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Introduction and Getting to Know Your Students

FLOSS Workshop #1

September 10, 2021

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Welcome!

Please MUTE your microphone

Please feel free to use the chat for questions and comments

Please put video ON if you are comfortable doing so

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The FLOSS Team

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The FLOSS Team

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Workshop Schedule

#

Date

Title

1

September 10

Getting to Know Your Students

2

September 24

Teaching to a Diverse Student Body

3

October 8

Inclusive Classrooms

4

October 22

Metacognition

5

November 5

Intro to Active Learning

6

November 19

Assessment and Adaptive Learning

7

December 3

Backwards Design

8

January 2022

Peer Review and Discussion

 

*Order of workshops subject to change

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bCourses (Canvas)

  • Invitations to join site will be sent out today
  • Non-UCB participants need to sign up as Sponsored Guests (invites sent out last week)

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Let’s hear from You!

Chat-Blast: Think about your answer and write it in the chat, but WAIT to submit until cued to do so.

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Let’s hear from You!

Chat-Blast: Think about your answer and write it in the chat, but WAIT to submit until cued to do so.

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What do you hope to get from participating in FLOSS?

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Getting to Know Each Other

  • Why is this important?
  • Building a Community of Practice
  • Preparing for future weeks

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Icebreakers

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1

2

3

1. Click “View Options” on top header

2. Select “Annotate”

3. Select “Stamp”

4. Choose a Stamp

4

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Introvert

Extrovert

Low Tech

High Tech

Use the Annotate Stamp to place yourself along each spectrum

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After placing your stamps, be sure to click back to “Mouse” under “View Options”

Planning

Spontaneity

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Getting to Know Your Students

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Why is this important?

  • To familiarize yourself with the diversity (or lack thereof) in your institution/divisions/courses

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Why is this important?

  • To familiarize yourself with the diversity (or lack thereof) in your institution/divisions/courses
  • To reveal potential misalignments between your experiences and those of your students

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Why is this important?

  • To familiarize yourself with the diversity (or lack thereof) in your institution/divisions/courses
  • To reveal potential misalignments between your experiences and those of your students
  • To alert you to the possibility of issues that may impact potential for learning in the classroom (e.g., family concerns, financial issues; ESL; unfamiliarity with the college experience)

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Why is this important?

  • To familiarize yourself with the diversity (or lack thereof) in your institution/divisions/courses
  • To reveal potential misalignments between your experiences and those of your students
  • To alert you to the possibility of issues that may impact potential for learning in the classroom (e.g., family concerns, financial issues; ESL; unfamiliarity with the college experience)
  • To encourage you to delve deeper to examine how different students learn

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Why is this important?

  • To familiarize yourself with the diversity (or lack thereof) in your institution/divisions/courses
  • To reveal potential misalignments between your experiences and those of your students
  • To alert you to the possibility of issues that may impact potential for learning in the classroom (e.g., family concerns, financial issues; ESL; unfamiliarity with the college experience)
  • To encourage you to delve deeper to examine how different students learn
  • To encourage the use of different pedagogies in the classroom

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Other ways to get to know your students

  • Learning/using student names

“A professor knowing your name makes you feel as if you’re a part of the process, rather than just being swallowed by it.”

“[An instructor knowing my name] makes me feel more comfortable asking questions/getting help on subjects.”

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People Bingo

  • Participants introduce themselves and may ask the other person one question.
  • If the answer is yes, they write their name in the square

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Student Surveys/Questionnaires

  • Ask your students directly!
  • Paper surveys, Index cards, Google Forms, Qualtrics

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  • Preferred Name & Pronouns
  • Why are you taking this course?
  • What are you most excited to learn?

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This, I Believe

  • https://thisibelieve.org/
  • Short essay about what is important to your students
  • Guidelines
    • Tell a story about you
    • Be brief
    • Name your belief
    • Be positive
    • Be personal

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Exit Tickets

  • Keep learning more about your students throughout the term
  • In-person: Index cards, paper surveys
  • Online: Google forms, etc.
  • Set expectation early
  • Refer to results in class

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Post-Workshop Assignments

  • Exit Ticket: Link in Chat
  • Complete FLOSS Pre-Program Survey if you have not yet done so
  • Post on bCourses Discussion Board: Write 2-3 questions that you might ask your students in either a first-day questionnaire/survey or on an exit ticket in order to get to know them a little better.  Try NOT to list any of the same questions that another participant has already posted! 

Examples:

1. How has the pandemic affected your academic plans?

2. What is one achievement that you are particularly proud of?