UBC Wiki - User contributions [en]

Documentation:CTLT Resources/UBC Learning Centres

2019-01-24T18:50:01Z

Warcode: Updated name and link for Skylight/Science

==UBC==
The following is a list of teaching and learning centres at the University of British Columbia.

===Faculty-Specific Teaching and Learning Centres===
*[http://isit.arts.ubc.ca/ Arts Instructional Support and Information Technology] – Faculty of Arts
*[http://cis.apsc.ubc.ca/ Centre for Instructional Support] – Faculty of Applied Sciences
**(See also the [http://cis.apsc.ubc.ca/services/team-based-learning/ Team-Based Learning] section of the website)
*[http://pdce.educ.ubc.ca/ Professional Development and Community Engagement] – Faculty of Education
*[http://lc.landfood.ubc.ca/ The Learning Centre] – Faculty of Land and Food Systems
*[https://facdev.med.ubc.ca/ Office for Faculty Development & Educational Support] – Faculty of Medicine
*[http://skylight.science.ubc.ca/ Skylight (Science Centre for Learning and Teaching)] – Faculty of Science
*[http://www.sauder.ubc.ca/Resources/Learning_Services Learning Services] – Sauder School of Business
*[http://cpd.pharmacy.ubc.ca/content/online-programs-virtual-learning-center Online Programs: Virtual Learning Center] – Faculty of Pharmaceutical Sciences

===University-Wide Teaching and Learning Centres===

*[http://ctlt.ubc.ca Centre for Teaching, Learning and Technology]
*[http://www.ubc.ca/okanagan/ctl/welcome.html Centre for Teaching and Learning, UBC Okanagan]
*[http://help.library.ubc.ca/ Library Help] – UBC Library
*[http://sustain.ubc.ca/our-commitment/ubc-sustainability-initiative#teaching UBC Sustainability Teaching, Learning, and Research Office]

UBC Teaching and Learning Contacts

2019-01-24T18:48:15Z

Warcode: Updated contact info for CWSEI and Science/Skylight

The following is a list of teaching and learning contacts at UBC:

==Applied Science==

'''Jim Sibley'''
:Director, Centre for Instructional Support
:Tel: 604 822-9241
:Email: [mailto:jim.sibley@ubc.ca jim.sibley@ubc.ca]

'''Sophie Spiridonoff'''
:Education Technology Consultant, Centre for Instructional Support
:Tel: 604 822-9572
:Email: [mailto:sophie.spiridonoff@ubc.ca sophie.spiridonoff@ubc.ca]

==Arts==

'''Angela Lam'''
:Manager, Arts Learning Centre Operations
:Arts Instructional Support and Information Technology (ARTS ISIT)
:Tel:604 822-9709
:Email: [mailto:angela.lam@ubc.ca angela.lam@ubc.ca]

==Carl Wieman Science Education Initiative==

'''Warren Code'''
:Interim Director
:Tel: 604 822-4691
:Email: [mailto:warcode@science.ubc.ca warcode@science.ubc.ca]

==Centre for Teaching, Learning and Technology==

'''kele fleming'''
:Senior Manager, Teaching and Learning Professional Development
:Tel: 604 822-9287
:Email: [mailto:kele.fleming@ubc.ca kele.fleming@ubc.ca]

==Continuing Studies==

'''Karen Rolston'''
:Associate Director
:Centre for Intercultural Communications
:Tel: 604 822-1435
:Email: [mailto:karen.rolston@ubc.ca karen.rolston@ubc.ca]

'''Raquel Collins'''
:Senior Program Leader
:Tel: 604 822-8666
:Email: [mailto:raquel.collins@ubc.ca raquel.collins@ubc.ca]

==Education==

'''Sue Wood'''
:IT Support
:Education Computing and Media Services (CMS)
:Tel: 604 822-6390
:Email: [mailto:sue.wood@ubc.ca sue.wood@ubc.ca]

==Graduate Studies==

'''Dr. Elizabeth Wallace'''
:Manager, Professional Development Program
:Tel: 604 822-6232
:Email: [mailto:elizabeth.wallace@ubc.ca elizabeth.wallace@ubc.ca]

==Human Resources==

'''Maura Da Cruz'''
:Organizational Development & Learning Consultant
:Tel: 604 822-8147
:Email: [mailto:maura.dacruz@ubc.ca maura.dacruz@ubc.ca]

==Library==

'''Trish Rosseel'''
:Teaching & Learning Librarian
:Tel: 604 827-3343
:Email: [mailto:trish.rosseel@ubc.ca trish.rosseel@ubc.ca]

==Medicine==

'''Dr. Leslie Ann Sadownik'''
:Director, Faculty Development & Educational Support
:Tel: 604 875-4260/604 875-4869
:Email: [mailto:sadownik@interchange.ubc.ca sadownik@interchange.ubc.ca], [mailto:Leslie.Sadownik@vch.ca Leslie.Sadownik@vch.ca], [mailto:facdev@interchange.ubc.ca facdev@interchange.ubc.ca]

==Pharmaceutical Sciences==

'''Dr. Ingrid Price'''
:Instructor
:Web-Based Learning Centre
:Tel: 604 822-7433
:[mailto:ingrid.price@ubc.ca ingrid.price@ubc.ca]

==Science==

'''Gulnur Birol'''
:Director
:Skylight
:Tel: 604 827-3414
:Email: [mailto:birol@science.ubc.ca birol@science.ubc.ca]

==Sauder==

'''Denise Withers'''
:Manager, Learning Design
:Learning and Technology Services
:Tel: 604 827-4554
:Email: [mailto:denise.withers@sauder.ubc.ca denise.withers@sauder.ubc.ca]

'''Vivian Forssman'''
:Director
:Learning and Technology Services
:Tel: 604 822-6116
:Email: [mailto:vivian.forssman@sauder.ubc.ca vivian.forssman@sauder.ubc.ca]

==Student Development==

'''Kim Kiloh'''
:Associate Director, Student Development and Services
:Tel: 604 827-3569
:Emai: [mailto:kim.kiloh@ubc.ca kim.kiloh@ubc.ca]

==See Also==

*[[UBC_Teaching_and_Learning_Centres|UBC Teaching and Learning Centres]]
{{Template:Help Develop This Resource}}

Sandbox:Course Design Intensive Dec 2013 Materials

2013-12-09T23:55:30Z

Warcode: /* Context and How People Learn */ fixed file link after adjusting file to be CC compliant (had to remove CC BY-NC material)

The ''December 2013 Course Design Intensive'' ran on December 2, 4, and 6, 2013.

