"What If" Situations
There is an endless array of things that can be considered "what ifs" for this type of program. I do not believe this is necessarily a bad thing, and in fact, it may serve as a powerful tool to teaching students. If there is no precise formula to learning, students will have to strive more to achieve success at Kean University.
I believe students should have some general assumptions about this program, and not the specifics. They are more equals than students and supervisors, and have the same goals- learning.
1. What If Students are unresponsive?
- If this is the beginning of the session, start the group with some casual chat (or a freewrite) to open up the discussion.
- If this is the middle of the session, try to bring the discussion back to a previous subject.
- If this is near the close of the session, ask for student expectations for the next days class (and this can also be used as an opener for the next class, if needed)
2. What If Students are unprepared?
- While every student should be prepared (lets face it, these are freshman, and no one is perfect,) if a student does not have anything to contribute, ask him to summarize his class session
- Find out if any other students in the session are taking the same class (and if so, have them contribute)
- Have the student take a few minutes to write some observations now.
- Pair the student up with someone who is adequately prepared
3. What If Students are considerably late to sessions?
- Speak to the student privately (after class) and find the source of the lateness.
- Try to relate to your own experiences with tardiness, and emphasize the importance of being on time.
-If Student is continually late, alert the mentor.
4. What if Students are Overly Responsive?
- There may be students who think, the more they contribute, the better it will be for them. That does not work in studio. The facilitators give no grades, and can only give recommendations to students.
- If a student is overly responsive, try to incorporate an experience that another student had (similar to the subject at hand) to even out the conversation.
- Attempt to change the subject, where another student may have more input.
- Keep the conversation moving.
5. What If Students go off-topic for a considerable amount of time? (2-3 minutes)
- A little rant is not necessarily a bad thing. A longer one is.
- Try to relate the topic to something in the academic context.
- Ask the student- how does that relate to (subject at hand)
- Get the conversation back on track.
6. What If there is a personal conflict between the students?
- There are going to be students with very different backgrounds and very different attitudes. Even though these sessions are small, it is likely that there may be two students who don't get along.
-Remind the students that this isn't a debate forum, and that the university has standards. (Codes of the University)
- If the argument insists, bring the students back to the academic discussion.
- Alert the mentor if you have concerns with the students.
Wednesday, June 2, 2010
Design Document 4
Since we're incorporating studio sessions, I feel like the larger part of learning should be based on student interactions. Therefore, facilitators should have a smaller role than students.
Students should be required to:
- Bring assignment sheets and read assignments to sessions
- Be able to summarize actions taken place in class that day.
- Make assumptions of what the teacher wants them to achieve.
-Set goals for themselves on a weekly/bi-weekly schedule.
- Ask for positive feedback on what they have already done.
- Try to relate the assignment to another experience they already have.
- Try to identify their own weak points in an assignment.
Facilitators should be required to:
- Note attendance of students from meeting to meeting.
- Keep a record of minutes, and summarize reports.
- Take a step back, and give the floor the students. Only stepping back in if the situation needs it.
- Give a tutorial of the Google Site, and give access to students.
- Manage time per student.
Students should be required to:
- Bring assignment sheets and read assignments to sessions
- Be able to summarize actions taken place in class that day.
- Make assumptions of what the teacher wants them to achieve.
-Set goals for themselves on a weekly/bi-weekly schedule.
- Ask for positive feedback on what they have already done.
- Try to relate the assignment to another experience they already have.
- Try to identify their own weak points in an assignment.
Facilitators should be required to:
- Note attendance of students from meeting to meeting.
- Keep a record of minutes, and summarize reports.
- Take a step back, and give the floor the students. Only stepping back in if the situation needs it.
- Give a tutorial of the Google Site, and give access to students.
- Manage time per student.
Wednesday, May 26, 2010
Planning Document 3
• Planning Document 3: Brainstorm list of activities/practices to support different kinds of work in the conceptual timeline.
• Personal Inventory- Used as a way to tell our own stories, in written form.
• Life Map- Used to gain perception on our own expectations.
• Different type of view- Not fully developed yet, but there is one story I would love to bring in. "Body Ritual among the Nacirema"
• Your life on Facebook- As I’m sure many of these students have facebook, I think we can review analysis of a facebook page. (Friends, photos, wall posts)
• Personal Inventory- Used as a way to tell our own stories, in written form.
• Life Map- Used to gain perception on our own expectations.
• Different type of view- Not fully developed yet, but there is one story I would love to bring in. "Body Ritual among the Nacirema"
• Your life on Facebook- As I’m sure many of these students have facebook, I think we can review analysis of a facebook page. (Friends, photos, wall posts)
Program Design Document 3: Conceptual timeline
What do we want to accomplish?
