30-Second Experttxccrn.uh.edu/events/sss-2014/UHD - Collaborative...30-Second Expert Topic Peer instruction Rationale Similar to Think-Pair Share. This activity can be used to introduce

30-Second Expert Topic

Peer instruction Rationale

Similar to Think-Pair Share. This activity can be used to introduce material or to review a text that has already been read. This activity gets students thinking about texts or topics in a non-threatening way.

Objective

Engage students in a brief collaborative learning experience Materials/preparation

30-Second Expert Worksheet Instructions

To complete this activity, students form pairs and take turns sharing what they know about a particular topic. Each student shares for 30 seconds. The 30-Second Expert Worksheet provides more information about how to implement this strategy.

28 AVID Critical Reading

STUDEnT HAnDOUT 2.8

30-Second ExpertTo complete this activity, take a few minutes to fill in the left column, “What do I know about this topic?” Once you have written all that you know about the topic, follow the steps below.

STEP 1: Stand and find a partner. Stay standing.

STEP 2: One person shares his or her thoughts while the other listens. You have 30 seconds to share. Begin by saying, “I am an expert on this topic because I know…”

STEP 3: The listener will summarize what he or she has heard. Begin your summary with “According to” (insert name) and summarize what you heard. After your summary, ask, “Did I get that right?”

STEP 4: Reverse roles. Speaker becomes listener and listener now speaks.

STEP 5: Be sure to thank your partner when you are finished.

STEP 6: Record any new knowledge in the right column.

Topic or prompt: ___________________________________________________________________________

Partner’s name: ____________________________________________________________________________

What do I know about this topic? What new knowledge or understanding have I gained from listening to my partner?

32-Day Commitment (On Course)

Topic

Self-management Rationale

See 32-Day Commitment Worksheet Objective

To establish a new positive learning habit or extinguish an old negative habit

Timeline

A consistent amount of time each day (depending on the habit) for 32 consecutive days

Materials/preparation

32-Day Commitment Worksheet Instructions

Have the students reflect on a reasonable habit or daily action they would like to establish to be successful in the class, such as:

Student must commit to performing the action for 32 consecutive days, and check off each day. The number of days can be modified for this activity, however, i.e. a 10-Day Commitment.

A helpful psychological trick for carrying out this commitment is to set a goal of not breaking the chain of check marks and focus on that each day, rather than focus on completing the entire commitment, which may seem overwhelming.

Students should receive recognition for completing their commitment.

3-2-1 Quickwrite Quickwrites require a writing prompt of some type, such as:

The clearest point of today's class was; The muddiest point of today's class (or something that confused

me or I want clarified) was: How I prepared for class today: What I liked best that helped me learn: What I wish had been discussed during today's class:

For a 3-2-1 Quickwrite, students are asked to respond to the following prompts:

List 3 that you learned during today’s lesson. List 2 things about today’s lessons that you have questions about. List the 1 thing in today’s lesson that you found most interesting.

Learning Strategies Quiz

1. A learning strategy to facilitate peer instruction is: A. 32‐Day Commitment B. 3‐2‐1 Quickwrite C. WWHOW Test Review D. 30‐Second Expert

2. The main purpose of the 32‐Day Commitment learning strategy is to facilitate:

A. Summary and reflection B. Peer instruction C. Self‐efficacy and personal responsibility D. Self‐management

3. Which learning strategy could be used help reduce a student’s anxiety about responding to questions in front of the class?

A. Think‐Pair‐Share B. WWHOW Test Review C. 3‐2‐1 Quickwrite D. KWL

4. The main purpose of the Practicing Creator Language learning strategy is to facilitate:

A. Self‐management B. Peer instruction C. Self‐efficacy and personal responsibility D. Summary and reflection

5. Which learning strategy would typically be used near the end of class or after class?

A. 30‐Second Expert B. Trello Board C. WWHOW Test Review D. 3‐2‐1 Quickwrite

Borrowed from On Course I Workshop Handbook (www.oncourseworkshop.com)

Adapted from Learned Optimism by Martin Seligman

Borrowed from On Course I Workshop (www.oncourseworkshop.com)

Practicing Creator Language (On Course)

Topic

Self-efficacy, personal responsibility and developing a growth mindset

Rationale

Researchers have known for a long time that the social-psychological dimensions of learning play a hugely important role in academic settings. That is, students’ beliefs, attitudes, thoughts and stereotypes about learning are critical factors in determining their ultimate success. Recent research suggests that interventions designed to influence these social-psychological dimensions can be both surprisingly simple and effective. (Mindset by Carol Dweck is a good reference for this topic.)