=Day 1=

==Context and How People Learn==

Warren Code led this session. A key concept was the notion of expert versus novice thinking, and the implications for instruction.

Slides are here:
[[Media:CDI Context HowPeopleLearn WarrenCode 2013-12-02 CCsafeversion.pdf]]

===Related notes and references===

We discussed some key findings of:
[http://nap.edu/catalog.php?record_id=9853 How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000)]
though an excellent update to this material, with more application to the classroom, is:
[http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470484101.html How Learning Works: Seven Research-Based Principles for Smart Teaching (2010)]

Some slides were adapted from [http://cwsei.ubc.ca/Files/Wieman_talk_Mar2008.pdf What All Instructors Should Know About Learning] by Carl Wieman; the '''Carl Wieman Science Education Initiative at UBC''' hosts this and many resources relevant to course design at http://cwsei.ubc.ca/resources/instructor_guidance.htm (many items are provided in a summarized 2-page format).

The '''growth versus fixed mindset''' research of Carol Dweck is summarized in a blog post by one of our participants at http://www.harapnuik.org/?p=3627 (including a great summary diagram!).

==Development of course goals and learning objectives==

Building a DACUM.

=Day 2=

==Backwards Design and Assessment==

==Teaching and Learning Activities==

=Day 3=

==Integration and Implementation: Lesson Plan and Syllabus==

==Using Peer and Student Feedback to Improve Your Course==

File:CDI Context HowPeopleLearn WarrenCode 2013-12-02 CCsafeversion.pdf

2013-12-09T23:53:23Z

Warcode:

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Sandbox:Course Design Intensive Dec 2013 Materials

2013-12-09T23:34:07Z

Warcode: added slides from first session and links to CWSEI and blog post about Dweck work

The ''December 2013 Course Design Intensive'' ran on December 2, 4, and 6, 2013.

=Day 1=

==Context and How People Learn==

Warren Code led this session. A key concept was the notion of expert versus novice thinking, and the implications for instruction.

Slides are here:
[[Media:CDI_Context_HowPeopleLearn_WarrenCode_2013-12-02.pdf]]

===Related notes and references===

We discussed some key findings of:
[http://nap.edu/catalog.php?record_id=9853 How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000)]
though an excellent update to this material, with more application to the classroom, is:
[http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470484101.html How Learning Works: Seven Research-Based Principles for Smart Teaching (2010)]

Some slides were adapted from [http://cwsei.ubc.ca/Files/Wieman_talk_Mar2008.pdf What All Instructors Should Know About Learning] by Carl Wieman; the '''Carl Wieman Science Education Initiative at UBC''' hosts this and many resources relevant to course design at http://cwsei.ubc.ca/resources/instructor_guidance.htm (many items are provided in a summarized 2-page format).

The '''growth versus fixed mindset''' research of Carol Dweck is summarized in a blog post by one of our participants at http://www.harapnuik.org/?p=3627 (including a great summary diagram!).

==Development of course goals and learning objectives==

Building a DACUM.

=Day 2=

==Backwards Design and Assessment==

==Teaching and Learning Activities==

=Day 3=

==Integration and Implementation: Lesson Plan and Syllabus==

==Using Peer and Student Feedback to Improve Your Course==

Sandbox:Course Design Intensive Dec 2013 Materials

2013-12-09T23:09:02Z

Warcode: Created with basic structure of the six main theme sessions over the 3 days

The *December 2013 Course Design Intensive* ran on December 2, 4, and 6, 2013.

=Day 1=

==Context and How People Learn==

We discussed some key findings of:
[http://nap.edu/catalog.php?record_id=9853 How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000)]
though an excellent update to this material, with more application to the classroom, is:
[http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470484101.html How Learning Works: Seven Research-Based Principles for Smart Teaching (2010)]

==Development of course goals and learning objectives==

Building a DACUM.

=Day 2=

==Backwards Design and Assessment==

==Teaching and Learning Activities==

=Day 3=

==Integration and Implementation: Lesson Plan and Syllabus==

==Using Peer and Student Feedback to Improve Your Course==

Documentation:CTLT programs/Course Design

2013-12-05T22:16:47Z

Warcode: fixed link to CDI portion of blog

The Course Design community is for those interested in and/or involved in designing courses and curriculum, whether online, mixed-mode, or face-to-face, as grad students, instructors, instructional developers, educational technologists, or in other roles. As members of a community of practice, we will share ideas and experiences as we explore, develop, adapt, and apply approaches to all methods of course design.

* Visit the [http://blogs.ubc.ca/coursedesign blog] for updates, meeting minutes, resources, and information about the semi-annual [http://blogs.ubc.ca/coursedesign/cdi/ Course Design Intensive].

* To receive updates and join the community, enter your email address into the 'subscribe' feature on right hand side of this site, or email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca]

* Come join us at our monthly meetings to learn and share about course design on UBC campus. You can register for the next few meetings [http://events.ctlt.ubc.ca/series/view/52 here].

* Have resources or ideas to share? You can use your CWL login to sign in and add to the Course Design [http://blogs.ubc.ca/coursedesign blog] or [http://wiki.ubc.ca/Course_Design_%28Teaching_and_Learning%29 wiki]. For more information, email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].

==Co-Facilitators==

===Warren Code===
Warren (warcode@science.ubc.ca) is a Strategist (Teaching and Learning Initiatives) at the UBC [http://sclt.science.ubc.ca Science Centre for Learning and Teaching (Skylight)]. He previously worked as a Science Teaching and Learning Fellow with the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative] at UBC, has trained as an ISW facilitator, and participated in the Course Design Intensive in December, 2011. His specialty is early undergraduate mathematics education studying student learning and working with instructors at that level. He intends to co-facilitate the Course Design Community of Practice until October 2013.

