Chapter 7 and 8 Overview

Chapter 7 and 8 Overview

- Points that are of set are overviews
(bracketed points are reflective and indicate points for consideration)

Designing Activities for Efficiency and Purpose

 - Activities should remain pointed toward specific outcomes
 - Decide if the activity is best onsite or in the classroom
(make sure to vary activities)

Image Source http://www.michaelmccurry.net/wp-content/uploads/2010/10/boring-lecture.jpg

Interactive Lectures, Presentations, and Demonstrations

 - Traditional lectures lack immediacy in application, and interaction
 - Keep lectures to ten minutes, starting with a one minute overview, and ending with a hook to interest the listener in the next segment.
 (For me its important to break up information into relevant smaller chunks.  As my kids say, :"stop talking in paragraphs when you can use sentences")
(Remember with out immediate application, much lecture is lost)
(Don't forget to "think aloud" and model what you are trying to get the students to learn)
- Start lectures by pointing out common misunderstandings - to combat preconceived incorrect assumptions
- Lectures are considered interactive when they are preceded with and activity, or followed by an application.

Picture Source http://darkstardigital.co.uk/wp-content/uploads/2014/07/video-cam.jpg

Producing Digital Audio and Video

 - keep it simple
 - protect privacy (blogs and applications should be locked)
 - use standard file settings
 - use good equipment (editors, microphones, cameras)
 - use audio when visuals aren't needed
 - use student permission forms
(Think about adding creative commons license to lectures, not just photos)

 - Worked examples - are examples where the teacher demonstrates how to do a formula or anything the student is supposed to replicate.

 - Hands on" guided practice - allows students to try for themselves - either with supervision or not.

- Authentic - or near to real world activities, help engage students and increase buy in (subsequently verbose unrealistic scenarios just create busy work and turn off students)

(Don't create to much supplemental material - it puts an extra load on a student and impedes motivation)

- Dynamic content with smaller text bites, and video and visuals are more likely to be processed by students

 - Online self assessment can be useful for student.  It can include quizzes which can be randomized online to create variety
  - online pre-reading quizzes, labs, and practice are all good examples of online self assessment

Image source https://evasweaving.files.wordpress.com/2011/04/double-weave-coral-scarf-work-in-progress-on-the-loom.jpg

Weaving Content Driven Activities

 - Online activities connect with onsite activities
 - Content driven activities tend to work well in online delivery
- All new information should be followed by activities to reinforce learning

Community Driven Learning Activities

- Capitalize on human interaction
- Blogs and learning journals
- Reading reviews
- Collaborative class blogs (have the same draw backs of traditional group work - unless specific activities are assigned to specific people, and individual grades given)
- Synchronous peer instruction (pre-check work for accuracy before peers teach peers)
- Polling
- Class discussion
- Topic Discussion
- Pre-Class Q and A
- Onsite discussion
- Bridging Discussion

(Try using rubrics to clearly define expectations and make the activity more than just an activity)

(Highlight when it's being done well)

(Make sure that students can set their privacy)