Introduce technology and give practical implications of its purpose in the classroom.
Introduce a standard rubric and explain how it is used as a form of assessment.
Review the form of analysis, and use it to review student’s personal stories.
Have students set goals for themselves (and this applies to facilitators as well).
Conceptual Timeline: 7-8 weeks beginning from June 21st
Week One:
• Begin training facilitators and assess their strong socialization skills.
• Have the facilitator give a brief summary of their experiences at Kean.
• Ask the facilitator what helped them decide to enroll at Kean University.
• Ask the facilitator if they have any prior exposure to the EEO Program. If not, give them a brief synopsis of the program and our goals.
• Co-create a Google site for facilitators/mentors only. (Used to keep attendance, personal contact information, other notes as needed.
• Co-create a Google site for facilitators/students. Mentors should have access but not the ability to edit (unless necessary). Site will be used to help students with scheduling of meetings, leave messages for the facilitator, and review notes of meetings.
Week Two:
• In the beginning of the week, finish writing of script and do a test run with facilitators. Take feedback and do revisions as necessary.
• Have the facilitator give a brief synopsis of their personal goals in this program.
• By Tuesday or Wednesday, have a firm schedule of where and when each facilitator will be meeting with their students (and ensure it is posted on their Google site.)
• On the first official meeting day, facilitators should be prepared to introduce the Google technology. This also includes using of their Kean emails. (Training of this for the facilitators should be done as the site is being created.)
• Students should prepare a story about themselves and what they perceive their goals to be.
• Students should reflect on what their strengths and weaknesses are in relation to reading and writing. (Reflection should also be introduced here if students are unsure of its technical terms.)
Week Three
• Students should be told to bring work with them on a daily basis to review applications and what was discussed in class.
• Students should review syllabi of active classes to determine type of midterm/final exam.
• Mentors & Facilitators should review formats to orchestrate effective study plans.
• By this week, everyone should be comfortable accessing their Google site. (Facilitators should have all personal information uploaded onto private Google site.)
• Group Studio Sessions mainly focus on work done inside classes.
Week Four:
• This may be just me, but I’d want to be involved with these studio sessions more directly. By the fourth week, all mentors should meet with studio sessions to give a face to the program.
• Mentors should finalize preparations of midpoint self assessment rubrics. (Used in the form of a survey, these forms should be given out the following week.)
• Group Studio Sessions continue, although the focus may change to suit students needs.
• Facilitators should provide a focus on upcoming exams. (Presumably midterms would occur during the 4th/5th week of classes, but this will be altered as needed.)
Week Five
• (Assuming this is the week of Midterms) No new concepts will be introduced.
• Assessment surveys will be completed, and discussed as needed. (Facilitators will need to either upload information from the survey to the private Google site, or converse with the mentor directly.)
• Facilitators will review early student work as requested by the students.
• Students may meet with facilitators 1-1 to discuss concerns.
Week Six
• Students should take a deep breath to acknowledge the passing of the half way mark.
• Group studio sessions continue, addressing concerns as needed.
Week Seven
• Studio Sessions Continue, adjusting as necessary.
• Preparations for Final Exams commence (reviewing of study habits and methods)
• For all 0110 and1030 classes, portfolios should be designed for review.
• For reading and theatre classes, vocabulary should be re-enforced.
• Math preparation developed as needed.
• The last day prior to exams (as best as possible) should be a day to relax and complete post-surveys about the program.
Week Eight
• Mentors will collect data from facilitators and discuss as necessary.
• Mentors will build assessment portfolio of program objectives as a whole.
Introduce technology and give practical implications of its purpose in the classroom.
Introduce a standard rubric and explain how it is used as a form of assessment.
Review the form of analysis, and use it to review student’s personal stories.
Have students set goals for themselves (and this applies to facilitators as well).
Conceptual Timeline: 7-8 weeks beginning from June 21st
Week One:
• Begin training facilitators and assess their strong socialization skills.
• Have the facilitator give a brief summary of their experiences at Kean.
• Ask the facilitator what helped them decide to enroll at Kean University.
• Ask the facilitator if they have any prior exposure to the EEO Program. If not, give them a brief synopsis of the program and our goals.
• Co-create a Google site for facilitators/mentors only. (Used to keep attendance, personal contact information, other notes as needed.
• Co-create a Google site for facilitators/students. Mentors should have access but not the ability to edit (unless necessary). Site will be used to help students with scheduling of meetings, leave messages for the facilitator, and review notes of meetings.