===Farshid Agharebparast===
Farshid Agharebparast (farshid@ece.ubc.ca) is an Instructor in the Department of Electrical and Computer Engineering at UBC. Dr. Agharebparast’s research interest is mainly in the area of data communications networks and mobile computing. His current teaching interests are: Electronics, programming languages, computer architecture, operating systems, and computer networking and communications. He intends to co-facilitate the Course Design Community of Practice until April 2014.

[[File:coursedesignmapletree.jpg|thumb|360px|center|link=http://www.flickr.com/photos/29738009@N08/2975466425|Photo by ahp jbanez]]

[[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/Course Design

2013-09-12T20:48:47Z

Warcode: /* Warren Code */

The Course Design community is for those interested in and/or involved in designing courses and curriculum, whether online, mixed-mode, or face-to-face, as grad students, instructors, instructional developers, educational technologists, or in other roles. As members of a community of practice, we will share ideas and experiences as we explore, develop, adapt, and apply approaches to all methods of course design.

* Visit the [http://blogs.ubc.ca/coursedesign blog] for updates, meeting minutes, resources, and information about the semi-annual [http://blogs.ubc.ca/coursedesign/cdi-2/ Course Design Intensive].

* To receive updates and join the community, enter your email address into the 'subscribe' feature on right hand side of this site, or email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca]

* Come join us at our monthly meetings to learn and share about course design on UBC campus. You can register for the next few meetings [http://events.ctlt.ubc.ca/series/view/52 here].

* Have resources or ideas to share? You can use your CWL login to sign in and add to the Course Design [http://blogs.ubc.ca/coursedesign blog] or [http://wiki.ubc.ca/Course_Design_%28Teaching_and_Learning%29 wiki]. For more information, email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].

==Co-Facilitators==

===Warren Code===
Warren is a Strategist (Teaching and Learning Initiatives) at the UBC [http://sclt.science.ubc.ca Science Centre for Learning and Teaching (Skylight)]. He previously worked as a Science Teaching and Learning Fellow with the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative] at UBC, has trained as an ISW facilitator, and participated in the Course Design Intensive in December, 2011. His specialty is early undergraduate mathematics education studying student learning and working with instructors at that level. He intends to co-facilitate the Course Design Community of Practice until October 2013.

===Farshid Agharebparast===
Farshid Agharebparast is an Instructor in the Department of Electrical and Computer Engineering at UBC. Dr. Agharebparast’s research interest is mainly in the area of data communications networks and mobile computing. His current teaching interests are: Electronics, programming languages, computer architecture, operating systems, and computer networking and communications. He intends to co-facilitate the Course Design Community of Practice until April 2014.

[[File:coursedesignmapletree.jpg|thumb|360px|center|link=http://www.flickr.com/photos/29738009@N08/2975466425|Photo by ahp jbanez]]

[[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/SoTL Community of Practice

2013-08-07T21:51:53Z

Warcode: Added link to CWSEI publications.

==The SoTL Community of Practice==

The SoTL Community of Practice (CoP) launched in spring 2013 as way to engage and connect those interested in those taking a scholarly approach to teaching and learning at UBC. The Scholarship of Teaching and Learning (SoTL), as defined collectively by the [http://www.issotl.org/SOTL.html International Society for the Scholarship of Teaching and Learning], is "scholarly inquiry into student learning which advances the practice of teaching by making research findings public". The SoTL Community of Practice provides a venue for those engaging in SoTL across all academic disciplines to share their work, learn from the approaches of others, and engage with current SoTL research.

Meeting topics and structure are decided at community meetings taking into account member interests, emerging trends in teaching and learning, and UBC priorities. The SoTL CoP is open to all members of the teaching and learning community involved and/or interested in the scholarship of teaching and learning.

* To view upcoming events, visit [http://www.events.ctlt.ubc.ca/series/view/205 CTLT Events - SoTL CoP Series]
* To view past meeting minutes and activities, visit [http://blogs.ubc.ca/cops/tag/sotl-cop/ the CoPs page]
* For more information about the Institute for the Scholarship of Teaching and Learning (ISoTL), visit the [http://ctlt.ubc.ca/about-isotl/ ISoTL page].
* To receive emails with upcoming events, meeting minutes, and SoTL resources, email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca] with 'add to SoTL CoP' in the subject.

==SoTL Publication Sharing==

At recent conversations around the Scholarship of Teaching and Learning on campus, we have come to realise that across campus at UBC there are publications, presentations, and posters that have been shared in scholarly journals or at conferences, but have not been shared here at UBC.

We'll aim to compile a list here of publications - if you know of a publication that isn't yet here, please feel free to add to the list.

* [http://cwsei.ubc.ca/SEI_research/index.html Publications from the Carl Wieman Science Education Initiative] in the Faculty of Science (includes articles, posters, talk slides sorted by discipline).
* (publication here)

Note that if you are looking for a broader list of SoTL resources, you can check out the bibliography at the [http://wiki.ubc.ca/Scholarship_of_Teaching_and_Learning Teaching and Learning Portal - Scholarship of Teaching and Learning] page.

[[Category:Community of Practice]][[Category:CoP]]

Documentation:CTLT programs/Course Design

2013-05-06T21:21:45Z

Warcode: /* Warren Code */ update on Skylight name (for those not as familiar).

The Course Design community is for those interested in and/or involved in designing courses and curriculum, whether online, mixed-mode, or face-to-face, as grad students, instructors, instructional developers, educational technologists, or in other roles. As members of a community of practice, we will share ideas and experiences as we explore, develop, adapt, and apply approaches to all methods of course design.

* Visit the [http://blogs.ubc.ca/coursedesign blog] for updates, meeting minutes, resources, and information about the semi-annual [http://blogs.ubc.ca/coursedesign/cdi-2/ Course Design Intensive].

* To receive updates and join the community, enter your email address into the 'subscribe' feature on right hand side of this site, or email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca]

* Come join us at our monthly meetings to learn and share about course design on UBC campus. You can register for the next few meetings [http://events.ctlt.ubc.ca/series/view/52 here].

* Have resources or ideas to share? You can use your CWL login to sign in and add to the Course Design [http://blogs.ubc.ca/coursedesign blog] or [http://wiki.ubc.ca/Course_Design_%28Teaching_and_Learning%29 wiki]. For more information, email [mailto:ctlt.copdeveloper@ubc.ca ctlt.copdeveloper@ubc.ca].

