Ideas Generated the Winter 2017 Cohort

Link to Ideas Page from Fall 2016 (opens in new window)

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Context

How will you create a climate of trust and situate your course into the world of the learner?

Rogue 6 

• Email before class Send TedX video or Youtube video that pique's students interest in course
• Self-selecting social locators - Identify topics that students have trouble conversing about
• Week before course starts, send email - Tell them the Canvas site is open, overview basics of syllabus, pre-reading due for first meeting if needed, course content, and what is covered in the first class.  
• Syllabus Activity Course description, learning objectives. In writing, of course. First day, make sure students are in the right course. Ask students for contact info, and then answer 1) what are their learning objectives, 2) what would they like to know when the course has completed. 

The East Wing

• Students and instructor sharing past personal history.
• Allowing for ambiguity. Perfection not required!
• Gather participants together, perhaps outside of the classroom, to creatively introduce themselves.
• Not just your academic self.
• Why are you taking this course?
• Playing games is a great way to get to know students. "Students of all ages become children."
• Burying a time capsule.

Rick's Rebels 

• Looking at where your students are coming from   
• Sharing writing together (teacher and student)   
• Make it relevant   
• Survey, low-stakes questions to get introductions and then work with the data   
• Ask students what they'd like to know and then tailor the course to that   
• Get students comfortable with sharing thoughts around subject matter   
• Inquiry to set participation        

 

Experience

How will you inspire your students to fully experience course concepts, to internalize the material so learning goes beyond an intellectual exercise.

Rogue 6 

• Students submit story  from their own lives relating to course. Will return to this story in light of course topics. 
• FINRA (Nationwide-questionnaire). Administer questions with students anonymously, collate student answers, and compare them to FINRA questionnaire.  

The East Wing  

• Ask what do you find inspiring about yourself and who are you inspired by (leadership class).
• Team project, case studies, students presenting  
• Service learning/community engagement
• Board games
• Field trip to meet leaders. The journey is part of the learning experience.  
• The experience of the creation of the game. Tactile aspect encourages dialogue.   

Rick's Rebels   

• Peer-review each other using the rubric.
• Present information on specific topic, and then have to apply the information learned via a case study   
• IRAC -- looks at hypothetical issues to learn the problem and then identify how to apply analysis -- students write a paper in the moment   
• Group grades to enhance collaboration   
• Collaborative writing to hear multiple perspectives on writing   
• Students work through data sets in class together so students can ask questions of each other   
• Discovery -- have students express what they know in multiple ways -- have students explore on their own in groups to learn material

 

Reflection

What techniques will you use to help students create meaning from their experiences?

Rogue 6

• Journaling. Tied to the progress of content in the course. Due before lecture.
• Go to sacred sites, and have students reflect on their in small groups. "What did you notice?" "What surprised you?" "What challenged you?" "Did new questions arise?"
• Water treatment systems design reflection papers. Ask them to think about what they would do differently next time.

The East Wing

• Connect personal experiences through journaling experiences. Challenge polarizing assumptions.
• Coming up with a metaphor. Use Play-Doh to share their metaphor.
• Guided questions
• Team debrief
• Ask a question that there is no answer to.
• The walk back from International District
• Ask for peer feedback.

Rick's Rebels

• Have students write about how they came up with their written response (the process, research, etc.)
• Revision is reflection -- reflect upon what you're actually writing about. One-on-one mentoring.
• Journaling and exit tickets. Ask your students' the big question for the day and see if they "got it" or not.
• Free-write starting with one sentence. Have students reflect upon what they know via free write. Share with a partner.
• Ask questions before giving the exam.

 

Action

What will you have your students do with their new understanding? How will you encourage your students to engage in transformative action?

Rogue 6

• Group project, starts at beginning of course. For example, go to community clinic and interview those affected by policy. Ask students how they can impact health care to lead in the right direction. Students then prepare presentation at end of class on finding and submit written summary to instructor.

The East Wing

• Service learning
• Selecting practicuum, class projects, volunteering, making career choices. Thoughtful  career direction.
• Asking how their definitions of leadership have changed?  Purposeful action.
• Use of gamification to bring about behavior changes.
• Present findings

Rick's Rebels

• Additional reflection that connects to the application beyond the classroom
• Demonstrate how their problem-solving skills are applicable outside of the class using the new skill students learned
• Via an internship -- students have the skills to succeed in new scenario

 

Evaluation

How will you guide students to evaluate their own learning and formulate a plan for further growth?

Rogue 6

• Grade rationale. Have students justify a grade that they think they deserve.
• At end of course, have students self-assess based on learning goals each student formulates at beginning of course.