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Please scroll down to read our TLC Posts/Announcements. To subscribe to our posts, copy/paste this URLhttps://sites.google.com/a/southseattle.edu/tlc/Home/posts.xml into an RSS application like Feedly ~ http://feedly.com 

TLC SUPPORT - LIMITED OVER WINTER BREAK (See announcement below to make an appointment with Sara or Tom, as needed)

WHEN IS THE TLC OPEN? The TLC 'lobby' is open for faculty, staff and administrators during library hours. When locked, please ask eLearning or library staff for assistance. To request TLC room reservation(s) please use the "online room reservation request form" linked in the TLC navigation list (located bottom-left) on the TLC site.

WHAT DOES THE TLC PROVIDE? South's TLC rooms, tools and TLC Associates provide training, services and support on many topics -- starting with our "core four" applications, Canvas, Panopto, BB Collaborate and Google Apps for Education (GA4E).

Core Four Google Apps for Education (GA4E) BB Collaborate Panopto Canvas for faculty
  

 

Classroom Assessment Techniques (CATs)

posted by Sara Newman   [ updated ]

Classroom Assessment Techniques (also known as CATs) are excellent methods of learning whether your students are getting out of your lectures and assignments what you expect or need and evaluating your teaching. Here are some great CAT resources ...
Name Description What to do with the data Time required
Minute paper During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session. Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments. Prep: Low
In class: Low
Analysis: Low
Chain Notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope. Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning. Prep: Low
In class: Low
Analysis: Low
Memory matrix Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts. Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s). Prep: Med
In class: Med
Analysis: Med
Directed paraphrasing Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts. Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs. Prep: Low
In class: Med
Analysis: Med
One-sentence summary Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students. Prep: Low
In class: Med
Analysis: Med
Exam Evaluations Select a type of test that you are likely to give more than once or that has a significant impact on student performance. Create a few questions that evaluate the quality of the test. Add these questions to the exam or administer a separate, follow-up evaluation. Try to distinguish student comments that address the fairness of your grading from those that address the fairness of the test as an assessment instrument. Respond to the general ideas represented by student comments. Prep: Low
In class: Low
Analysis: Med
Application cards After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class. Prep: Low
In class: Low
Analysis: Med
Student- generated test questions Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam. Prep: Med
In class: High
Analysis: High

(may be homework)

Student Response System (SRS) - Fun Formative Assessment

posted by Sara Newman   [ updated ]

Socrative - Free!

What is SRS? It's an online application teachers (or presenters) can use to actively engage their student/audience. 

After hearing/observing a UW Physics teacher use SRS (Student Response System) in his classroom, our innovative chemistry teacher, Jessica Whitman, met with me in our Teaching and Learning Center (TLC) to talk about classroom clickers, how they've evolved into SRS online apps, and how to use/apply them in her classroom.

Online SRS polls and quizzes are typically accessible via any laptop, computer, tablet or smart phone (even flip phones!) with Internet access.

I recommend two online SRS (Student Response System) platforms: Socrative and Poll Everywhere

While I use and like them both, I typically drive faculty to Socrative because it's free whereas Poll Everywhere is only free at the entry level which only allows 40 votes, per poll/quiz.

Running a Quiz - Super Easy!

Jessica, created an account with Socrative and is developing her first quiz/poll in it. 

She's going to be introducing Socrative (and her quiz) on the second day of class this Winter quarter to review her Syllabus and acquaint her students with this engaging method of formative assessment. 

If all goes well, she's going to use Socrative for group lab assessment using Space Race

Because she's going to display her questions and realtime responses on her classroom overhead data projector, I recommend having students choose super hero names for the quarter, keeping their real names on a spreadsheet, and have them use their super hero names when logging in so student answers are anonymous to everyone on the data projector screen.

Both Socrative and Poll Everywhere provide quiz/poll "results" for the teacher/presenter, as well.  Socrative provides your data report to you via email, google drive, download to your computer in an excel spreadsheet or view the live data online.

Reports - Overview

Please take a moment to consider how you might use the above SRS synchronous, formative assessment tool in your classroom to engage your students.  Because it's so easy to setup you probably won't need help. However, if you would like help, please make an appointment with me or our Instructional Designer, Tom.Gibbons@SeattleColleges.edu.