==Co-Facilitators==

===Warren Code===
Warren is a Senior Educational Strategist at the UBC Science Centre for Learning and Teaching (Skylight). He previously worked as a Science Teaching and Learning Fellow with the Carl Wieman Science Education Initiative at UBC, has trained as an ISW facilitator, and participated in the Course Design Intensive in December, 2011. His specialty is early undergraduate mathematics education studying student learning and working with instructors at that level. He intends to co-facilitate the Course Design Community of Practice until October 2013.

===Farshid Agharebparast===
Farshid Agharebparast is an Instructor in the Department of Electrical and Computer Engineering at UBC. Dr. Agharebparast’s research interest is mainly in the area of data communications networks and mobile computing. His current teaching interests are: Electronics, programming languages, computer architecture, operating systems, and computer networking and communications. He intends to co-facilitate the Course Design Community of Practice until April 2014.

[[File:coursedesignmapletree.jpg|thumb|360px|center|link=http://www.flickr.com/photos/29738009@N08/2975466425|Photo by ahp jbanez]]

[[Category:Community of Practice]][[Category:CoP]]

Sandbox:ARCHIVED: WeBWorK

2013-03-13T21:27:11Z

Warcode: Added link to Math Department wiki page for WeBWorK.

WeBWorK is an open-source online homework system primarily for math problems.

<dpl>
titlematch=WeBWorK/%
namespace=Documentation
replaceintitle=$WeBWorK/$,
shownamespace=false
</dpl>

The UBC Math Department also has a wiki page: [[Science:Math Department Teaching Resources/WeBWorK]] (viewable from the main Department website as [http://www.math.ubc.ca/MathNet/TeachResources/trWeBWorK.shtml]).

[[Category: WeBWorK]][[Category:Learning Technologies]]

Sandbox:ARCHIVED: Math Department Teaching Resources/WeBWorK

2013-03-13T21:24:09Z

Warcode: Added link to Documentation:WeBWorK elsewhere on the UBC wiki

Most courses in the Math Department that incorporate an online homework system use WeBWorK.

The instructions listed below were developed by CTLT and CWSEI-Math, and include links to the official MAA WeBWorK site.

==WeBWorK==

[http://webwork.maa.org/ WeBWorK] is a free open-source online homework system for mathematics and science. It is developed and supported by the Mathematical Association of America (MAA) and the US National Science Foundation (NSF). It features:

* LaTeX support
* automatic grading
* randomly generated numbers and functions within problems
* numeric and/or symbolic responses in problems
* enables instructors to either author their own problems, or download them from the [http://webwork.maa.org/wiki/National_Problem_Library National Problem Library]

Below is a screenshot of a question in WeBWorK.

[[File:MathWeBWorKScreenshot.png|300px]]

==WeBWorK at UBC==

Supported by the Centre for Teaching, Learning and Technology ([http://ctlt.ubc.ca CTLT]), WeBWorK is integrated with the course management system [http://elearning.ubc.ca/connect Connect], which provides self-provisioning and roster synchronization.

Using Connect is not a requirement for using WeBWorK in your course. Instructors who wish to use WeBWorK are required to use Connect only during the initial set-up phase. Once the set up is complete, instructors can continue to use WeBWorK without Connect.

==Getting Started in WeBWorK==

Below is a list of basic tasks for instructors to run and manage online homework in WeBWorK.

===How to set up WeBWorK for your course===

Each course has its own WeBWorK site, which is set up by the instructor at the start of term. Depending on the type of course, the instructor can set up a WeBWorK site directly through Connect, as described below.

*Single-section course: Login to [http://elearning.ubc.ca/connect Connect] with your CWL and follow these [http://wiki.ubc.ca/Documentation:WeBWorK/Connect_Integration instructions] to create your WeBWorK course.

*Multi-section course: Each instructor can set up a WeBWorK site specific to their section. If homework is shared across sections, however, it is strongly recommended to set up a merged WeBWorK site common to all sections. While both merged and non-merged configurations have limitations (more information on the pros and cons of merged vs non-merged WeBWorK courses are available [http://wiki.ubc.ca/Documentation:WeBWorK/Merged_Section_VS_Non-merged_Section here]), the merged set up is more efficient and easier to manage.

:-To set up a section-spefic WeBWorK site, follow the instructions for single-section courses.

:-To set up a merged WeBWorK site, the '''instructor in charge of the course''' must contact the Connect instructional support staff at CTLT (Kalev Hunt, kalev.hunt@ubc.ca) and request to have all course sections merged in Connect first. Once the sections are merged in Connect, the instructor in charge can create a common WeBWorK site by following these [http://wiki.ubc.ca/Documentation:WeBWorK/Connect_Integration instructions].

Note for Instructors: If you set up a merged site for your multi-section course, WeBWorK does not automatically load section information for the students. If later in the term you need to sort students by section or make section-specific changes to an assignment, you need to enter the section information in WeBWorK manually. Instructions on how to do this are posted [http://wiki.ubc.ca/Documentation:WeBWorK/How_to_Bulk_Update_Class_List_(e.g._Section) here].

Once your site is ready, you (and your students) can access WeBWorK either from Connect or the UBC WeBWorK main [https://webwork.elearning.ubc.ca/ page]. Note that in WeBWorK class lists are generated and updated automatically.

===How to give TAs and other colleagues access to your WeBWorK course===

While it is possible for instructors to manually add a new user (a TA or another instructor) in WeBWorK, because of the syncronization with Connect it is recommended that new users are added to WeBWorK via Connect. To add a new user to your course in Connect, please contact the Connect instructional support staff at CTLT (Kalev Hunt, kalev.hunt@ubc.ca). Once the person is added to Connect, the information will be transfered to WeBWorK automatically within a few hours. The person will have access to both Connect and WeBWorK.

Instructors needn't worry about adding students to their WeBWorK course. In WeBWorK class lists are generated automatically, and updated regularly. Students who join the course late are automatically added to the system within 24 hours of their course registration.

===How to create a homework assignment in WeBWorK===

Creating a problem set is the key step in developing homework in WeBWorK. While only a few instructors write their own problems in WeBWorK, most generate problem sets by selecting questions from the National Problem Library or other local libraries.

