IMPACT Live!

Let's dive in more in depth and share!

What's your invention for in 2024!

As a follow up with the previous prompts, the focus for the second round of sharing and discussing is: Engage and collaborate toward precision and Proficiency: Crafting Dynamic Classrooms. (I am introducing some points, and everyone's input is welcome and appreciated).

Interactive Inquiry:

Explore the power of Socratic questioning to fuel critical thinking and deepen understanding. Discuss strategies for fostering a classroom environment where students actively pose open-ended questions, sparking curiosity and engagement.

 

Peer-Driven Excellence:

Dive into the realm of peer assessment and its impact on student evaluation and communication skills. Share insights on facilitating constructive feedback, encouraging students to evaluate and correct each other's work, fostering a collaborative learning atmosphere.

 

Collaboration as a very important component:

Unlock the potential of collaborative problem solving, and projects to promote teamwork, division of labor, and synthesis of diverse perspectives. Discuss methods for navigating group dynamics, ensuring effective collaboration, and cultivating a culture where students contribute valuable input to each other.

 

Tech-Infused Engagement:

Leverage technology tools for enhanced student interaction and engagement. Share experiences with virtual collaboration platforms, online forums, or collaborative document editing, exploring ways to integrate technology seamlessly into the learning process.

Join the discussion and share your insights on creating a vibrant and interactive learning space. Let's exchange ideas, strategies, and anecdotes that elevate teaching and learning to new heights!

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Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY
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In addition, there is a need to drive instruction with a dynamic visualization tools for Course Management System (CMS) and use effectively the connective principles of teaching and learning.

Thanks.

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Segla Kossivi
Grand Canyon University
Phoenix AZ
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Hi Segla,

Thank you for making this strong point. 
I felt that I spoke a lot about visualization during the discussion one: IMPACT Discussion- Digital Platforms, so I didn't include it here. However, I do feel that you filled an important missing piece which it can fall under Tech infused engagement. I would love to hear more about your vision and experience on this point.

Best,

Lucie

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Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY
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Original Message:
Sent: 02-23-2024 11:21:28
From: Segla Kossivi
Subject: IMPACTful Discussion - Crafting Dynamic Classrooms

In addition, there is a need to drive instruction with a dynamic visualization tools for Course Management System (CMS) and use effectively the connective principles of teaching and learning.

Thanks.

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Segla Kossivi
Grand Canyon University
Phoenix AZ
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Lucie, I have moved away from full lectures and class questioning over to problem solving. I have re-defined class objectives as problems to solve in class. These are short term problems and/or exercises that progress from a brief explanation with example. So every explanation results in a problem for students to apply the explanation. The results have been amazing. I can see if students are grasping my explanation and are able to solve the application. I can find out quickly if my explanation was not good enough. Or if someone needs a brief review of underlying concepts to move forward. I can provide lots of positive feedback. This is all done in the framework of an assignment that is due by the end of class. As students complete that first question, we move on to the next problem which is usually an extension of the first, digging deeper into the concepts covered in the first question. The class moves through perhaps five questions (more or fewer depending on the topic) until the end of class when students hand in their work. I get a chance to evaluate during class with verbal feedback and then evaluate further after receiving the assignments. I grade them and hand them back the following class. Student work shows me if there are any weak areas that need elaborating in future classes. The good grades (how can a student fail an assignment when it is done piecemeal in class with value-added conversations about the problems going on with other students plus the teacher quickly glancing at their work to make sure they are following along) result in student confidence and a feeling of accomplishment for completing an assignment. The downside of this approach is the work needed to set this up and mark the assignments. But the payback is huge and well worth it!

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Don Vander Klok
Lambton College
Sarnia ON
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Hi Don,
Thank you for sharing! I am glad to hear that you have moved away from full lectures. It is well known from us as educators already that just us talking doesn't lead to good results in teaching and learning process. We are teaching audiences with various types of learners and needs. Students need to go through the processes of thinking and exploring concepts as well as developing their problem-solving skills. We as educators also know that using student - centered and active - learning approaches is not easy. As you describe it very well, there are downsides. I agree with you that there are downsides. The selection of the material needs very careful consideration. In addition, I could say that it is not easy to keep the balance between exploring and explaining precise definitions, theorems, proving formulas, etc. and problem solving. Perhaps marking assignments and providing constructive feedback is time consuming for us, but very worth it as you mentioned it. I am using a similar approach as you do. I prepare the handouts with a few major information and formulas about the topic and at least one solved example and some well selected practice questions that we go through step by step. Sometimes, I assign an online quiz or assignment requiring the explanations included as an attachment. That way I make sure that students are working on developing the explanations of their process of thinking. At the same time I am able to provide some individual feedback. It saves some of the class time to use it for discussions and drawing conclusions. Group - work, pair-sharing, discussions, etc. take place.

.

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Lucie Mingla
Lecturer
LaGuardia CC at CUNY
Queens NY
------------------------------

Original Message:
Sent: 02-25-2024 16:24:03
From: Don Vander Klok
Subject: IMPACTful Discussion - Crafting Dynamic Classrooms

Lucie, I have moved away from full lectures and class questioning over to problem solving. I have re-defined class objectives as problems to solve in class. These are short term problems and/or exercises that progress from a brief explanation with example. So every explanation results in a problem for students to apply the explanation. The results have been amazing. I can see if students are grasping my explanation and are able to solve the application. I can find out quickly if my explanation was not good enough. Or if someone needs a brief review of underlying concepts to move forward. I can provide lots of positive feedback. This is all done in the framework of an assignment that is due by the end of class. As students complete that first question, we move on to the next problem which is usually an extension of the first, digging deeper into the concepts covered in the first question. The class moves through perhaps five questions (more or fewer depending on the topic) until the end of class when students hand in their work. I get a chance to evaluate during class with verbal feedback and then evaluate further after receiving the assignments. I grade them and hand them back the following class. Student work shows me if there are any weak areas that need elaborating in future classes. The good grades (how can a student fail an assignment when it is done piecemeal in class with value-added conversations about the problems going on with other students plus the teacher quickly glancing at their work to make sure they are following along) result in student confidence and a feeling of accomplishment for completing an assignment. The downside of this approach is the work needed to set this up and mark the assignments. But the payback is huge and well worth it!

------------------------------
Don Vander Klok
Lambton College
Sarnia ON
------------------------------