Tuesday, June 4, 2019
Final celebration
If you had to hold a celebration during finals week, and the only requirement was that the theme of the celebration had to be about the students, what would it look like?
PBL everything
PBL in Capstone course
- The writing assignments are really steps in a PBL cycle, culminating in group/class presentations of solutions to empathy problem
PBL in Introduction to Psychology
- Jigsaw prompts are problems posed
- Start with just problems that need answers
- My synthesis in each class is for solutions
- Eventually jigsaw prompts require solutions
Thinking of Others
Congratulations, you have found the PSY 300 Social Psychology syllabus Easter egg.
The theme of this class is thinking of others. If I have already mentioned this theme during class, now you have confirmation that this is indeed the theme for this class.
If I haven't mentioned this theme yet in class then you now have a hint about what is to come (and you could go back to the things we've already done in class and look for this theme).
Everything in this class is either about
how we think about others,
how we think about ourselves, or
how others think about us.
Have a look around this blog, if you wish. And if you have any reactions or suggestions, I'd love to know of them. matthew.winslow@eku.edu.
Social Psychology 3.0 3/n
Thinking of others frame ToO
First day answer questions from rest of semester
Day 1 homework: Create google doc journal with answers
First topic
- Why does group work suck so bad?
- Look in these sources: Noba, Stangor, wikipedia, youtube with keywords social loafing, accountability, social facilitation, groupthink, Google "problems with group work"
- Report problems with group work from sources
- Next step: solutions
Look in these sources: Google PBL
Design how groups work in this class
Second topic
etc.
Ungrading
Must tell me what midterm and final grades you deserve and why. Or else F.
ToO is reframe at conclusion of each topic
Make QR code for syllabus easter egg, takes to blog post about it, ToO theme
Social Psychology 3.0 2/n
Problem-based learning
https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning
https://www.researchgate.net/publication/226053277_Problem-Based_Learning_What_and_How_Do_Students_Learn
https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning
https://www.researchgate.net/publication/226053277_Problem-Based_Learning_What_and_How_Do_Students_Learn
Problem-Based Learning at Maastricht University
https://youtu.be/kx7n4resHdISocial Psychology 3.0 1/n
How each
topic/investigation will work:
1.
I introduce topic with brief lecture (day 1)
(UNDERSTAND)
2.
Identification of sub-topics through discussion (day
1) (ANALYSIS)
3.
Assign subtopics to groups based on student
interest (they choose themselves) (day 2)
4.
Students gather information from Noba, YouTube,
elsewhere (will need info literacy discussion) (day 2 -- ?, with daily
meetings, updates, reflection) (SEARCH)
5.
NEED SOMETHING HERE THAT REQUIRES THEM TO
PROCESS INFO IN SOURCES
6.
Students figure out what product they want to
create from a list of options (academic article, blog, letter to targeted
leader/organization, video, infographic, digital storytelling, etc.) (day ?)
7.
Students create that artifact (day ? -- ?)
(CREATE)
8.
Group presentations (day ?) (SHARE)
9.
Group project debriefing (what worked well, what
didn’t) (REFLECT)
10. Students
assign grades to themselves
Students need to document their work at each step/daily (Google
doc, share with me (submit link in assignment one time, I can look at all
semester))
- Need to come up with prompts
Students will grade themselves based on reflecting on their own
activities (Google doc) plus reviewing group members’ google docs(?)
Topics/investigations will take an un-predetermined amount of time
Students choose order of topics, can add to list
Course ends with reflection on skills they have honed during
semester
- Teamwork
- Leadership
- Presentation/communication
- Problem solving
- Listening
Team-based learning
Wednesday, January 2, 2019
How to think about the end of the semester
Academic Twitter throws many messages at followers, many mocking the ever-present desire to produce more.
Of course these tweets are usually about producing more scholarship. Traditional scholarship. Disciplinary scholarship. Feeling bad/guilty/like an imposter because you didn't hit some (perhaps) self-imposed goal of x manuscripts submitted/accepted/reviewed? Allow me to suggest another metric that might allay your fears and self-doubts, and better capture your productivity: how much have you done for your students?
As I have occasionally chronicled in this blog, I used a different text for one of my classes this term, necessitating writing new jigsaw prompts for every day of class. That's 29 class days I had to address. In the end I wrote more than 120 prompts. That took countless hours (wish I had counted). I also read 33 student papers, including two that I really love, one among the best I've ever gotten. How many student emails? For my class of 170 I got 1,614 emails. I walked a student to the counseling center. I went to 3 graduation ceremonies. I'm improving on my course for the spring that already is a good course. Work, a lot of work. And I feel really good about it and I'm not ashamed to say so.
This is the job (at least for me): teach well. That's how we should be evaluating ourselves, that's the most important dimension.
Of course, you should do the other things well as well. I'm sort of on record for saying that faculty should do more than just their job. And many faculty do.
Should you get paid more if you do more than your job? That's a topic for another blog.
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Me: It’s beginning to look a lot like...— Shit Academics Say (@AcademicsSay) November 25, 2018
My brain:
Don't say it
Don't say it
Don't say it
Don't say it
Don't say it
Don't say it
Don't say it
Don't say it
Don't say it
Don't say it
Me: ... I will fail to meet overly ambitious fall writing goals
Of course these tweets are usually about producing more scholarship. Traditional scholarship. Disciplinary scholarship. Feeling bad/guilty/like an imposter because you didn't hit some (perhaps) self-imposed goal of x manuscripts submitted/accepted/reviewed? Allow me to suggest another metric that might allay your fears and self-doubts, and better capture your productivity: how much have you done for your students?
As I have occasionally chronicled in this blog, I used a different text for one of my classes this term, necessitating writing new jigsaw prompts for every day of class. That's 29 class days I had to address. In the end I wrote more than 120 prompts. That took countless hours (wish I had counted). I also read 33 student papers, including two that I really love, one among the best I've ever gotten. How many student emails? For my class of 170 I got 1,614 emails. I walked a student to the counseling center. I went to 3 graduation ceremonies. I'm improving on my course for the spring that already is a good course. Work, a lot of work. And I feel really good about it and I'm not ashamed to say so.
This is the job (at least for me): teach well. That's how we should be evaluating ourselves, that's the most important dimension.
Of course, you should do the other things well as well. I'm sort of on record for saying that faculty should do more than just their job. And many faculty do.
Should you get paid more if you do more than your job? That's a topic for another blog.
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