If you want to create a problem set by selecting questions from existing libraries, the basic process will be:

#create an (empty) set
#select problems from the library
#update your set by adding the selected problems
#make edits to your set (reorder problems, change number of attempts, etc.)
#edit the open and close dates of the set
#make the set visible to students (default setting)
#assign the set to your students

Detailed instructions on how to perform steps 1-6 are posted on the [http://webwork.maa.org/wiki/A_day_in_the_life_of_a_WeBWorK_instructor#Creating_a_Problem_Set WeBWorK Wiki] developed by the MAA.

More information on step 6 are given below.

===How to assign a problem set to your students in WeBWorK===

Once you have created a problem set and made all the necessary edits to it, you must assign it to your students, otherwise they will not be able to see it.

Once a student is assigned to a problem set, the link to the set will appear in the student's WeBWorK homepage. If the set has been assigned before it opens, the student can see the problems, but not submit an answer. The "Submit" button will appear only after the open date of the set.

To assign a homework set to students, please follow the instructions posted on the [http://webwork.maa.org/wiki/A_day_in_the_life_of_a_WeBWorK_instructor#Adding_Students_to_a_Problem_Set WeBWorK Wiki] developed by the MAA.

Note for Instructors: If, after assigning a set to your students, you change its default setting from being "Visible to students" to not being visible, the students will see the set listed in their WeBWorK homepage but they will not be able to acccess the individual problems. While this may allow for some last minute changes to a problem set, please be aware that making a set invisible to students after assigning to your class affects the automatic user-assignment process in WeBWorK. Once a set is assigned to students, WeBWorK automatically assign any new student joining the course to that particular set if the set is made visible to students. The students who join the course between the time you assign the homework set and the time you make it visible will not get automatically assigned to that set.

===How to modify an existing problem===

Here is a short [http://webwork.maa.org/w/images/2/27/ModifyProblemEasyTutorial.pdf tutorial] on how to make small edits (text only) to an existing problem.

===How to extend the due date for individual students ===

If you wish to grant an extension on a particular homework assignment to a single student, it is possible to change the assignment due date only for that student without affecting the rest of the class.

To extend the due date of a homework set for an individual student, follow these steps:

#Click on Classlist Editor on the left under Main Menu/Instructor Tools.
#Select the first action, Show users who match: [type in your student's last name or st number] and select [either Last Name or Student ID, depending on what information you have entered in the previous field].
#Click the "Take Action!" button. A list of students matching the information you entered will appear.
#Scroll down to the row corresponding to your student and click on the fraction in the 4th column from the left. This will take you to the list of assignments assigned to that particular student.
#For the assignment you wish to extend, select "Due" and enter the new due date. Make sure you use the correct date format.
#Click "Save Changes" at the end of the page.
#You can check that the due date for that particular assignment has been changed correctly for the student by clicking on Homework Sets on the left under Main Menu. You will see the list of assignments and the corresponding due dates of those that are still open.

===How to block emails from the "Email Your Instructor" button ===

Every WeBWorK problem has an "Email Your Instructor" button that students can use to ask questions or report bugs on that problem. This is a useful feature to provide feedback to students, but it could generate a large number of emails, especially in a multi-section course using a merged WeBWorK site, where instructors would receive messages from potentially all students in the course, not only their section. In this case, it is recommended to assign a TA to answer these emails.

To block emails generated through WeBWorK,

#Go to Course Configuration.
#Click on "Email" on the top horizontal menu.
#Delete any email address in the field corresponding to "E-mail addresses which can receive e-mail from a pg problem" (third row).
#Select "nobody" from the drop down menu on the right end side in the fourth row.
#If you want to re-direct emails to a TA, enter the TA's email address in the field corresponding to "Additional addresses for receiving feedback e-mail" (fifth row).

Note for Instructors: Do not delete your email address from your WeBWorK user profile in order to block emails generated through WeBWorK, otherwise the WeBWorK support staff will not be able to notify you about system upgrades and other emergencies.

===How to download homework scores from WeBWorK===

WeBWorK automatically scores each assignment and calculates the total score on selected assignments for each student. Instructors can select which assignment to include in the final scoring and can download scores at any time during the term.

To download homework scores from WeBWorK, go to the Scoring Tools. Highlight all the assignments you want to score and press the "Score Selected Set(s)" button. The scoring procedure creates files in .csv format. To download the file click of the link below the heading "Totals". Make sure you select "Record Scores for Single Sets" if you wish to download scores on individual assignments in addition to overall averages.

===How to export your problem sets at the end of the term, or move sets between courses===

All WeBWorK sites are hidden from the web at the end of the term, and completely archived by the end of the following term. Archived WeBWorK courses (content and data) are stored by CTLT. If you want to retrieve your old WeBWorK course, please contact the WeBWork support staff at CTLT at [mailto:webwork.support@ubc.ca webwork.support@ubc.ca].

If you want to keep a record of your WeBWorK problems on your computer, you can export problem sets directly from WeBWorK before your site is archived. Please see instructions on how to export sets on the [http://webwork.maa.org/wiki/MovingHomeworkTutorial#.UM-az1HENJI WeBWorK Wiki] developed by the MAA.

===How to get started at authoring problems in WeBWorK===

A locally-produced document for getting started is this manual, which includes examples and links:

[http://www.math.ubc.ca/~cwsei/docs/UBC_Math_WeBWorK_Manual.pdf UBC Math WeBWorK Manual]

It was written by Tyler Woodbury, a summer student of Mark MacLean in 2010.

For more in-depth documentation on WeBWorK, see the MAA website at [http://webwork.maa.org/wiki http://webwork.maa.org/wiki].

==Recommendations for instructors: How to incorporate WeBWorK effectively in your course==

(under development)



==Literature about WeBWorK==

If you are interested in reading how WeBWorK has been used in undergraduate math courses at other institutions, you may also want to read:

* Vicki Roth, Volodymyr Ivanchenko, Nicholas Record.Evaluating student response to WeBWorK, a web-based homework delivery and grading system. Computers & Education, 50, 1462-1482, 2008
* Jane Korey, Kim Rheinlander, Dorothy Wallace. Open Calculus: A free online learning environment. Journal of College Teaching & Learning, 4(12), 71-80, 2007

==WeBWorK support ==

*For basic technical support, please contact the CWSEI-Math group at [mailto:costanza@math.ubc.ca costanza@math.ubc.ca].

