Stefan A. Perun Answer in context: Deepen learning for application Builds community of learners Prepare for comprehensive exam Why should your students participate? All students’ learning activities in a course are the “response to the implicit or explicit requirements of their teacher” (Ramsden, 2003, p. 64). What types of elements might be included in your rubric? And, why? Grading Feedback Rubric What challenges have you had or are you concerned about? Consistently define quality consistently Quality cues “Unless someone has something new to add…” “Be sure to put it in the chat box for your classmates and me to read tomorrow” “Does anyone have a specific question about the concept?” Use varied questions (Hot Seat, Toss Up, Inviter, Free Fire) Reward quality, acknowledge quantity Strength/Utility Deficiency/Caution Hot Seat • one person • one answer • • • Accountability Uncomfortable Promote more preparation/thinking before class • • • • Uncomfortable Confrontational Embarrassing Can diminish engagement Inviter • one person • many answers • • • • Elaboration of “good” point (i.e. from chat, discussion board, email) Exemplar for students • Hot seat feel Lengthy elaboration/off topic Excludes others Toss Up • any person • one answer • • • Icebreaker “Feel” of the class Discussion starting point • • • Silence! Repetition Time consuming Free Fire • any person • many answers • • Low risk Gets many students participating Creates “flow” • • • Too many hands Time consuming Can diminish thinking • Adapted from Immerwahr, 1994. High stakes Depth not breadth promotes quantity Refocus the One speaker discussion often Experienced professionals Use polls often Boldly cut their microphone Bain, K. (2004). What the best college teachers do. Cambridge, Mass.: Harvard University Press. Clark, R. C., & Kwinn, A. (2007). The new virtual classroom : evidence-based guidelines for synchronous elearning. San Francisco, CA: J. Wiley & Sons. Conrad, R.-M. & Donaldson, J. A. (2011). Engaging the online learner, updated : activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Finkelstein, J. (2009). Learning in real time : synchronous teaching and learning online (1st ed.). San Francisco: Jossey-Bass, A John Wiley & Sons Imprint. Immerwahr, J. (1994). The Socratic classroom: Classroom communication strategies. Journals of Management Systems, 6(1), 37-44. Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching. Cambridge, MA: Harvard University Press. Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). New York, NY: Routledge.