Resources by She Wren

How Students Cheat (8:13) Situates student behavior along a “continuum of cheating” and explains forms of cheating less commonly classified as such in order that professors can take steps to minimize these behaviors.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. The Flipped Class: Formative Assessment (1:40) Succinct introduction to advantages of flipped classroom, e.g., frequent, immediate, individualized, differentiated assessment. The Flipped Class: Which Tech Tools are Right for You? (2:31) Argues that flipped classroom is a “pedagogical solution with a technological component.” Explores various technological options to produce and share video content. The Flipped Class: Overcoming Common Hurdles (4:39) Helpful suggestions for responding to challenges accessing content, length of videos, students not watching the videos, etc. Strong recommendation that lessons that contain the most difficult content are best candidates for flipped classroom method.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Quick Teaching Tip: Feedback (3:29) Low-key advice on moving away from the typical “feedback sandwich” (compliment, criticism, compliment) towards “reinforcing” and “correcting” behaviors through “ask, tell, ask” technique. Characteristics of Good Student Feedback (4:38) Offers strategies for offering students “specific, actionable, timely, and respectful” feedback that improves learning. The Power of Feedback (3:26) Video outlines an article by John Hattie and Helen Timperley on levels and types of effective feedback. Bill Gates: Teachers Need Real Feedback (10:21) A TED talk by Bill Gates on how to create feedback for teachers that helps them improve. He argues for feedback grounded in self-video observations and student surveys of teachers that capture complexity of life in the classroom.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Curriculum Design Part 1: The High-Level Planning (9:17) Part 1 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series. Part 1 explores the questions that must be considered prior to detailed curriculum planning: Who’s your audience? What is the transformation sought? What is the mode of this curriculum? Using his own thinking about the “Verbal to Visual” series, Neill models how answers to these questions shape curriculum design. Curriculum Design Part 2: The Clothesline Method (6:58) Part 2 of 4 episodes on Curriculum Design in Doug Neill’s “Verbal to Visual” series. Part 2 shows how Steven Pressman’s “Clothesline Method” can be used to sequence and plan learning activities to effect transformation and support curriculum goals. Neal emphasizes the creative potential and inherent flexibility of this method. Curriculum Design Part 3: Producing the Material (9:07) Part 3 of 4 episodes on Curriculum Design in Doug Neal’s “Verbal to Visual” series. Part 3 details a visual note-taking technique for creating course materials based on “empathy maps” of students and their learning needs. Curriculum Design Part 4: Iterate Over Time (8:36) Part 4 of 4 episodes on Curriculum Design in Doug Neal’s “Verbal to Visual” series. Part 4 reflects on how to make effective adjustments and improvements to curriculums over time.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Problem-Based learning at Maastricht University (4:38) Although a promotional spot for prospective students, this video nicely details goals, roles, stages, and terms common in “problem-based learning.” Project Based Learning: Explained (3:49) Through examples, the video promotes this method’s educational value and capacity to develop critical thinking, cooperation, and communication. Problem-Based Learning at SIU PA Program (11:25) Goals, roles, and stages (including self-assessment) of problem-based learning demonstrated through a case study approach to physician assistant training. Video emphasizes the active learning dimension of problem-based learning.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. What is Critical Thinking? (10:42) With amusing references to pop culture, a philosopher distills the key attributes of critical thinking, offers his own best definition, and expounds why critical thinking should be taught. (10:42) 5 Tips to Improve Your Critical Thinking? (4:30) This TED.Ed video describes a 5-Step Process for using critical thinking to improve decision-making: Formulate Your Question, Gather Your Information, Apply the Information, Consider the Implications, Explore Other Points of View.

Best Practices in Online Teaching Online Teaching: Best Practices (8:52) This video summarizes 10 Best Practices for online teaching. What distinguishes the presenter’s approach is that she provides multiple ways to employ each individual practice. How to Design Your Online Course (5:43) Detailed discussion of how to apply 3 key principles of backward design to online teaching: Identify desired results, determine acceptable evidence (assessment), plan learning experiences and facilitation. Online Classes: Tips for Success (10:48) Engaging summary of what students like about online courses, why distraction challenges student learning online, factors that detract or contribute to online learning, and some ways to increase odds of success. Recommended for prospective online students as well as teachers. Evaluating Discussion Boards (6:39) Three professors describe the rubrics they use for grading contributions to discussion boards. Using Blogs in Online Classes as a Learning Tool (10:52) Why and how to use collaborative and “individual writing network” blogs as an alternative to discussion boards. The presenter suggests guidelines for integrating blogs into online teaching and enumerates the benefits she’s observed. Creating an Interactive and Personal Course (8:22) What student posts in discussion boards tell teachers and how to use this knowledge in “announcement links” to interact with the class. Other purposes of general comments from the instructor through these links are outlined as well. Presenter discusses the advantage of blogs over discussion boards for personal interaction with individual students. VoiceThread in Online Courses (15:39) A thorough introduction to using VoiceThread: what it is, benefits of using it, challenges it presents, and how to overcome them. How Students Cheat (8:13) Situates student behavior along a “continuum of cheating” and explains forms of cheating less commonly classified as such in order that professors can take steps to minimize these behaviors. Using Weekly Video in Your Online Course (7:06) A professor’s musings on why weekly video posts to students enhance online teaching and learning. Group Discussions in Online Classes (6:23) Strategies for stimulating online small-group discussion of readings and presentations.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Tips for International TAs (2:20) This video is intended for non-native English speakers TAing in English-speaking environments. Key tips: talk with your peers and professors, practice your English, solicit advice from your students. Establishing Expectations for Your Class (4:46) Stresses the importance of setting policies and communicating them to students clearly at the beginning of a course to help them succeed. Offers key questions to consider when establishing policies around attendance and participation, classroom behavior, late work. Recommends including these in syllabus and presenting them in class. Motivating Students to Succeed (3:14) Presenter offers ways to motivate students to succeed: be passionate about your subject, be clear about “how to succeed” (e.g., through syllabus, rubrics), be connected with student  interests, and be aware of what they want out of the class. Academic Integrity (2:42) A sympathetic approach to teaching students what “Academic Integrity” is and the consequences of violating it. A few comments on how to recognize plagiarism and how to respond. Mid-semester Teaching Evaluations (4:12) Discusses why you should administer your own mid-semester evaluations, what you might include, and how to use the feedback students provide. Being Enthusiastic  about Your Class (2:32) Explores why being enthusiastic while teaching is important and offers simple strategies for expressing engagement and interest in your students. Maintaining Student Engagement  Using Eye Contact & ‘Scanning’  (1:44) Details why and how to use eye contact to enhance learning. Seriously? We have to tell people this? Repetitive of “Being Enthusiastic” video.

NOTE: Use the playlist button located in the top left of the video window above to switch between episodes. Active Learning Wabash Center for Teaching and Learning in Theology and Religion (4:13) What is Active Learning (5:34) Active Learning Classrooms: Everyone is engaged! (18:45) View full playlist (3 videos) What is Active Learning? (4:12) The video introduces “active learning” and its benefits with helpful examples of active learning strategies to employ in face-to-face and online learning environments. Active Learning Classrooms: Everyone is Engaged! (5:33) Professor and students in a “high-performance workgroup” at McGill University describe and demonstrate features of the active learning design of their course. The benefits of this experience are also enumerated. Learning: 3 Easy Ways for Higher Education (18:45) A detailed Powerpoint presentation of 3 active learning strategies: Pause, Asking Questions, and Using Cases or Problems.

Two German Language Instructors discuss their collaborations via the GLAA program. Source.