To (belatedly) round out our series on scaffolding in the classroom, I am sharing my technique for scaffolding in Statistics, which I shared during yesterday’s poster session at STP’s Annual Conference on Teaching. Below is a copy of the poster and ancillary materials are available here. Other materials are available on request, comment below or email us at email@example.com.
Check out part 1 and part 2 of this series for more ideas on scaffolding!
In my Cognitive Psychology course, the “big” project is writing a research proposal. I was told at the beginning of this semester that this assignment had never been previously assigned, which surprised me. As an undergraduate psychology student, I wrote these quite frequently for my upper level electives. Nonetheless, I decided to go where no person has gone before at WPU.
My friend and fellow professor wanted to talk about her use of scaffolding in class but couldn’t quite remember the word. As you can see from the image of our conversation, ‘laddering’ is the new phrase (but not quite helpful in a Google search).
Last year I heard about Loom for the first time when I attended ACT. I gave a brief description of the program in a previous post. Essentially, Loom is a program accompanied by an online platform that instructors can use to create videos. Videos are recorded either using the browser plugin or desktop app and are stored and shared using the online platform.
Today, Dr. Julie Hill shares her experience adapting an assignment she got from Ciara, Design-A-Game. Read on for more information about how Julie and Ciara use the assignment in their classes, examples, and tips for implementation!
Keeping on top of your busy schedule can be stressful at times! This blog has definitely touched on this topic before. Our tech guru, Jenel, has discussed strategies and tools she uses to keep organized and maximize her productivity. Her posts can be found here, here, and here, and they are definitely worth the read!
Late last week Jen shared this post about how she has tackled creating rubrics from scratch for her assignments. Today, I share my thoughts on how points can be allocated in your rubrics.
This semester, I’ve put the task upon myself to give my students a variety of ways that they are engaging with course material and subsequently being assessed. This means I’ve create a lot of new projects. The easiest way to convey what you want the students to do for these assignments is to give them a detailed description but also a rubric. A rubric is a “document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor” (Reddy & Andrade, 2010, p. 435). Most folks (myself included) probably already knew that.