Week Two:
• In the beginning of the week, finish writing of script and do a test run with facilitators. Take feedback and do revisions as necessary.
• Have the facilitator give a brief synopsis of their personal goals in this program.
• By Tuesday or Wednesday, have a firm schedule of where and when each facilitator will be meeting with their students (and ensure it is posted on their Google site.)
• On the first official meeting day, facilitators should be prepared to introduce the Google technology. This also includes using of their Kean emails. (Training of this for the facilitators should be done as the site is being created.)
• Students should prepare a story about themselves and what they perceive their goals to be.
• Students should reflect on what their strengths and weaknesses are in relation to reading and writing. (Reflection should also be introduced here if students are unsure of its technical terms.)
Week Three
• Students should be told to bring work with them on a daily basis to review applications and what was discussed in class.
• Students should review syllabi of active classes to determine type of midterm/final exam.
• Mentors & Facilitators should review formats to orchestrate effective study plans.
• By this week, everyone should be comfortable accessing their Google site. (Facilitators should have all personal information uploaded onto private Google site.)
• Group Studio Sessions mainly focus on work done inside classes.
Week Four:
• This may be just me, but I’d want to be involved with these studio sessions more directly. By the fourth week, all mentors should meet with studio sessions to give a face to the program.
• Mentors should finalize preparations of midpoint self assessment rubrics. (Used in the form of a survey, these forms should be given out the following week.)
• Group Studio Sessions continue, although the focus may change to suit students needs.
• Facilitators should provide a focus on upcoming exams. (Presumably midterms would occur during the 4th/5th week of classes, but this will be altered as needed.)
Week Five
• (Assuming this is the week of Midterms) No new concepts will be introduced.
• Assessment surveys will be completed, and discussed as needed. (Facilitators will need to either upload information from the survey to the private Google site, or converse with the mentor directly.)
• Facilitators will review early student work as requested by the students.
• Students may meet with facilitators 1-1 to discuss concerns.
Week Six
• Students should take a deep breath to acknowledge the passing of the half way mark.
• Group studio sessions continue, addressing concerns as needed.
Week Seven
• Studio Sessions Continue, adjusting as necessary.
• Preparations for Final Exams commence (reviewing of study habits and methods)
• For all 0110 and1030 classes, portfolios should be designed for review.
• For reading and theatre classes, vocabulary should be re-enforced.
• Math preparation developed as needed.
• The last day prior to exams (as best as possible) should be a day to relax and complete post-surveys about the program.
Week Eight
• Mentors will collect data from facilitators and discuss as necessary.
• Mentors will build assessment portfolio of program objectives as a whole.
Monday, May 24, 2010
Planning Document #2
The places I suggested were:
-Ethnic Studies Center in the Library.
I'm not sure if they'd even be available, but I know on the second floor of the library there's the Ethnic Studies Center which has comfortable seating, but I'm not sure if it has desks.
-English Department Adjunct Office
I know in the English Department, there's an adjunct office with room for 5-6 students and I don't expect there to be anyone there after 5PM ( or 5:45 at the latest, when their classes start.) No white board, but there is desk space.
-Ethnic Studies Center in the Library.
I'm not sure if they'd even be available, but I know on the second floor of the library there's the Ethnic Studies Center which has comfortable seating, but I'm not sure if it has desks.
-English Department Adjunct Office
I know in the English Department, there's an adjunct office with room for 5-6 students and I don't expect there to be anyone there after 5PM ( or 5:45 at the latest, when their classes start.) No white board, but there is desk space.
Design Document #2
Design Document 2: define/list mentor & facilitator responsibilities. This is a different kind of a list than the one provided in the Draft EEO Summer Program Document (though that is a good place to start). You need to think about what in particular mentors and facilitators have to do; this list is a brainstorming document - and we will compare lists to ensure we have a clear idea of these responsibilities.
Honestly, I think the mentors and coaches should have interrelated responsibilities. This is meant to be a learning experience for everyone involved (mentors, coaches, and students) and with hope, the experiences will expand beyond the basic responsibilities.
Basic Responsibilities for Mentors:
Interview and assess coaches in terms of interpersonal skills
Set up a basic Google site explaining the program- and walk coaches through it
Work cooperatively with other mentors to evaluate progress as program continues
Create goals for coaches, possibly using a rubric
Meet with coaches on a weekly/biweekly schedule to assess progress
Basic Responsibilities for Coaches:
Identify each students background and what their primary discourse is
Identify similarities between students in the programs
Interrelate the similarities in exercises to strengthen writing skills
Prepare attendance sheets (through Google documents or as a feature of the Google site (if possible) )
Create scripts with modeling/role play to create strong bonds
Assuming all coaches receive laptops: keep separate files/folders on each student
Honestly, I think the mentors and coaches should have interrelated responsibilities. This is meant to be a learning experience for everyone involved (mentors, coaches, and students) and with hope, the experiences will expand beyond the basic responsibilities.