*For other technical support and further information on WeBWorK, please visit the main UBC Wiki site for documentation: [[Documentation:WeBWorK]] or contact the CTLT at [mailto:webwork.support@ubc.ca webwork.support@ubc.ca].

[[Category:Math Department Teaching Resources]]

Science:Math Department Teaching Resources/MATLAB

2012-12-13T20:11:18Z

Warcode: Added link to Kevin Murphy's site at UBC CS.

The following [http://www.mathworks.com/products/matlab/index.html MATLAB] resources page is aimed at Mech 2 students but appropriate for any novice users of MATLAB. This contents in this page were developed by [http://www.math.ubc.ca/~warcode/ Warren Code], a Science Teaching and Learning Fellow with the [http://www.cwsei.ubc.ca/ Carl Wieman Science Education Initiative] in the [http://math.ubc.ca UBC Mathematics Department]. If you find this page useful (or not) and/or have questions and/or would like to suggest something else that is not here, please email Warren (warcode at math dot ubc dot ca) or mention it in one of your course surveys this term.

== MATLAB At Home ==

You have a few options if you want to run your own version of MATLAB at home:

* [http://www.gnu.org/software/octave Octave] is a free, open-source MATLAB clone that has seen many years of development. Your m-files written in Octave should also run in MATLAB.
* [http://freemat.sourceforge.net FreeMat] is another free, open source MATLAB clone with the most similar interface to MATLAB, but is somewhat limited in the functions it supports and is not under especially active development.
* [http://www.scilab.org SciLab] is a free MATLAB-like program developed by French researchers.
* The [http://www.mathworks.com/academia/student_version/index.html Student Version of MATLAB] will do many of the things the full (expensive) version can do, and can be downloaded from MathWorks for US$99.

== Learning to Program in MATLAB ==

===Videos===

The videos below are a great start on pretty much any basic MATLAB topic, and provide a lot of detail and examples. The videos linked here have been developed by [http://www.gvsu.edu/math/people/faculty/talbertr.html Robert Talbert], a professor at Grand Valley State University and author of the blog [http://chronicle.com/blognetwork/castingoutnines Casting Out Nines], for a class he taught at Franklin College.

Robert Talbert's [http://www.youtube.com/user/RobertTalbertPhD#grid/user/60D54836FB8893F0 MATLAB YouTube playlist] includes a number of introductory videos. The titles are descriptive, but if you aren't sure if it is the correct content for you, he tells you what the video is about in the brief video description and also at the start of each video. His main YouTube channel page, with links to other playlists, is under user [http://www.youtube.com/user/RobertTalbertPhD RobertTalbertPhD].

=== Practice/Refresher ===

The tutorials below start from the beginning, but with less detail than you might find in the videos. However, they contain practice exercises.

These printable PDFs were compiled by [http://www.math.ubc.ca/~costanza Costanza Piccolo], another Science Teaching and Learning Fellow in our department. They are written for [http://www.gnu.org/software/octave Octave], an open-source clone of MATLAB that has the same syntax and general operation; you may safely substitute "MATLAB" where it says "Octave" in these documents (except for the program setup information, which is of course different). The tutorials contain examples and practice exercises.

# [http://www.math.ubc.ca/~warcode/matlab/tutorial1getStarted.pdf Getting Started] (Octave-specific on first page)
# [http://www.math.ubc.ca/~warcode/matlab/tutorial2vectors.pdf Vectors]
# [http://www.math.ubc.ca/~warcode/matlab/tutorial3matrixop.pdf Matrix Operations]
# [http://www.math.ubc.ca/~warcode/matlab/tutorial4loops.pdf Loops]
# [http://www.math.ubc.ca/~warcode/matlab/tutorial5plot.pdf Basic Plotting]

== Advanced Reference ==

[http://www.cs.ubc.ca/~murphyk/Software/matlab_tips.html This more extensive link site] by Kevin Murphy at UBC CS include a number of resources for more advanced topics (object-oriented programming, style guide, connecting to R) as well as several command tips.

The wikibook below is more useful as a reference if you already know somewhat what you are doing and what you are looking for. The MathWorks does have some tutorials, but are probably best used when you want complete information about a MATLAB function (all input and output variables; similar to the "help" command but with more detail).

== Other Links ==

These are other online resources you might find useful.

* [http://en.wikibooks.org/wiki/MATLAB_Programming Wiki Book on MATLAB Programming], contains many of the basics and a list of things that are different between MATLAB and Octave. It is possible to get a printable version of the wiki.
* [http://www.mathworks.com/products/matlab/index.html MathWorks MATLAB site]; this is the developer of MATLAB and includes a complete function reference, as well as some introductory tutorials on the software.

[[Category:Math Department Teaching Resources]]

Sandbox:Research in Undergraduate Mathematics Education Reading Group

2012-11-05T21:29:28Z

Warcode:

This page records some of the readings by the [http://www.math.ubc.ca/~cwsei/ UBC Math Department's Science Teaching and Learning Fellows] of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative].

This Math Ed reading group meets monthly to discuss Math Education research papers. Here is the list of papers that have been discussed so far. All papers are available through UBC Library subsriptions.

== Papers from 2012 ==

===October===
Inglis, M., & Alcock, L. (2012). '''Expert and Novice Approaches to Reading Mathematical Proofs.''' Journal for Research in Mathematics Education, 43(4), 358–390.

