Group items tagged

Using Google Docs to share work in a writing workshop seems straightforward enough; the idea of collecting and reviewing feedback through a Google Form is an interesting twist.

The authors describe a simple two-stage exam method used in the physics department at the University of British Columbia. Two-stage exams provide an engaging collaborative learning opportunity which very effectively increases student mastery of the material.

Do you encourage students to form study groups like this? There are some interesting ideas at the end about ways to change your course design to encourage group study outside of class.

An interesting take on a "course evaluation" form, with extensive supporting research.

Students tend to hate group work, and I've come to believe it's because we have an unrealistically high expectation of students' skills at working in a group. Walking the students through the skills which the group task requires, and accurate assessment of their abilities and team composition, seems like a good step in teaching students what group work will be like in the working world (as well as positioning the students for success at the course work).

An intriguing description of using Google Forms as a writing rubric (or more general marking guide). I like the goal of "reduc(ing) the amount of time that I have to spend on administrative grading-related tasks, so that I can really focus my attention on reading and responding to students' work." I can see how electronic rubrics could be a time-saver, and Google Forms are dead easy to set up.

Treating something as a "game" is usually a pejorative - meaning that the thing is not taken seriously or is manipulated outside its original purpose. But games (in all their forms) are also good at building skills and knowledge in the players, and at moving players from extrinsic to intrinsic motivation. Are there techniques used in games which apply to classes?

Five things that went right. Five images to link with them. I was moved by this amazingly simple form of reflective pedagogical practice.

It seems early for this, with a week of classes and a week of exams left to go, but perhaps these tasks are good mental breaks from all the grading. They also might form the technical side of good reflective practice.

How many points should you give students for first drafts, project reports, and other assignments which show the student's progress toward an end goal? Andrew Miller argues for zero - he cleaves summative grading from formative assessments. (Mostly.)

An approach to class introductions, designed to start forming relationships and working on the classroom dynamic.

An approach to class introductions, designed to start forming relationships and working on the classroom dynamic.

Vassar has invigorated its common reading program for first-year students by integrating video mini-lectures and Moodle discussion forums. A more active program seems to be helping the first-year cohort form and introduce the campus culture before students move in.

This "stoplight" method for end of class assessment is an interesting take on the "minute paper" or having students identify the "muddiest point".

Asking students to do work in public can lead to powerful learning, but we should talk to students about how it impacts their work and public identity. In this blog post, Jade Davis gives a description of the readings and release forms she uses in her classes with digital media projects.

I found two really interesting takes in this article - the idea of different formats (paper vs. electronic documents) for different forms of writing and audiences, and the idea that there's a benefit to not having a delete key on your paper journal.

As you think about adding your course-specific questions to the college evaluation form, what feedback will be most useful to you? (The start-stop-continue framework referenced in this article sounds promising.)

This comes from a publication from my alma mater, but I don't think that makes me any less impartial than I should be. I have been thinking about my courses for next year quite a bit lately, and I had already decided to incorporate some form of regular, low-stakes testing for a variety of reasons. This article is a nice confirmation of that decision.

The college conducts student evaluations of teaching for all courses, and many faculty members supplement those evaluations by asking questions of their own (within, or along side, the college's official system). But do you take time to conduct a self-evaluation? This article includes a link to a self-evaluation form.

"What is the intended learning goal for participation?" And how do students know what "good" participation looks like? By sharing a clear, positive ideal for class participation in rubric form, you can help students learn the social skills you're encouraging with a "class participation" grade.

What are your opinions on grading group work? How do you balance formative and summative comments, group and individual grades, your grading and intra-group feedback?