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Pacific U: Getting from A to Z

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Derek Bruff

on 31 May 2018

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Transcript of Pacific U: Getting from A to Z

Getting from A to Z
Derek Bruff / derekbruff.org / @derekbruff
Vanderbilt University Center for Teaching
“missing steps,” So gesehen, Flickr (CC)
Crowdsourced Rubrics
Derek's story: http://derekbruff.org/?p=2081
In-Class Blogging
http://derekbruff.org/blogs/fywscrypto/
Debate Maps
Derek's Story: http://derekbruff.org/?p=3143
Inquiry-Based Labs
Erika Grundstrom, Astronomy
Backward Fading Scaffolding
Generate a question
Gather evidence
Analyze evidence
Make an evidence-based conclusion
1. Why use this assignment in this course?
Digital Storytelling
Mark Schoenfield, English: http://bit.ly/2wBmXSa
Critical Practice
Creative Practice
"After the assignment, students paid more attention to the word choice in the poems we read."
Twitter Fiction
Vivian Finch, Vanderbilt U.: http://is.gd/rOsD4F
Disciplinary Authenticity
More Authentic
Less Authentic
Service Learning
John Ayers, Earth & Env. Sciences:
http://is.gd/xbwbHj
Holly Tucker, French: http://is.gd/iy77Bg
Online Exhibits
Twitter Fiction
Vivian Finch, Vanderbilt U.: http://is.gd/rOsD4F
Student Podcasts
https://soundcloud.com/user-175461561
Children's Books
Ole Molvig, History
Steve Baskauf, Biology: http://is.gd/kcmYhJ
Original Research
2. What skills will your students need to practice?
Lendol Calder, History
Questioning
Connecting
Sourcing
Making inferences
Considering alternate perspectives
Recognizing limits to one’s knowledge
Derek Bruff, Statistics
Determine an appropriate research question
Work with potentially messy data
Apply statistical techniques correctly
Visualize and communicate results
Details: http://derekbruff.org/?p=1894
https://is.gd/1XTjbj
3. How will you scaffold this assignment?
Policy Briefs
Pointed students to bills under consideration
Brainstormed topics of interest
Provided examples of briefs
Discussed effective elements of briefs
Peer reviewed draft briefs in class
Tara McKay & Gilbert Gonzales, Health Policy: http://bit.ly/2wBp2O6
Rebecca Moryl, Economics, Emmanuel College
https://audioecon.com/podlearning/
Podcasting
4. How will you grade this assignment?
We chose our project in order to challenge a long accepted belief that teams have a “home-field advantage”. We made a few deliberate choices in the design of our infographic...
Designer's Statements
h/t to Sidneyeve Matrix, https://is.gd/hYAAyV
Alignment
Wiggins & McTighe (2005)
“Parallel to nowhere,” Daniel Kulinski, Flickr (CC)
"College Halls, Opening Fall 2014," Derek Bruff
Scaffolding
Practice & Feedback
Ambrose et al. (2010)
"Bronze Age Balance," Dan Diffendale, Flickr (CC)
Evaluation
The Proposal:
Design an assignment that would engage students as producers in a course you teach.

Share your idea and respond to these four questions using this Google spreadsheet:

https://is.gd/gettingfromatoz
How important is discipline authenticity to the assignments in the courses you teach?
As you imagine an assignment, what requisite skills would be challenging for your students?
The Pitch:
Draft a one-sentence description of your assignment that you could share with students on the first day of class.
The Plan:
Identify the steps you will need to take to implement your assignment. What's left to do?
Full transcript