Objective

Provide a structured model students can use to dispute self-defeating beliefs about learning and get into the habit of thinking within the loop of academic improvement.


Practicing Creator Language Worksheet Instructions

Many students, even some of the most academically capable, enter higher education doubting that they are “college material.” For years, they have internalized the criticisms of them by important people in their lives or society. Their past experiences with formal education have often been frustrating, as they have failed to live up to their own or others’ expectations. They may arrive on campus with negative core beliefs about their own academic abilities or even personal value, which may be reinforced by cultural

stereotypes. They allow low self-confidence to contaminate their choices, limiting what they will attempt and achieve. They may be prone to adopting a “fixed” mindset as opposed to a “growth” mindset. By empowering students to believe in themselves, we expand the boundaries of what they think is possible for them.

The Practicing Creator Language Worksheet can be completed at any time, but may be more effective after a specific test or assignment. First students make a numbered list of items responding to the prompt in the first column.

Next, students respond to the prompt in the second column for each item in first column. Students can use the sheet Four Ways to Dispute Your Inner Critic for suggestions.

Practicing Creator Language Worksheet This is a private activity. No one will see what you write here unless you choose to show them.

Victim/Critic Language Creator Language

Your “inner critic” may tell you that you are not good at math, that you are a bad writer, or that you are not college material, for example. Your “inner victim” may tell you that your level of ability is in-born and cannot be changed, that your future success is determined by luck or forces beyond your control, or that others are to blame when you are not successful. While such thoughts are natural for everyone, it is important to recognize that thoughts are not always facts. They are often just myths we use to defend ourselves and can be self-defeating, if we become convinced they are true. Write down some statements your “inner critic” or “inner victim” has used or may use to explain your performance in college, in this class, or on a test or assignment.

Your “inner guide” uses creator language to tell you that outcomes and experiences are natural consequences of your choices. Your inner guide believes you have ownership of your life and encourages you to actively plan for success. Your inner guide knows that your abilities and intelligence are not fixed, that they can grow and develop over your entire lifetime through practice, feedback and reflection. Skills and knowledge are learned – they are not in-born traits. Use the language of your inner guide to dispute the statements in the left-hand column. See the sheet Four Ways to Dispute Your Inner Critic for suggestions.

Model Readiness Assurance Task about Metabolism

Matter (atoms and molecules) cycles through living things in ecosystems. Carbon is one such atom. It is present in the

atmosphere mostly as carbon dioxide (CO2). Plants and other photosynthetic microbes are the only organisms that can

take this form of carbon into their cells and convert it into an organic form. Making large molecules from small ones

takes energy. The process that does this is photosynthesis, and the energy for it is provided by sunlight.

Photosynthetic organisms make glucose,

sucrose and all the other organic molecules it

needs, such as cellulose, starch, lipids, DNA

and proteins. Plants do not take up these

organic molecules from the soil.

All living organisms (including plants) oxidize

(burn) these sugars in cellular respiration. The

released energy is then captured in a

convenient form that cells can use, ATP, which

is often called the energy currency of a cell.

Respiration provides a complex set of steps

that release energy in a controlled way from

sugar, fat and protein. Food can also be used

for building new cellular components

(biosynthesis).

Learning Goals You should be able to:

1. Identify reactants and products of cellular respiration and photosynthesis from a given equation.

2. Distinguish between photosynthesis and respiration in terms of energy use and energy release

3. Distinguish between matter recycling and energy flow during cellular respiration and photosynthesis

4. Explain the process by which dry biomass of the plants increases or decreases (identify the responsible atom

or molecule).

Readiness Assurance Test 1 Name________________________________ Team#______

1. Identify the product(s) of Respiration

a. Oxygen

b. CO2

c. ATP (energy)

d. B and C

2. During photosynthesis, CO2 is fixed into……..

a. Organic molecules (such as glucose: C6H12O6)

b. Oxygen (O2)

c. Water (H20)

d. All of the above

3. An acorn grows into an oak tree. What is the main source of the additional dry biomass (i.e. excluding water)

present in the oak tree?

a. nutrients from the soil

b. sunlight

c. organic molecules from other organisms

d. CO2 from the air

4. A healthy radish plant growing in a greenhouse is covered with a screen box that blocks sunlight. After 10 days,

the mass of the plants will have ___________ .

a. increased

b. decreased

c. not changed

d. can’t say based on the information provided

Plant Growth Experiment

Modified from Plant Growth Puzzle by Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, http://serendip.brynmawr.edu/exchange/bioactivities.