CATs (Classroom Assessment Techniques) 
The above system and other methods are a wonderful way of actively engaging students and gathering formative assessments. To learn of other classroom assessment techniques (CATs) please review this post and its resources: http://sites.southseattle.edu/tlc/Home/cats


Virtually yours,
Sara.Newman@SeattleColleges.edu
South Seattle College (SSC​) eLearning & TLC Director

(TLC) Support over Winter Break (December 11th - January 4th)

posted Dec 1, 2014, 3:15 PM by Sara Newman   [ updated Dec 1, 2014, 3:19 PM ]

Winter Break - Limited TLC Support
During winter break (12/11 - 01/04) please direct all SSC TLC appointment requests to me, Sara Newman, via my online form 
http://tinyurl.com/sara-appointment and/or email Instructional Designer, Tom.Gibbons@SeattleColleges.edu

On January 5th, our TLCA's will be returning to their TLCA roles for winter quarter and they will have their winter offerings (available days, times, and contact information) posted on their individual TLCA pages soon, as well.

Winter Break - TLCA's Taking Time Off

posted Nov 24, 2014, 4:32 PM by Sara Newman   [ updated Nov 24, 2014, 4:53 PM ]

Teaching and Learning Center Associates (TLCA's) - Taking Time Off Over Winter Break

I
Teaching and Learning Center Associates - Fall 2014
f you need TLC training or assistance, please schedule time with your favorite TLCA's now, well before the end of Fall quarter on December 10th Wednesday - as they won't be available again until Monday, January 5th 2015.

If you need TLC support over Winter break, contact TLC and eLearning Director Sara.Newman@SeattleColleges.edu and/or Instructional Designer Tom.Gibbons@SeattleColleges.edu to schedule an appointment.


Productive Persistence Workshops

posted Oct 16, 2014, 4:24 PM by Tom Gibbons

What is Productive Persistence?

The Carnegie Foundation defines “Productive Persistence” as a set of behaviors that involves the tenacity and good strategies students need to be academically successful.

There is still time for you to sign up for upcoming trainings at South campus this Fall.

Below is the registration link and workshop descriptions for three Productive Persistence Training Workshops. You can attend workshops at any of the three Seattle Colleges. Workshops may be taken in any order. You can sign up for just one, or for all three of them. Faculty will receive hourly stipends for participating.  Each workshop is limited to 30 Seattle District participants so sign up early! Click here to view dates and times.

Presenters: Jane Muhich and Lawrence Morales

After working with leading social psychologists at the Carnegie Foundation for the Advancement of Teaching, Lawrence Morales and Jane Muhich have been working with Seattle Colleges faculty to development and implement activities to facilitate students having the productive mindsets and effective strategies needed to be academically successful. Come learn proven strategies you can include in your class to help your students be more successful. 

Starting Your Quarter Strong to Maximize Student Success

Faculty will learn how to create a successful initial experience for students by implementing the evidence-based “Starting Strong” activities. The Starting Strong activities support establishing a classroom culture that promotes productive mindsets, encourages student participation and engagement and facilitates students grappling with challenging course content.

Promoting and Sustaining a Growth Mindset

How often have you heard a student say “I’m not a math person”, “I can’t write” or “I can’t do this.” as you watched that student divest their best efforts? Creating a classroom culture that supports a growth mindset, where students believe they can learn using effort, takes more than just a brief intervention or having them watch a Ted Talk. After this workshop you will be able to implement a suite of promising faculty tested activities that promote a growth mindset. With this multipronged approach your students will be able to put forth their best effort, engaging in the academic tasks needed to be successful.

Working Well Together: Increasing Engagement and Social Ties Through Collaborative Learning

Want to maximize participation and engagement in your classroom work groups? Want your students to have strong social-ties shown to improve retention and course success? In this workshop we’ll share promising practices that have been tested and refined by Seattle District and other faculty over past two years. Improve your classroom culture and student academic outcomes by getting your groups to work like a well-oiled machine using the promising strategies presented in this workshop.

Universal Design Strategies in Teaching and Communication

posted Oct 16, 2014, 2:43 PM by Tom Gibbons

Tom Gibbons presented on Universal Design Strategies in Teaching and Communication as part of a cooperative effort with Disability Student Services on October 16, 2014. Topics included using basic headings and styles in Word, issues with email and accessibility, color and contrast, and accessibility and PDFs.  

You can view a video recording of the presentation and access the PowerPoint slides here: https://seattlecentral.instructure.com/courses/969196/pages/universal-design-strategies-in-teaching-and-communication

Advanced Canvas Training - Fall 2014 Schedule

posted Aug 30, 2014, 4:58 PM by Sara Newman   [ updated Sep 29, 2014, 9:39 AM by Tom Gibbons ]

Register for Advanced Canvas Training!
The following training sessions are intended for people who've completed their Canvas certification training.

All sessions are available face-to-face and via webinar (except the UD session on 10/16, at this point—not quite sure of the tech in that room, and it’s something I’m doing for DSS at South; there will be a similar session at Central at some point in October). 
 
Interested people can register for these sessions by filling out the usual form, here: http://goo.gl/0ckhqU (Happy to have North faculty, too, if there’s any interest.)
 
