SI Happy Hour! (with Carrie Menke). Students as teaching partners and an unexpected perspective on Bloom’s taxonomy.
Start time
April 02, 2021 12:00 PM
End time
April 02, 2021 01:00 PM
Presented By
Summer Institute for Scientific Teaching
Location
Online
Workshop Worth
2
Workshop Link
Description
** This activity is 2 points total with a *required* reflection.
NIST Happy Hour! (with Carrie Menke). Students as teaching partners and an unexpected perspective on Bloom’s taxonomy.
NIST Happy Hour! (with Carrie Menke). Students as teaching partners and an unexpected perspective on Bloom’s taxonomy.
Description
Remote teaching during the pandemic has disrupted many standard course structures that have forced us to become more creative and open to how we approach content delivery and assessment. In my fall 2021 introductory physics classes, I invited students to take an active part in determining how their course would be structured. In an honors section of the course, the students proposed teaching a topic to their classmates and use this as a final project. Wanting the students to take ownership of it (and keep my workload in check), the teaching assistant and I provided time in discussion sessions and an example rubric so that the students worked together to propose the requirements for the project, a rubric, and also the weight towards the course grade. Part of the project was that students put together a set of practice problems about their topic for their classmates to be submitted on a course discussion board; they submitted the solutions to their own problems to me. In preparation for this part their weekly discussion board submissions had students upload a question associated with the current course material. In their submission, they had to include an explanation of what skill and/or concept that question should hone and categorize the question in terms of Bloom’s revised taxonomy, which was explicitly discussed in class as part of the final project. During this happy hour, I’ll share more details on how students contributed to the course structure, how the honor's project was scaffolded, how projects like this can be scaled to large-enrollment classes, and the surprising perspectives students took when applying Bloom’s taxonomy.
Remote teaching during the pandemic has disrupted many standard course structures that have forced us to become more creative and open to how we approach content delivery and assessment. In my fall 2021 introductory physics classes, I invited students to take an active part in determining how their course would be structured. In an honors section of the course, the students proposed teaching a topic to their classmates and use this as a final project. Wanting the students to take ownership of it (and keep my workload in check), the teaching assistant and I provided time in discussion sessions and an example rubric so that the students worked together to propose the requirements for the project, a rubric, and also the weight towards the course grade. Part of the project was that students put together a set of practice problems about their topic for their classmates to be submitted on a course discussion board; they submitted the solutions to their own problems to me. In preparation for this part their weekly discussion board submissions had students upload a question associated with the current course material. In their submission, they had to include an explanation of what skill and/or concept that question should hone and categorize the question in terms of Bloom’s revised taxonomy, which was explicitly discussed in class as part of the final project. During this happy hour, I’ll share more details on how students contributed to the course structure, how the honor's project was scaffolded, how projects like this can be scaled to large-enrollment classes, and the surprising perspectives students took when applying Bloom’s taxonomy.
RSVP here with the CLSE and by using this link above. Following the workshop, email Erica Szeyller.1 to confirm your attendance for the full event time. If you were not able to attend the full event, email Erica Szeyller.1 to discuss the possibility of 5001 course points.
Reflection Prompts
Standard Required Prompts
This is a *required* reflection in order to get Bio5001 credit for workshop attendance. You can upload your reflection to the Workshop Reflection assignment on Carmen. Within your reflection, please include the event title, a short summary, and the reflection prompts.
- What did you learn?
- How does what you learn fit in to your prior knowledge?
- How will you incorporate what you learned into your teaching (including student hours, grading, recitation, etc.)?
Feel free to address these prompts in a way that is most applicable and useful for you. Some format options include: concept map, essay, or a new or revised assignment with notes justifying your changes.
