I continue to be encouraged by people like Doug McKee who “teach out loud.” I thought that I coined that phrase, but it turns out that other people have had the same idea.

When we work out loud, we:

…[start] with making [our] work visible in such a way that it might help others. When [we] do that – when [we] work in a more open, connected way – [we] can build a purposeful network that makes [us] more effective and provides access to more opportunities.” – John Stepper

The definition fits well with teaching out loud, too.

Spring 2016

To that end, here are some thoughts about my semester so far…

Failures

Lest I depress myself too much with this post, let me start with some of my failures and then move on to the positives.

Speeding up versus slowing down

I continue to have a tough time with all the “inputs” at the start of a semester. New names and faces. Students wanting to add my classes. Collecting scantrons for the semesters' exams. Getting students set up on the various systems that I use (Remind, PollEverywhere, etc.).

Ideally, I would be able to slow myself down when I felt overwhelmed by the line of students waiting to talk to me after class. Instead, I find myself speeding up. I talk faster. I neglect to capture all the information I need to take action on the requests being made.

Making assumptions

I've already found myself making assumptions about some of my students, something I really wish I didn't do. I have found myself able to curb this a bit when I think about each of my students being someone's child. Then, I push myself to imagine if that person was my child, how I might wish that their professor in college would treat them.

I find myself already wanting to excuse my assumption-making by telling you that I'm not unkind to my students. However, I know that even my attempts to hide my initial impressions of students will only ever take me so far.

There will always be a potential for me to not assume the best of others and react without having an adequate context of a given situation.

The first week of my business ethics class, I had a series of signs hung around the classroom that asked various questions. The students paired up and discussed each question with a partner and then recorded their answers on sticky notes.

The one in the bottom right broke my heart.

The most ethical person I know is… My Mother

What makes me consider him/her as having such integrity is… She was always considerate and honest. 

That student's mother passed away last year.

I want to be doing everything I know how to do in my teaching and in my life to avoid making assumptions. I suppose that rather than trying to avoid ever thinking something, I can try to redirect those initial thoughts into ones that assume the best of my students.

Successes

It still feels awfully early in the semester to be running any victory laps.

Learning names

I'm surprised that when I relax a bit about names, without absolving myself of the responsibility to learn them, that I actually do pretty good at it. I'm not there yet, but I'm working toward it.

Getting moving

I've been happy that in almost every class session I've had so far this semester, students have been out of their chairs and moving around the classroom. The Teaching in Higher Ed podcast episode #085 that airs on 1/28/16 has a write-in recommendation from a listener about a book on the same topic. Getting our students moving in our classes has such positive outcomes.

Playing games

I'm back to playing HeadsUp in many of my classes to help them review key terms. Two of my classes are back-to-back and take place in the same classroom. One of my students from the later classroom was standing outside the class, looking in the window yesterday, chuckling at me holding my giant iPad pro above my head. She also had a look on her face like she hoped we were going to do the same thing in her class.

Discovering a new pencast workflow

Since receiving the iPad Pro and an Apple Pencil for Christmas, I've been looking forward to rethinking my pencast workflow. Doceri came off my someday/maybe technology list and wound up being what I chose to now create them.

I first spend the time drawing the pencast drawing, taking all the time I need as long pauses get edited out in the creation process, automatically. Then, I “play back” the drawing, while I add the narration. I can speed up, slow down, or pause the drawing while I'm talking.

Next steps

The semester is just getting started and there's a lot I need to do to create an effective learning environment. However, we are on our way and I'm enjoying getting to know my students and each class' personality.

[reminder]How is your semester going so far? What's working? What's not working?[/reminder]

I've often been frustrated at the 50-minute time block for courses.

At our university, morning classes on Monday/Wednesday/Friday are held [typically] in 50 minute blocks, while afternoon classes and those held on Tuesday/Thursday are conducted in an hour and 15 minutes.