===September===
Martin, J. (2012). '''Differences between experts’ and students’ conceptual images of the mathematical structure of Taylor series convergence.''' Educational Studies in Mathematics. doi:10.1007/s10649-012-9425-7

:    Jason Martin is a Post-doctoral researcher at Arizona State University in undergraduate math education research. This paper covers part of his PhD dissertation, which is about expert conceptualization of the convergence of the Taylor series.
:
:    The paper started with the definition of operational (process or algorithm oriented) and structural (concepts conceived as objects) conceptions. Conceptions involving the incompleteness of and the disconnection between operational and structural conceptions are refered to as pseudostructural.
:
:    The study compared between experts and students (calculus and analysis) their understanding in Taylor series relative to their underlying structural and operational conceptions. Questions about general ideas of series and approximation, approaches to the proofs of series convergence, and the meaning of specific parts of a formula are given in the survey.
:
:    It was found that when discussing different aspects of the convergence of Taylor series, the experts can effectively switch between the ideas of
:: 1. partial sums (both as single polynomials and as a sequence),
:: 2. the focus on a single value as a series of numbers, and
:: 3. the difference between Taylor polynomials and the approximating function.
:The connection between these ideas are not generally observed from students. On the other hand, misconceptions like
:: 1. the vanishing limit of the tail suffices to ensure the convergence of the Taylor series to its generating function, and
:: 2. the termwise convergence to zero implies series convergence
:are found from the majority of the surveyed students. Their inability to connect between graphs and the concepts of Taylor series convergence further shows that their conceptions of Taylor series are mostly algorithimic.
<p />
:Some related readings:
:
:*Martin's previous publication: Martin & Oehrtman (2010)
:
:*Open Coding: Strauss & Corbin (1990)
:
:*Kidron's Use of CAS for teaching Taylor series

== Papers from 2011 ==

Martin, T. (2000). '''Calculus students’ ability to solve geometric related-rates problems.''' Mathematics Education Research Journal, 12(2), 74–91. doi:10.1007/BF03217077

Roth, V., Ivanchenko, V., & Record, N. (2008). '''Evaluating student response to WeBWorK, a web-based homework delivery and grading system.''' Computers & Education, 50(4), 1462–1482. doi:10.1016/j.compedu.2007.01.005

Karp, A. (2004). '''Examining the Interactions between Mathematical Content and Pedagogical Form: Notes on the Structure of the Lesson.''' For the Learning of Mathematics, 24(1), 40–47.

Oates, G. (2011). '''Sustaining integrated technology in undergraduate mathematics.''' International Journal of Mathematical Education in Science and Technology, 42(6), 709–721. doi:10.1080/0020739X.2011.575238

Ding, L., & Beichner, R. (2009). '''Approaches to data analysis of multiple-choice questions.''' Physical Review Special Topics - Physics Education Research, 5(2), 1–17. doi:10.1103/PhysRevSTPER.5.020103

Engelbrecht, J., Bergsten, C., & Kågesten, O. (2009). '''Undergraduate students’ preference for procedural to conceptual solutions to mathematical problems.''' International Journal of Mathematical Education in Science and Technology, 40(7), 927–940. doi:10.1080/00207390903200968

Baker, B., & Cooley, L. (2000). '''A calculus graphing schema.''' Journal for Research in Mathematics, 31(5), 557– 578.

Weber, K. (2005). '''Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction.''' The Journal of Mathematical Behavior, 24(3-4), 351–360. doi:10.1016/j.jmathb.2005.09.005

Weber, K. (2011). '''Student Difficulty in Constructing Proofs: The Need for Strategic Knowledge.''' Educational Studies, 48(1), 101–119.

Taylor, J. A., & Mander, D. (2003). '''Developing Study Skills in a First Year Mathematics Course.''' New Zealand Journal of Mathematics, 32, 217–225.

Anthony, G. (2000). '''Factors influencing first-year students’ success in mathematics.''' International Journal of Mathematical Education in Science and Technology, 31(1), 3–14.

Sandbox:Worksheet Design

2012-10-22T22:01:01Z

Warcode: Removed "collapsible version"; revisit that version if to see the attempt at a dynamic show/hide details version

Sandbox:Research in Undergraduate Mathematics Education Reading Group

2012-09-24T20:39:15Z

Warcode:

Sandbox:Research in Undergraduate Mathematics Education Reading Group

2012-09-24T20:38:11Z

Warcode:

This page records some of the readings by the [Math Department's Science Teaching and Learning Fellows] of the Carl Wieman Science Education Initiative.

This Math Ed reading group meets monthly to discuss Math Education research papers. Here is the list of papers that have been discussed so far. All papers are available through UBC Library subsriptions.

== Papers from 2012 ==

Martin, J. (2012). '''Differences between experts’ and students’ conceptual images of the mathematical structure of Taylor series convergence.''' Educational Studies in Mathematics. doi:10.1007/s10649-012-9425-7

== Papers from 2011 ==

Martin, T. (2000). '''Calculus students’ ability to solve geometric related-rates problems.''' Mathematics Education Research Journal, 12(2), 74–91. doi:10.1007/BF03217077

Roth, V., Ivanchenko, V., & Record, N. (2008). '''Evaluating student response to WeBWorK, a web-based homework delivery and grading system.''' Computers & Education, 50(4), 1462–1482. doi:10.1016/j.compedu.2007.01.005

Karp, A. (2004). '''Examining the Interactions between Mathematical Content and Pedagogical Form: Notes on the Structure of the Lesson.''' For the Learning of Mathematics, 24(1), 40–47.

Oates, G. (2011). '''Sustaining integrated technology in undergraduate mathematics.''' International Journal of Mathematical Education in Science and Technology, 42(6), 709–721. doi:10.1080/0020739X.2011.575238

Ding, L., & Beichner, R. (2009). '''Approaches to data analysis of multiple-choice questions.''' Physical Review Special Topics - Physics Education Research, 5(2), 1–17. doi:10.1103/PhysRevSTPER.5.020103

Engelbrecht, J., Bergsten, C., & Kågesten, O. (2009). '''Undergraduate students’ preference for procedural to conceptual solutions to mathematical problems.''' International Journal of Mathematical Education in Science and Technology, 40(7), 927–940. doi:10.1080/00207390903200968

Baker, B., & Cooley, L. (2000). '''A calculus graphing schema.''' Journal for Research in Mathematics, 31(5), 557– 578.

Weber, K. (2005). '''Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction.''' The Journal of Mathematical Behavior, 24(3-4), 351–360. doi:10.1016/j.jmathb.2005.09.005

Weber, K. (2011). '''Student Difficulty in Constructing Proofs: The Need for Strategic Knowledge.''' Educational Studies, 48(1), 101–119.

Taylor, J. A., & Mander, D. (2003). '''Developing Study Skills in a First Year Mathematics Course.''' New Zealand Journal of Mathematics, 32, 217–225.

