Interactive Session “Syllabus” in Google Docs

Welcome and Introductions!^[c]

0. Design instruction like a “dropping” - As an instructor, are you standing at the front doing most of the work? If yes, you are working too hard! How might you build in time for constructive friction and struggle in a way that allows you to ensure that students are learning the things you had hoped?

1. Annotation as a way to reclaim some slowness^[d] in learning and promote personal reflection and comments (which are more AI resistant)

• Annotation in Teaching and Learning (University of Virginia) - resource page with links to several great resources about using annotation

2. AI and Upstream Thinking - Are we approaching AI use by students from a place of protection or a place of empowerment? How might we think proactively about its place in educational activities?

• Upstream parable
• Blog post about SALAMI by Stefano Quintarelli

3. What is Formative Assessment?- Formative assessment is assessment FOR and AS learning. It often involves the giving and receiving of feedback (instructor and peers) and occurs along the learning timeline. It focuses more on the process of learning.

• Blogpost from Dwayne Harapnuik with information and a table explaining different types of assessment.
• Austin’s Butterfly video

4. Making thinking visible - Allow students to annotate photos, create videos, etc. to share personal reflections, connections between the content and self/world/other content, and more!

• Research of Dr. Julie Schell - More powerful learning happens when we are “getting information out” rather than “put[ting] information in”.

• Perceiving and encoding new information is imperative during the initial stages of learning. However, after students have some knowledge to work with, it is often much more effective for them to engage in activities that require them to retrieve and use that knowledge (Roediger and Karpicke, 2006; for review see Dunlosky et al., 2013; Rowland, 2014).

• QFAT (Qualitative Formative Assessment Toolkit) explanation with links to student examples.

• Slides can even be used as a simple and easy-to-share “container” for collecting student learning artefacts as part of a programmatic assessment portfolio.

Sites to explore for group activity:

• Harvard’s Visible Thinking Routines Toolbox

• Liberating Structures

• Teach EUR activities

5. “Hyperdocs” using Google Slide Templates

• What is a hyperdoc?
• How to force users to make a copy of Google Docs, Slides, etc.
• You can also create a template version for others to make a copy of by following a similar procedure as in the above example/link, but adding ”template/preview” instead of the word “copy”.

6. Exit Tickets^[e]/Entrance activities in Google Forms/Sheets (with AI assisted lesson planning)

1. Create an exit ticket or quiz in Google Forms.^[f][g][h]
2. After students have completed the above activity, open the responses in the resulting Google spreadsheet.
3. If any names/personal information^[i][j][k] were collected, remove them from the spreadsheet.  
4. Upload the spreadsheet into Google Gemini or your LLM of choice.
5. Write a well-designed prompt asking the LLM to analyze the spreadsheet information and design an entry activity or lesson plan for the next class which addresses any gaps in learning.^[l][m]