Generally speaking, I tend to reserve the first five minutes for an introduction and welcome, while the last five minutes is left open for questions (or more likely because something took longer than I predicted).

That leaves really 40 minutes to facilitate learning.

Let's say I use five minutes to introduce the topic and some key terms and up to ten minutes to show some kind of video.

Now we are down to just 25 minutes to facilitate learning.

I might give instructions on an exercise for five minutes, let them come up with ideas on their own for ten minutes and then work in groups for another ten minutes.

Class is now over.

No feedback has been given on their group work.

There are all sorts of ways to change the time estimates up that I've reflected above.

Students can watch the video before they come to class and answer a few questions on their own. I could combine the giving instructions with the welcome.

However, the fact remains that it is very challenging to invite active learning in a 50 minute class session.

One technique I do is to follow up with some written or spoken feedback after the class session has ended.

My Introduction to Business students did an exercise recently about corporate social responsibility and stakeholders.

Introductory Pre-work

Before coming to class, the students watched a pencast and took a quiz to gain the basic vocabulary.

Activation in Class

In class, we listened to part of an interview with John MacKey (Whole Foods' CEO and founder) about conscious capitalism, in which he discussed some of ways in which he responds to stakeholders' needs. As they listened, I asked them to group the approaches he described under a list of the five, main stakeholders: investors, community members, employees, the environment, and customers.

We then scrolled through Apple's supplier responsibility site and discussed how challenging it can actually be to live out your company's values when you have a complex supply chain.

Application

Finally, I hung up signs around the room with the names of the various stakeholders. I made the signs on Canva, which is a terrific resource for quickly making gorgeously-designed graphics, without being a graphic designer, yourself.

The students met in groups and had to come up with three ways that Toyota might address each of the stakeholder groups.

Here is one of the class section's stickies.

Reinforcement after class

There wasn't time for me to review their responses in class. However, I was able to quickly capture their ideas via Evernote's iPhone app. Then, I wrote an email to them and discussed areas of strength in their responses and what they will want to improve upon by the time their first exam arrives in a couple of weeks.

Interleaving practice in weeks to come

Even though I would much prefer not to teach in 50-minute sessions, it does keep me from neglecting opportunities for interleaving practice.

Here's Robert Bjork describing the benefits of interleaving practice and how it is superior to blocked practice (even though it doesn't initially appear to be so).

Now that students have had an introduction to corporate social responsibility and they have been able to practice applying their new vocabulary in different contexts, they are ready for unexpected and low-stakes practice in the weeks to come.

I am getting a lot of leverage out of Remind this semester, as I send short messages no more than 2-3 times a day, asking students follow up questions about subjects we have explored in class.  They are not required to respond, but if they do, I will reply to them and let them know if they're on the right track.

[reminder]What approaches do you use when dealing with a short time frame in which to teach?[/reminder]

My former students often tease me, saying that having kids changed me as a teacher.

They reflect on how much calmer I am, in terms of when students aren't necessarily “following the rules” I set in the classroom. [I'll leave the discussion for how creating a culture of compliance may or may not be the best goal for education for another day…]

Both of our children were conceived as a result of many medical adventures. When I was pregnant both times, I worked hard to keep my stress levels low.

It was actually easier than I thought it was going to be…

I vacillated between being somewhat tired to being completely exhausted throughout the experiences. There just wasn't enough energy for getting angry at students.

When something would happen that would normally have frustrated me to the point of stress, I instead just took a deep breath and addressed whatever it was that happened in a patient way.

Despite the fact that we are done having children now and I get 8 hours of sleep most nights, the sense of calm in my teaching has remained.

Behavior does not equal intent

I used to be so incredibly good at ascribing bad intent to a behavior that a student would exhibit in a class.

If they were texting on their cell phone, I made that action somehow about me, specifically. They weren't just being rude, but were specifically choosing to be rude to me.

Now, while I still have times during my classes when the cell phones get put away and we focus on being fully present for one another, my feelings have changed during those times when the cell phones somehow sneak back into the foreground.

