Housekeeping:

• The Case of the Over-riding Student (solved!)
• Reflection Rotation
• If you’re hesitant to do one-on-one conferencing in your course, you might want to look for reassurance here and here.

Agenda:

• 1010 Overview with Special Guest Amy Metcalf
• Errors & Expectations responses (by Adam, R.C., & Claudia)
• Teaching reflections (by Melanie & Jon)
• Gliffy demo (by Chris)

Assignments:

• Read Engaging Ideas (chapters 14-16)
• Chris & R.C.: submit two student Ad Analysis projects (each) from your current class (pick ones, if possible, if that you find particularly challenging to grade/comment on) and send them to me by 11:59 PM, Wednesday 02/01
• Everyone else: grade the two papers you receive via e-mail from me and submit them to me via e-mail before 11:59 PM, Monday 02/06
• Jon: blog post due before 02/09

Agenda:

• Teaching Reflections (by R. C., Claudia, & Alisa)
• Responses to Engaging Students (by Donora & Chris)
• Demos (by Kerin & Jon)

Assignments:

• Read Errors & Expectations (introduction + chapters 4, 7, & 8)
• Melanie & Jon: write a teaching reflection
• Adam, R.C., & Claudia: write a response to Errors & Expectations
• Chris: Find a creative classroom use for Gliffy and report back to us on the experience

Agenda:

• Reflections on teaching reflections (by Chris, Donora, & Adam)
• Discussion Discussion (w/ Alisa, Kerin & Jon)
• Bringing the Jinging (w/ Melanie)

Assignments:

• Read Student Engagement Techniques (chapters 7 , 8, & 9)
• R.C.,  Claudia, & Alisa: write a teaching reflection about the second week/first two weeks
• Donora & Chris: write a reading response to the Student Engagement Techniques reading
  
• Kerin: Try the “sentence completion” and “illustrative quotes” exercises (Discussion 69-70; 72) in your class and report back on the experience next week
  
• Jon: Try the “hatful of quotes” technique (Discussion 81-82) in your class and report back on the experience next week
  

Agenda:

• Music Video Rhetorical Analysis assignment demo by special guest Derek Risse
• Syllabus review
• Burning questions for/from the first week?

Assignments:

• Read Discussion As A Way of Teaching (chapters 1-4)
• Chris, Donora, & Adam: write a teaching reflection about the first week
• Alisa, Kerin, & Jon: write a response to the Discussion reading
• Melanie: annotate an image using Jing that you might use in teaching the ad analysis assignment; be prepared to present it next week and give your opinion on Jing as a classroom tool.
  

Agenda:

• Query about Music Video assignment
• A few words about next semester’s  practicum…
• Syllabi collected
• Notification of outstanding assignments
• SETs
• Technology Classroom Access/Training

Agenda:

• Housekeeping: book orders for Winter 2012
• Housekeeping: Annotation assignment due by 12/01; Syllabi & Observation Reports due by 12/06
• Review of late-semester feedback from last week
• Demo sessions by Melanie, Jon, Chris, and Adam on War is Boring

Your Feedback:

Things Done Well:

• Demo sessions (x 7)
• Model wiki (x 4)
• Grading session (x 3)
• Practical advice from instructors (x 3)
• Mentors/Mentor panel (x 2)
• Alternative assignment demonstrations (x 2)
• Readings (x 2)

 Should Do/Should Have Done:

• Another session on grading/grading expectations (x 2)
• Another mentor panel visit (x 2)
• Full demo session
• More demo sessions
• Share resources (readings, video clips, movies, etc.)

Questions:

• How do different teaching times (day of the week, time of day) affect the teaching/learning experience?
• How do we deal with students’ varying levels of technological proficiency?
• How do we use SafeAssign?
• What are key things that first time instructors often forget/neglect?
• What rhetorical moves/issues do students most have trouble with?

