The pretest (formative assessment) will tell the instructor where people are in their learning and how much scaffolding they should be offered in covering the material of the class.
This formative assessment will allow the instructor to offer students resources based on individual student needs. This also is an opportunity for the instructor to talk about mastery motivation (NSC, 2000), why it’s so important, and strategies to use to increase mastery and executive skills. The way that this will be most affective is if the instructor is still rigorous in terms of feedback. By “rigorous,” I don’t necessarily mean low grades. Rigor is plentiful feedback from me as well as the Student Success Center and SmarThinking is needed), the student acting on the feedback, and his skills improving as a result. He can see this growth in his own learning and communicates his growth through reflective assessments (MacArthur & Philippakos, 2012).
HUM360 DIS Course Outline and Schedule educ 818
This class outline is for a different Humanities class than American Folklore. This is Human World Views: 5000 BCE to 1650 CE. The reason that I didn’t use the American Folklore is because I have not yet taught it (it’s in March and a new prep), and so I do not have robust resources for that class yet. I have taught the other class, so I did have good resources for that class. I have also previewed some of the video resources on my phone and thought the product was good. It would be easy in class to have a group of 2-3 students working together: one person showing the video (starting/stopping the video as people take notes), the other two filling in the study guide and all three collaborating to find all of the requested information on the study guide.
How We Learn (2000) discusses how effective it is to let students grapple with material before giving students information about the task or the material. Interestingly, this is the same methodology as “consciousness raising” in grammar instruction for ESL students (Larsen-Freeman, 2009; Willis & Willis, 1996).
The following is an example of the first part of the learning sequence in How We Learn (NRC, 2000). Students are given nothing more than a graphic organizer, five pictures of a society, and then they are asked to produce as much information about that society as they can. This could be done with handouts or with all electronic resources. While the graphic organizer is attached, the pictures used are previewed in the video.
Tools: BYOD, files set up in Google drive, media also to share in Google Drive — hyper links in documents, textbooks, student supplied devices