I still will ask a student to put their cell phone away, but I'll just mention that we aren't going to be needing them for what we are working on and that I know they don't want to miss what we're experiencing.

I frame my request more like I might an invitation and less like I might an indictment .

Students will often mirror our level of anxiety

Calm teaching certainly creates a better experience for me, but it also creates a calmer learning environment for my students.

Family systems theory is based on the idea that, in psychotherapy, you need to think about the individual you're treating as a part of their overall family system.

Organizational psychology draws from family systems theory and attempts to show the ways that the same dynamics from family systems theory emerge in the workplace.

If you would like to hear a robotic voice explain how this works, check out this video on family systems theory in the classroom.

We can model for students how to keep their anxiety low and reduce it for others by remaining calm when facing a potentially challenging situation with a student.

I have found that taking a deep breath (during which I remind myself that there's a lot that I don't know about this student) and formulating either a question I can ask, or an invitation to that student to engage works well for me.

We've been encouraged by Jose Bowen to Teach Naked… and I'm so looking forward to discovering from James Lang in 2016 more about Small Teaching.

I'm thinking calm teaching is another aim we can cultivate as educators…

I wrote a post about how I provided some Choose your own adventure-style learning for my students last semester. In the comments, Doug McKee indicated that it sounded like it would wind up being much harder than a “normal class” and asked if that was a fair assumption to make.

The question seemed worthy of a follow up post to my prior blog entry about Choose your own learning.

The inherent challenges of course design

I will say upfront that it is challenging to assess what additional time was required, since it was my first time teaching the course at the undergraduate level. Whenever I do that, I spend an enormous amount of time crafting learning outcomes, developing rubrics for each assignment, and on instructional design.

Someone who had taught a class previously, but just wanted to add the component of choose your own adventure would have a lot less work to do than I did last semester.

Questions to address before adopting this approach

Here are some of the areas I've identified that would require additional planning and thinking for a choose your own adventure type approach:

How will you handle exams, when not all students in the class will take them?

• I taught the course in a three-hour block, so it was easy to schedule the exams as the last activity for the night. Those not taking the exam just left after the first two hours of instruction.

How strict will you be about the class policies you set up for this approach?

• I had a form that students completed with their points designation, which states that changes could not be made after the fact. I wound up making changes on a number of fronts and would probably figure out other wording to use in the future to reflect what are likely to be my true actions when changes are warranted.

How can you structure the potential options for earning points to be sure that all learning outcomes are assessed?

• My course had four modules and one comprehensive exam or assignments. I required that students take at least three of the five exams and earn points for some assignment related to the fourth module they potentially wouldn't be taking an exam on.

How will you structure your grade book to show progress toward total points in the class?

• I was transparent with the students that the way the grade book was set up, they would have to do figuring on their own of how they were progressing toward a desired grade in the class. I didn't have a way to set up individual reports for students, based on the ways they selected to earn points during the semester.

• This didn't wind up to be too problematic. Half of the class was comprised of accounting majors, who were all quite comfortable with projecting their own grades, individually. The remainder of the students were highly mature and also either kept a close eye on their points, or weren't as concerned about their grade in the class.

How will you track students' selected assignments?

• I used a form that the students filled our during the second night of class (after hearing about it and receiving the dome during the first session). Then, I made a photocopy for me and handed the originals back to the students. This became problematic when I scanned the documents and recycled the copies.

• I didn't notice until too late that the items each student had checked did not show up on the scanned copy, except in a few cases. Even then, the documents were difficult to sort through and manage. Some students also lost their originals throughout the semester and had to rely on memory for what they had chosen.

• Next time I use some kind of choose your own adventure style, I will use a Google form for collecting the students' point selections. I'll have each student include their email address on the form and will set up a mail merge to send each student their selections.

Yes, using a choose your own adventure state of teaching took some additional time, versus having a standard set of assignments. However, I can refine my processes over time and probably carve that down to something almost negligible in the long run.