this.
We're going to do the poll?
Yes.
And we are launching a Poll Everywhere poll.
How many of you have ever used Poll Everywhere?
All right, a number of you.
So what's going to happen?
Erin's going to pull it up on the screen.
You use your cell phone for this.
It will give you a number to text,
and the message that you're supposed to text.
So in this case, the phone number that you text to
is 22333.
And you text that phrase, HILT 2017.
And it will come back to you.
It will activate the poll.
And what we're asking you to do here
is, if, as you're coming across these cards, you see any ideas
that you might want to implement or that you might have ideas
to adapt, you can text your ideas to this poll,
and they'll all go up on the screen
so we can all share them.
Everybody clear on what we're doing?
So can I ask everyone to make your way back
to your icebreaker group?
Because we're going to end with an opportunity for everyone
to share with each other ideas you
have had from finding a card that
might apply to someone else's opportunity for improvement,
or just whatever thought that you might have had
as you look through the cards.
And as you're getting there, I would just
like to mention a couple of things about the cards.
So first of all, our apologies for not already
having these available for you to have as a digital copy.
That's something that we can easily do and intend to do.
We just didn't get around to it before the actual session.
So in some form in the HILT conference follow up,
you will receive a link to where you can get the PDF
and download all of these cards.
We'd like to also make the template available so
that people can add.
There are many other great ideas, obviously,
I think many of you are having as you go around about things
that fit in these categories.
So we'll be doing that.
The second thing I wanted to mention
is that the idea with the cards was
that the little ones are easy for you to pick up and take
along with you.
And you should certainly feel free.
So take as many cards as are sparking an idea
that you'd like to pursue.
So what we'd like to do to finish off this session
is to have you continue in the small groups
and speak with each other about ideas
that you found interesting and, perhaps, to have
a little opportunity to recognize
the ways in which even implementing these small ideas
is a little bit like jumping off a cliff.
So thinking about how they actually
function in the context of your classroom.
Because, sometimes, it's not quite as simple
as a little card makes it look.
So please, enjoy those final conversations,
and this will be the moment where
we thank you for your participation in this session.
And let's just altogether give ourselves round of applause,
and, particularly, our speakers.
Thank you.
[APPLAUSE]
For more infomation >> Lil Xan & Tyra Banks Today! | TRL Weekdays at 4pm - Duration: 12:47. 
For more infomation >> [VOSTFR] BTS Countdown ( Compagny meeting) - dernière partie - Duration: 3:12. 
For more infomation >> ТЕПЕРЬ ВЫ БОЛЬШЕ НИКОГДА НЕ БУДЕТЕ ПРОПУСКАТЬ ЗАВТРАКИ - Duration: 2:34. 
For more infomation >> Trump: DACA bill will include border wall provisions - Duration: 3:09. 
For more infomation >> Trump meets with bipartisan group of lawmakers on immigration - Duration: 4:16. 
For more infomation >> Real Housewives Of Beverly Hills: It's Better To Be Rich Than Famous | Megyn Kelly TODAY - Duration: 4:03. 
For more infomation >> Trey Gowdy Drops Bombshell – Hillary Clinton Laundered $10 Million to Avoid Laws! - Duration: 2:29. 
For more infomation >> Trennung bei BsF-Paar? 1. Worte von Christa & Klaus Jürgen! | CELEBRITIES und GOSSIP - Duration: 2:54. 
For more infomation >> $45,028.09 Sold on Cyber M...
For more infomation >> みんながオービスと見間違えちゃうＮシステムの怖さを検証！【交通取締情報】 - Duration: 5:17. 
For more infomation >> Elle sauve un adorable chaton, trois jours après elle reçoit un appel et n'en revient pas - Duration: 1:55. 
For more infomation >> Une méthode de se débarrasser du rhume en 25 secondes ! - France 365 - Duration: 4:59. 
For more infomation >> Quelle est l'origine du nom de scène de France Gall ? - Duration: 1:52. 
For more infomation >> Cheb Nadir 2018 Avec Redouan Bilahoudoud عودة قوية للشاب نذير - Duration: 1:16. 
For more infomation >> Qui est Béatrice Grimm, la femme pour qui Michel Berger voulait quitter France Gall ? - Duration: 5:08. 
For more infomation >> Xavier Dupont de Ligonnès : introuvable dans le monastère de Roquebrune-sur-Argens - Duration: 5:30. 
For more infomation >> Canto para misa "Milagro de Amor" (Comunion) (Ordinario) - Duration: 3:07. 
Không có nhận xét nào:
Đăng nhận xét