A calendar of all upcoming advanced Canvas trainings are available here: https://sites.google.com/a/seattlecolleges.edu/canvas/training-opportunities 
 
  1. Thurs, Oct 2, 11amCommunications and Instructor PresenceSouth TLC Classroom LIB140, and Online Webinar 
  2. Wed, Oct 8, 3pmThe Gradebook and Speedgrader, Central BE 1139D, and Online Webinar
  3. Thurs, Oct 16, 11amUniversal Design Strategies in Teaching and Communication, South OLY 206
  4. Wed, Oct 22 11amAlternative Course Organization Strategies, Central BE 1139D, and Online Webinar
  5. Wed, Nov 5, 3pmCreating Effective and Accessible Video, Central BE 1139D, and Online Webinar
  6. Thurs, Nov 13, 3pmCreating Effective DiscussionsSouth TLC Classroom LIB140, and Online Webinar
  7. Thurs, Nov 20, 11amQuizzes and TestingSouth TLC Classroom LIB140, and Online Webinar
  8. Wed, Dec 3, 3pm, Integrating External Resources, Central BE 1139D, and Online Webinar
----------------------------------------
Tom Gibbons
Instructional Designer

Google DRIVE - Online, Self-paced Training

posted Aug 8, 2014, 12:17 PM by Sara Newman   [ updated Aug 8, 2014, 12:19 PM ]

SSC Google Apps for Education - Google Drive Training (via Lynda.com)
In this Google Drive Essential Training (from Lynda.com 2013) online training, Jess Stratton teaches the essentials of creating, formatting, and sharing documents, spreadsheets, presentations, and forms with Google Drive. Discover the differences between the Google Docs and the new Google Drive. 


Then learn how to work with your files—creating, converting, syncing, and deleting—plus tips on organizing and searching Drive. 


Then it is on to the basics of inserting and formatting images, text, tables, and data inside documents, spreadsheets, presentations, and the Google Forms feature for polling an audience and collecting responses. 


You'll also learn about creating with Google Drawings, the best ways to collaborate using Google Docs, and how to save time with templates.

Topics include:
  • Accessing Google Drive
  • Uploading existing files
  • Syncing files between your computer and Google Drive
  • Using filters to find files
  • Creating and naming documents
  • Inserting images, headers and footers, and page breaks
  • Creating a presentation
  • Working with spreadsheet functions and formulas
  • Creating forms and collecting responses
  • Building flowcharts
  • Sharing files with other Google users
  • Commenting in a file
  • Creating a file from a template

SSC's Google Apps for Education - For Students (Lynda.com Training)

posted Aug 8, 2014, 11:37 AM by Sara Newman   [ updated Aug 8, 2014, 12:34 PM ]

Lynda.com offers powerful and easy to use online training. For example, you (and your students) can discover how to use Google Apps (for Education) to become more productive in class and outside school!



In the above Lynda.com course, author and educator Aaron Quigley shows students (and faculty) how to work with Gmail, Google Calendar, and Drive to communicate and collaborate with classmates, become more organized, and save time. Learn how to manage school and personal email, back up your assignments, create a class website, and connect with others on Google+. 


Faculty can also use this online training course to get tips to help their students succeed inside and outside the classroom.

Topics include:
  • Searching for scholarly articles on Google
  • Switching between school and personal Gmail
  • Sending large file attachments
  • Composing papers in Google Docs
  • Creating a class calendar
  • Setting up your student profile on Google+
  • Using Google Hangout

Panopto - Transitioning from Tegrity

posted Aug 2, 2014, 1:07 PM by Sara Newman   [ updated Aug 2, 2014, 1:38 PM ]

Important reminders regarding SBCTC's move from Tegrity to Panopto

Tegrity videos created before end of Spring quarter 2014 are being converted (by Panopto) from your old Tegrity account to your new Panopto account.  SBCTC (Washington State Board Community Technical Colleges - aka state board) is "out of contract" with Tegrity -- however, Tegrity has kindly continued to keep all videos "available to access" until the end of August 2014. 
Tegrity to Panopto - Road Map

Please do not make any new videos in Tegrity as (new) videos will not be converted over to your new Panopto account.  Use your Panopto (via your Canvas account) to create new videos, please. 

Only the Tegrity videos created before end of Spring quarter (2014), are being converted into Panopto accounts. Anything made in Tegrity after end of Spring quarter will not be converted. 

We do not have a conversion ETA from state board, as of yet. But we do know they (Panopto) are working on a huge conversion job for all of us as quickly as they can.

If you cannot wait for the conversion of your Tegrity videos into your Panopto account you can find steps for moving your own Tegrity videos to your computer and then up into your Panopto account via South's Panopto training and resources.  South's best Panopto information (most current news and links to training and resources) are maintained on this website http://sites.southseattle.edu/panopto/

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