Image retrieved from https://www.surreyschools.ca/sites/7V5JQUO4HC/Pages/default.aspx
Included in this page are some of the diverse resources that I have discovered and created along my journey. Some I have used to fulfill assignments for my Provincial Instructor Diploma Program and others that I found inspiring or that spoke to me deeply.
Please check out my blog posts as well that have many excellent resources embedded within each post from videos, images, to scholarly articles, etc.
My ENGAGING Creations 2017 2018
for PIDP 3230 Evaluation of Learning & 3240 Media Enhanced Learning:
- Student Response Systems like iClicker: to evaluate the effectiveness of your teaching? Check out this fun 4 minute video I created with VideoScribe.
- The One Sentence Summary as an Informal Assessment Tool: check out my You tube video
- Authentic Assessment Instrument SAMPLE with Authentic Assessment Instrument SAMPLE Rationale Report
- How to Write a Critical Reflection: check out my video using Keynote and Screencastomatic
- Cultural Competency Infographic and Podcast using Piktochart & Garageband
- Creating Learning Communities in Social Media: check out my You Tube video
1) An article that looks at the impact of culture on the diverse ways of knowing that can help inform instructors how to maximize learning.
2) An article that explores three models of promoting cultural diversity and examines their impact on student’s learning in Canadian higher education.
Guo, S., & Jamal, Z. (2007). Nuturing cultural diversity in higher education: A Critical review of selected models. Canadian Journal of Higher Education, 37 (3), 27-49.
Five Components of a Lesson Plan with Resources
I have included five resources of 5 of the 8 fundamental components of creating a lesson plan. They were accumulated for fulfillment of a PIDP 3100 course but are inspiring and interesting resources to check-out for any teacher aspiring to improve their teaching.
1) Creating a Positive Learning Environment: Honouring Cultural Diversity
Student populations in Higher Education are becoming more culturally diverse and the vast array of concrete strategies within this paper can be implemented to honour cultural diversity and create a positive learning environment for every student. The author highlights the need for connection to occur between: a) the teacher and student; b) the student and the content; and c) the students themselves. Being clear which connections I am promoting in my teaching strategies will ensure I am providing a well-rounded approach to fostering connection in all three of these areas.
This is a chapter from the following book (sent directly to me from the author himself):
Cuseo, J. (2012). Teaching for diversity: Culturally inclusive and responsive instructional strategies. In A. Thompson & J. Cuseo, Infusing diversity & cultural competence into teacher education (pp. 119-149). Dubuque, Iowa: Kendall Hunt.
2) Motivational Techniques: Accountability
This video presentation was selected because it is an engaging use of multi-media in promoting accountability in the classroom. I plan to use these suggestions for integrating cooperative learning in my classroom by collaborating with students to create a set of characteristics for group work. These characteristics will be reviewed prior to each group work activity and peer and self-evaluations will be completed based on these, until this process becomes integrated. I will promote these cooperative learning skills by starting small (i.e. think-pair-share with a partner) and then growing to bigger tasks (i.e. Jigsaw). Teacher feedback on individual work and the use of randomization in checking students’ work, and creating groups is key.
LaGree, R. (2013). Individual accountability in cooperative learning. Available from https://prezi.com/jp9aptewv8x_/individual-accountability-in-cooperative-learning/
3) Assessment: Feedback
The time intensive endeavour of providing feedback for students on their writing is often not effective in the application of it and rich learning is lost. Strategies to rectify this problem, that I plan to utilize in my teaching are identified in this resource including: a) integrating many opportunities for writing including low stakes writing; b) identification of problem areas with clear suggestions on how to address them; c) equal specific feedback to strong and weaker students; d) an iterative approach using revision cycle, including the student specifying how feedback was incorporated; e) specific assessment criteria that is referred back to in each feedback point; f) 3-4 areas for improvement highlighted; g) content (holistic) feedback prioritized over error correction by identifying the teacher’s human reaction to the paper; h) supportive feedback by balancing positive and negative feedback and utilizing peer feedback. This multi-pronged approach to providing feedback encourages self-regulation.
Monaghan, C. (2012). Give your students better writing feedback. Available from http://www.betterwritingfeedback.com
4) Instructional Process/Strategies: Flipped Classroom with the Use of Videos
This inspiring TED Talk explores how to humanize the learning experience with the use of video to flip the classroom. Students review lectures and complete repetitive problems to master concepts prior to class. Teachers are armed with data on the problem areas for students and can utilize this data to make the teacher’s interaction as streamlined as possible and to encourage peer-to-peer teaching. I see great possibilities for application of this type of program for various courses in the nursing program I teach within. Promoting communication with nurses around the globe would bring the program’s core concept of internationalization to life for the students.
TED Talk (Producer & Director). Salman Khan: Let’s use video to reinvent education. Available from https://www.youtube.com/watch?v=nTFEUsudhfs
5) Media: High-Fidelity Simulation
This paper written by my peer provides a great summary of the rich learning potential of high fidelity simulation experiences. Upon reading this paper I have reflected on the priorities for learning in simulation and developed strategies to maximize my students’ learning during and after simulation activities. I plan to increase the actual simulation time from two to three hours to create additional space for problem solving during simulation. I also plan to add one full hour for a praxis discussion afterwards. In this praxis each student will be given time to complete a written reflection on the experience with guiding questions as needed, followed by a very interactive student-centered discussion.
Berezon, S. (2014, May). Simulation in Nursing Education: One Canadian Nursing Program’s Integration of Low to High-Fidelity Simulation into Curricula. Paper presented at the Second Annual International Conference on Health and Medical Sciences, Athens, Greece.