Blended by Design: Classroom Assessment Techniques & Rubrics
Building Better Online and Blended Classroom Discussions by Design
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Transcript of Building Better Online and Blended Classroom Discussions by Design
BUILDING BETTER ONLINE AND BLENDED CLASSROOM
DISCUSSIONS BY DESIGN
Jason NeifferAssistant Director/Curriculum Director @ MTDA
NCCE Tech-Savvy Teacher-in-Residence
Doctoral Candidate @ University of Montana
@techsavvyteach
Mike AgostinelliInstructional Program Manager @ MTDA
NCCE Tech-Savvy Teacher-in-Residence
@mikegusto
Drill down: Levels of Engagement
None
•Teacher states question
•Students discuss without teacher interaction
Basic Feedback
•Teacher states question
•Teacher provides direct, generic feedback ("good job!" or "great question!")
Feedback with Facilitation
•Teacher states question
•Techer provides direct feedback with redirecting questions
Building Student Connections
•Teacher states question
•Techer provides direct feedback with questions that connect ideas and students
Instructional Design
• “This week we will be discussing…”Setting Curriculum
• “I am going to divide you into groups, and you will debate…”Designing Methods
• “Please post a message by Friday…”Establishing Time
Parameters
• “Try to address issues that others have raised when you post”
Utilizing Medium Effectively
• “Keep your messages short”Establishing netiquette
Anderson et al (2001)
Writing Good Discussion Questions
Convergent Thinking
Why
How
In what ways...
Divergent Thinking
Imagine
Suppose
Predict
If...., then....
How might....
Can you create...
Evaluative Thinking
Defend
Judge
Justify....
What do you think about...
Anderson et al (2001)
Setting the Stage
•“Bates says.... What do you think” Present Content Questions
•“I think that is a dead end. I would ask you to consider...” Focus the discussion
•“The original question was...Joe said...Mary said ...we concluded that ...We still haven't addressed”
Summarize the discussion
•“You are close, but you didn't account for... this is important because...”
Confirm understanding through explanatory feedback
•“Remember, Bates is speaking from an administrative perspective, so be careful when you say...”
Diagnose misconceptions
Anderson et al (2001)
Facilitating Discourse
• “Joe, Mary has presented a compelling counter example to your theory. Would you care to respond?”
Identifying areas of agreement/disagreement
• “I think Joe and Mary are essentially saying the same thing.”
Seeking to reach consensus/understanding
• “Thank you for your insightful comments” Encouraging student
contributions
• “Don't feel self-conscious about "Thinking out loud" in the forum...”
Setting the climate for learning
• “I think we're getting off track here"Assess the learning path
Anderson et al (2001)
For Students: Discussion Starters
I agree with ______. I would like to also add that… ___________.
I agree with part of your posting. I support you on ____, but I feel differently about _____. Let me explain why… _________________
THANK YOU!Jason Neiffer
Assistant Director/Curriculum Director @ MTDA
NCCE Tech-Savvy Teacher-in-Residence
Doctoral Candidate @ University of Montana
@techsavvyteach
Mike AgostinelliInstructional Program Manager @ MTDA
NCCE Tech-Savvy Teacher-in-Residence
@mikegusto
http://blog.ncce.org
Resources■ http://online.purdue.edu/sites/prd/files/Validating-a-Measurement-Tool-of-
Presence-in-Online-Communities-of-Inquiry.pdf
■ http://cde.athabascau.ca/coi_site/documents/Anderson_Rourke_Garrison_Archer_Teaching_Presence.pdf
■ Use of audio in feedback loop research: http://jolt.merlot.org/vol7no1/olesova_0311.htm
■ https://academics.utep.edu/Portals/844/nofo/Using%20Discussions%20in%20Online%20Courses.pdf
■ http://www.rasmussen.edu/student-life/blogs/college-life/creating-the-perfect-discussion-post-for-online-classes/
■ http://www.usnews.com/education/blogs/making-the-online-grade/2013/11/08/benefits-drawbacks-of-online-class-discussion-boards
■ http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf
■ https://coi.athabascau.ca/