 Word!:

• Useful (x 3)
• Informative (x 2)
• Awesome
• Encouraging
• Practical
• Refreshing
• Strategery

Next Two Weeks:

• 11/29: Bye Week
• 12/06: Goodbye Week – Syllabi (hard & soft copies) due, observation reports due (via e-mail), SET taking/SET discussion, SH Technology Room training

Agenda:

• Review of Syllabus Assignment
• Discussion of grading exercise results
• Introduction to POWER-Grading®
• Solicitation of Late-Semester Feedback

Queries Considered:

• Mastering time management in grading papers
• Learning grading norms at the department/institutional level
• Learning effective grading skills

Example Papers:

Overview of grading exercise results:

Example 1 (B/B-)

• End comment for lowest evaluation (tie, C-) by AY

• End comment for highest evaluation (tie, B+) by AA

• Jeff Comments (C):

Example 2 (B-)

• End comment for lowest evaluation (C+) by Rb

• End comment for highest evaluation (tie, A-) by CR

• Jeff Comments (B-)
  

Example 3 (B/B+)

• End comment for lowest evaluation (C+) by RT

• End comment for highest evaluation (tie, A) by KO

• Jeff Comments (B+)
  

Example 4 (C/C-)

• End comments for highest evaluation (B-) by KO

• End comments for lowest evaluation (D-) by DH

• Jeff Comments (F)

POWER-Grading:

Assignments for Next Week:

• Melanie, Jon, Chris, and Adam: create a sample session for teaching War is Boring

Tentative Rest-of-the-Semester Schedule:

• 11/22 – Final queries considered, War is Boring demo sessions
• 11/29 – Overflow session
• 12/06 – Tearful farewell, Technology room training, (Talking about) Administering the SET, Syllabi due

Last I mentioned that I typically query 1020 students midway through the semester for (anonymous) feedback on what they think has (not) been working well in the course as well as what issues/techniques the most like to see covered in the remaining sessions. Mid-semester prompts such as these serve several purposes: (1) they give you a view of the course and its particulars through the eyes of the students (often you will be surprised at the difference between your evaluation of the success of the course and that of students), (2) they reinforce for students how the course is meant to be useful for them and that you are at least responsive (positively or negatively) to their requests regarding course content, and, (3) they give disgruntled students an opportunity to vent a bit before the formal evaluations (and give you a chance to respond to any negative evaluations that you see as reasonable). Such mid-semester “check-ups” have been, at least for me, not only valuable in course such as 1020, but in all course at all levels. Thus, I seek your anonymous feedback on the practicum via the following questions (you can stay anonymous by using a fake username and e-mail when filing your comment; these will direct all comments to my e-mail for review). Please file your comment before leaving class today.

• What has been, in your estimation, working well about the course thus far?
• What can we do, that we haven’t been doing, that would improve the value of the course?
• Is there a question, issue, or technique that you feel has not been adequately addressed in the course at this point?
• At the beginning of the course, I asked you to identify 2-3  concerns you wanted us to cover. Have we covered these adequately? Do you have new concerns that we have yet to address?
• How you would describe our course in one word?

Agenda:

• Review of Annotation Assignment
• Demo sessions by Alisa, Chris, and Reema
• Project demos by LaToya and Adrienne

Assignment for 11/15:

• Evaluate the four sample papers e-mailed to you via Blackboard; before midnight, Sunday, November 13, e-mail me the grade you would assign each paper as well as the “end comment” you would use to summarize your marginal comments, describe the quality of the paper as whole, and provide suggestions for improvement.
• Read chapters 9 (” Good Designs for Written Feedback for Students”) and 10 (“The ABCs of Assigning Grades”) in McKeachie’s Teaching Tips; you need not write any response to this reading, but you may find it helpful to read prior to evaluating the sample papers and you should bring any questions or comments you have about it to class on Tuesday

Agenda:

• Introduction of Annotation Assignment
• Review of responses to McKeachie’s Teaching Tips (chapter 11-13)
• Overview of Evaluation assignment sessions on the model wiki

Queries Considered:

• Determining student expectations
• Dealing with confrontational students
• Helping students understand the importance of the skill learned in 1020
• Teaching students with varying levels of preparedness and different learning styles

Assignments for Next Week:

• Chris: create a demo session for the Definition assignment
• Reema & Alisa: create a demo session for the Evaluation assignment