A plant physiologist investigating plant growth grew radish seeds in three growth conditions (Table 1). In each growth

condition (treatment), the researcher put three replicate batches of seeds, each weighing 1.5 g. After 10 days, the

biomass in each replicate was dried at 60 °C overnight to remove water and its mass was determined.

1. For each growth condition in Table 1, predict whether the seeds will germinate and grow into plants (hint: in what

conditions do seeds germinate naturally).

Table 1. Experimental growth conditions for radish seeds.

Growth Condition Will plants germinate?

Light, no water A. yes B. no

Light, water A. yes B. no

No light, water A. yes B. no

2. Seeds contain a lot of starch and oil to provide energy during germination and initial growth. Think about the change

in biomass you expect to observe for seeds in the three different growth conditions. Based on your answers to previous

question, predict for each growing condition in Table 2 the average biomass of the three replicates after 10 days (hint:

seeds have very little water, so each batch of seeds began with ~1.5 g of dry biomass).

Table 2. Predicted biomass changes for radish seeds in three growth conditions.

Growth Condition Predicted Biomass at 10 days Observed Biomass

Light, no water A. < 1.5 g B. ~1.5 g C. > 1.5 g _____ g

Light, water A. < 1.5 g B. ~1.5 g C. > 1.5 g _____ g

No light, water A. < 1.5 g B. ~1.5 g C. > 1.5 g _____ g

Trello Board Topic

Time and self-management Rationale

Trello is a website (www.trello.com) and corresponding smart phone app that functions as sort of an electronic “collaborative” to-do list. It has a lot of functionality, but it’s easy to use as just a fancy version of an old-fashioned to-do list. To-do lists are a great, basic time and self-management tool for everyone – especially overcommitted freshmen. One recent university study indicated a typical freshman can have 80 or more assignments per month to manage, whereas juniors have perhaps half this number! So it is no surprise freshmen often feel overwhelmed. To-do lists can help relieve the anxiety associated with this workload.

Objective

Create and maintain a to-do list (i.e. Trello “Board”) to assist with time and self-management


Trello Board (paper or electronic) Instructions

Trello Boards are organized into three lists: a list of things To Do, a list of things you are currently Doing, and a list of things that are already Done. The goal is to move items from the To Do list to the Doing list and ultimately to the Done list. With electronic boards this is done through simple app commands, and the items can be annotated in various ways. On paper we will simulate this movement by drawing a horizontal arrow from one list to the next and adding notes, as shown on the Trello Board below. The goal is to have all possible arrows drawn.

Trello Board Board Notes:_______________________________________________ __________________________________________________________

To Do Doing (item notes) Done (item notes) ex. HW 3.1 Started 10/17 Finished, got 95 ex. Read ch. 3 Read first 10 pg.

WWHOW Topic

Test and assignment review Rationale

Research tells us there are important differences between the way successful and unsuccessful students review tests (and other graded assignments). Grade C, D, F students typically do not look beyond the

grade. Grade B students look at the grade and then focus on the

“right answer.” Grade A students look at the grade and then ask “Why did I

miss this?” Objective

Provide a structured model students can use to review tests and other graded assignments, to duplicate the behavior of A students.


WWHOW Student Worksheet, WWHOW Instructor Worksheet Instructions

The WWHOW Student Worksheet is completed after a test or assignment. First students make a numbered list of items responding to the questions in the first column. Caution students to be thoughtful and complete in their responses.

Next, students respond to the questions in the second column for each item in first column. Students need to be encouraged to not give superficial answers, e.g. “I lost the points because I didn’t know the answer,” or “I didn’t know how to do that.” Why did they not know the answer? Had they not done the HW or readings? Are they not engaged while reading? Were they absent or not

participating in class? Were their notes poor or poorly reviewed? Etc.

Finally, based on the reasons given in the second column, students make a concrete plan to improve each item.

Review students’ worksheets and provide feedback at least once. The instructor participates in this activity as well, by completing

the WWHOW Instructor Worksheet and getting feedback from the class.

WWHOW Student Worksheet

What did I do well? What did I not do well? Where did I lose points?

Why did I lose points? Why did I

make these mistakes?

How can I fix these problems? How can I adjust? How do I plan

to do better?

WWHOW Instructor Worksheet

What did I do well? What did I not do well? Where did students lose

points?

Why did students lose points? Why did the students make these

mistakes?

How can I fix these problems? How can I adjust? How do I plan

to do better?

30-Second Experttxccrn.uh.edu/events/sss-2014/UHD - Collaborative...30-Second Expert Topic Peer instruction Rationale Similar to Think-Pair Share. This activity can be used to introduce

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