FACILITATOR’S AGENDA II

 

May 19, 1999 - Wednesday

 

7:00 am    Breakfast

 

8:00    Welcome, Overview, and Introduction to P.I.s - Terry

    “What is effective teaching?”  - participants write initial          response to this question

     RFP - Bill -”Identifying Accurate Low-Technology Indicators          of Wetland Functions”                  

    Post butcher paper for “Issues to address during workshop”

    Post butcher paper for “Cool Teaching Ideas”

8:30     Ledbetter creek - mixed groups

10:30     Develop Presentations - of proposals based on the RFP

   Snacks

11:30    Presentations

12:30    Lunch

 

1:30    Discussion of model I and II of field inquiry - Judy and              Jan

    Compare, contrast, and critique the two models we used.  State criteria used in critique (use morning groups).  On butcher paper have teams write adjectives that describe each model and what ecological principles they learned.  Each group will then share their ideas and discuss:

- What did you learn about ecology through the two activities?

- What helped you learn?

- How was each activity designed and facilitated?

 Designing activities - Terry?

    1.  problem space
    2.  question
    3.  methods
    4.  conclusion

    You must decide who will decide each of these - instructor         or students

3:30    Break

4:00     Development of a Rubric for Self and Group Evaluation -              Diane

6:00    Dinner

 7:30     Development of a Rubric (cont.) and Discussion of              Workshop Goals - Diane

   Overview of their goals, their roles, why each goal was          selected

                        What constrains your teaching now?

                        What will induce you to do more?

                        Barriers to implementation

 

May 20th - Thursday

7:00 am    Breakfast

8:00    Assessment Strategies- How do you know you have              met your teaching goals?  How do you know students              have learned? - Diane

10:00    Break

10:15    Difficult topics to teach in biology- What approaches                work and why? - Diane

    Mixed groups:

    - what topics have you found difficult to teach?

   - how have you tried to enhance student learning about          that difficult topic

    - why those approaches?

    - what are your students doing when you teach that
        difficult concept?

12:00    Lunch

1:00    Assessment of Your Curriculum Reforms - What has              your team done to enhance teaching and learning?  Was              it effective?  How do you know? - Diane

3:00    Break

3:15    Discussion of team issues - all facilitators

5:30     Cook out

7:00    Applying a Rubric and More Teaching Strategies - Terry

   Read articles - change groups and review

    Read student essays - assess with a rubric of your own.          Discuss in groups.

 
May 21st - Friday

7:00 am            Breakfast

8:00    What is Effective Teaching/Learning? - Bill and Judy

    1.  Devise a method to determine what your institutional team members know about what it takes for students to learn difficult ideas in biology (home groups)  45 mins.

        Discuss criteria

    2.  Test your methods on another group

        A--> B

        C -->D (45 mins) --> then switch again (45 mins.)

        Get written feedback from group on your method

    3.  On butcher paper:

        - your method

        - how it worked --> criteria and feedback

        - one or two interesting things you learned - answer to              question #1

10:00    SNACKS during the above

10:15    Effective Teaching/Learning (cont.)

12:00    Lunch

    Beaver Pond Wetland Hike (Those going to LBL need sack
        lunches)

1:00    Boat tour on Kentucky Lake

5:00    Leave for Dinner - China House

 May 22nd - Saturday

7:00 am    Breakfast

8:00     How and Why Walk

    Within the context of a specific natural system, each group  poses questions, picks 1-2 most interesting questions.          Ask leaders your question.  Others can ask questions          about a question.  How would your group test their           question?  Assign, reporter, recorder, skeptic/facilitator

    In HBS - Why have groups?  What works?  What doesn’t?

    When in field think in two roles - teacher and student

   Student
   Teacher

    What are students doing? What is teacher doing?
    What are the issues? What are the issues?

    Could put  on board for students:

    Observation
    Hypothesis
    Question - What do you need to know to test this question?

 

10:00    Break

10:15    Development of an Inquiry-based Activity

    Use one of the models we have used or discussed and
develop an exercise Post (carousel approach) - goals,             approach, assessment

    Discuss - criteria used, goals, etc.

11:00    Sharing of Activities - from morning

12:00    Lunch

1:00    Cool Teaching Ideas - Judy

    Include formal and informal cooperative learning -
“think-pair-share”, “turn to your neighbor”,“jigsaw”,
BioQUEST

3:00    Break

3:15 - 5:00    Action Plans

    Evaluation of curriculum and learning changes, action plans

    What changes can/will you make in your curriculum/courses?

5:30    Dinner

May 23rd - Sunday

7:00     Breakfast

8:00     Action Plans (cont.)

   Switch groups and discuss action plans

9:30    Present Action Plans

10:00-10:15     Break

11:00    Where do we go from here?

    Workshop evaluations

    Ask again - What is effective teaching - get written              responses

    Evaluations for workshop II