Basic Responsibilities for Mentors:
Interview and assess coaches in terms of interpersonal skills
Set up a basic Google site explaining the program- and walk coaches through it
Work cooperatively with other mentors to evaluate progress as program continues
Create goals for coaches, possibly using a rubric
Meet with coaches on a weekly/biweekly schedule to assess progress
Basic Responsibilities for Coaches:
Identify each students background and what their primary discourse is
Identify similarities between students in the programs
Interrelate the similarities in exercises to strengthen writing skills
Prepare attendance sheets (through Google documents or as a feature of the Google site (if possible) )
Create scripts with modeling/role play to create strong bonds
Assuming all coaches receive laptops: keep separate files/folders on each student
Wednesday, May 19, 2010
Updated Planning Document #1
After reading the prologue by Grego & Thompson, I feel I have a much better idea of what is necessary to planning this project.
1. An initial description of the EEO and it's candidates for admission.
**Example: How are these students different from traditional admission students?
**Example: What does the EEO program stand for?
2. A detailed list of classes offered by the EEO department, with schedules & number of students enrolled.
**Example: Do the EEO class run on a unique schedule?
**Example: Do students enrolled in this program take one or two classes? (Important for scheduling meetings with coaches)
**The larger the classes, the more coaches will be needed.
3. A contract signed by all chosen writing coaches, with a specific list of their obligations.
**Each coach should have a permanent schedule with a list of courses they are serving to.
4. A contract signed by all mentors, with a list of coaches they are responsible for, and detailed contact information of each party.
**Mentors & Coaches should remain in constant contact through Email, Class websites, Phone and available office time for each party.
4. A program (or programs) website orchestrated through Google Sites
**Each coach should have detailed contact information of the students they are serving (emails?) or a class website (possibly designed by Google Sites?) to record meeting times and notes.
**Can also be constructed to maintain contact between Mentors & Coaches
5. Copies of syllabus or course descriptions for each coach/mentor with synopsis of class descriptions.
**Or to be more practical, these descriptions could be held through Google Documents.
6. Examples of previous students work, and how it measures to the University standards.
**Possible rubrics with detailed scores.
7. Reflective journal kept by each of mentors/coaches detailing student struggles and their own experiences in the project.
**Journal could be included as a clause in their employment contracts.
8. Reflective journal kept by each student who takes advantage of this program.
**Although I'm not sure how it can be managed, unless the mentor takes time out of the studio meeting to engage in this.
**May serve better as an open engagement of conversation.
1. An initial description of the EEO and it's candidates for admission.
**Example: How are these students different from traditional admission students?
**Example: What does the EEO program stand for?
2. A detailed list of classes offered by the EEO department, with schedules & number of students enrolled.
**Example: Do the EEO class run on a unique schedule?
**Example: Do students enrolled in this program take one or two classes? (Important for scheduling meetings with coaches)
**The larger the classes, the more coaches will be needed.
3. A contract signed by all chosen writing coaches, with a specific list of their obligations.
**Each coach should have a permanent schedule with a list of courses they are serving to.
4. A contract signed by all mentors, with a list of coaches they are responsible for, and detailed contact information of each party.
**Mentors & Coaches should remain in constant contact through Email, Class websites, Phone and available office time for each party.
4. A program (or programs) website orchestrated through Google Sites
**Each coach should have detailed contact information of the students they are serving (emails?) or a class website (possibly designed by Google Sites?) to record meeting times and notes.
**Can also be constructed to maintain contact between Mentors & Coaches
5. Copies of syllabus or course descriptions for each coach/mentor with synopsis of class descriptions.
**Or to be more practical, these descriptions could be held through Google Documents.
6. Examples of previous students work, and how it measures to the University standards.
**Possible rubrics with detailed scores.
7. Reflective journal kept by each of mentors/coaches detailing student struggles and their own experiences in the project.
**Journal could be included as a clause in their employment contracts.
8. Reflective journal kept by each student who takes advantage of this program.
**Although I'm not sure how it can be managed, unless the mentor takes time out of the studio meeting to engage in this.
**May serve better as an open engagement of conversation.
Subscribe to:
Comments (Atom)