Anthony, G. (2000). '''Factors influencing first-year students’ success in mathematics.''' International Journal of Mathematical Education in Science and Technology, 31(1), 3–14.

Science:Research in Undergraduate Mathematics Education Reading Group

2012-09-24T20:23:29Z

Warcode: Warcode moved page Science:Research in Undergraduate Mathematics Education Reading Group to Sandbox:Research in Undergraduate Mathematics Education Reading Group: Perhaps more appropriate space.

#REDIRECT [[Sandbox:Research in Undergraduate Mathematics Education Reading Group]]

Sandbox:Research in Undergraduate Mathematics Education Reading Group

2012-09-24T20:23:29Z

This page records some of the readings by the Math Department's Science Teaching and Learning Fellows of the Carl Wieman Science Education Initiative.

Sandbox:Research in Undergraduate Mathematics Education Reading Group

2012-09-24T20:22:59Z

Warcode: Created page with "This page records some of the readings by the Math Department's Science Teaching and Learning Fellows of the Carl Wieman Science Education Initiative."

This page records some of the readings by the Math Department's Science Teaching and Learning Fellows of the Carl Wieman Science Education Initiative.

Sandbox:Worksheet Design

2012-08-01T22:01:26Z

Warcode:

This resource for worksheet design is being developed by fellows of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative]. It currently lives in the Sandbox, meaning it is not quite ready for public viewing.

You may like to check out [[Help:Formatting]] for the wiki syntax. Note the Edit and Discussion tabs at the top of every page. You can choose Edit to see source code without making any changes, while Discussions are for comments you have ''about'' the page.

You can currently view the "full" version or a "collapsible" version. If the content is pulled to another page, it is possible to customize the collapsible tables somewhat so they could look better when viewed there.

=Worksheet Design Full Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
# The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
#* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
#* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
# What situations are ideal for in-class worksheet-based group activities?
#* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
#* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
#* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
# How does the activity fit in the context of the course?
# Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
# What is the product students will generate?
#* Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
#* Can the student product be graphical or a sketch?
#* Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
#* Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
#* Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
# Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
# Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
# Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
# How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
#* Align some quiz, midterm and/or final exam questions with worksheet activities.
#* Ask some targeted clicker questions.
#* As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
#* Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
#* Circulating while students work is crucial for gathering your own observations about thinking.
#* End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
# Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
#* Include hints to instructors on projected slides (small font may be fine).
#* Milestones at 5-10 minute intervals are important to help students stay on track.
#* Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
#* Use feedback to indicate success to students even if work was generally not completed.
# What happens if students run out of time?

===Motivation: how will students’ attention be captured and retained?===
# Is the subject matter or task known to be interesting to students? Have you told them this is the case?
#* Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
#* Some form of competition can be very engaging depending on the students involved and the context.
# Is the topic particularly relevant to students, society or the discipline?
# Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
# Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
# Is the level of challenge appropriate?
# Can the students who work more slowly still accomplish something?
# Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
# Will students see clearly that they are becoming more "expert" at something?
# Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
# Do students see their own work in feedback sessions, even if only sampled?
# Does the exercise start in a way that supports early success?
# Are the purposes and learning goals clearly articulated and visible?
# Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
# Are any grades being awarded? For participation? For completeness? Correctness?
# Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
# More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.

===Logistics, or how the thing is actually run.===
# What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
#* Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
#* Smaller groups of 3-4 might be right if you answer YES to many of the following:
#*# Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
#*# Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
#*# Are these going to be rapidly formed, ad-hoc groups?
#*# Does the room make it awkward to organize into groups of more than 3 or 4?
#*# Are these 1st or 2nd year (i.e. less experienced) students?
#*# Do you have the capacity to provide feedback to all groups?
#* Larger groups of 5-8 students might work if you answer YES to many of the following:
#*# Will groups be the same throughout the term?
#*# Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
#*# Is developing teamwork skills a significant goal of the course?
#*# Are you trying to reduce the number of worksheets you and TAs must review?
#*# Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
#*# Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
#*# Are these 3rd or 4th year (i.e. more experienced) students?
# How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
#* Do you want to prevent students working alone?
#* Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
#* Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
#* BUT if students want copies of worksheets for individual study consider:
#*# Offering blank worksheets on line after feedback has been generated.
#*# Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
#*# Using clickers for the deliverables, so worksheets are not handed in.
#* What are some reasons to NOT give one worksheet to each student?
#*# Students may split work into solo chunks -- which totally defeats the purpose of group work.
#*# Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
# How many pages? (Simplicity is key!)
#* To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
#* Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
#* Lots of white space is good.
#* Consider using the projector for figures (more below).
# Should figures be projected, given on the worksheets or both?
#* Will students have a later record of the figures if they are not available on the worksheet?
#* Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
#* Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
#* Colour paper copies are expensive.
#* Projected figures can include hints for instructors about pacing and strategies.
#* Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
#* Check photocopied figures -- details may get obscured!
# How to orchestrate or choreograph the activity?
#* Sketch out a timeline.
#* Milestones -- consider 5-10 minute intervals.
#* Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
#* Is it OK if only 50% of students have achieved an intermediate milestone in time available?
#* Yes -- especially if practicing (and revealing) thinking is the main purpose.
#* Do I need assistance in the class -- e.g. TAs?
#*# Yes if it will speed up delivery of worksheets (in class or as students enter the room).
#*# Yes if you cannot visit all groups at least once during the activity.
#*# Yes if they will be involved in reviewing the work and providing feedback.
#* How to collect the work (see also feedback)?
#*# TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
#*# Easier if only one sheet per group.
#*# Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
#*# Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
#* Can feedback (or worksheet resolution) be given later?
#*# Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
#* Have TAs track timing the first time the worksheet is used, to help fine tune timing.
#* Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
# What constitutes useful feedback to students about their own learning?
#* Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
#* Include (if possible) input on what might be done next, or even questions about next steps.
#* Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
#* Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
#* For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
#* Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
#* The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
#* Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
# Can the instructor (or TA) simply tell everyone the answers?
#* Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
#* No, if the telling simply provides a solution.
#* Try to avoid sending any message that "the answer" is what counts rather than the thinking.
#* See also Motivation above.
# Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
#* Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
#* Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
#*# Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
#*# Cold calling a group is better than cold calling an individual.
#*# Cold calling different quadrants of the room can work too.
#* Having students discuss their work with a partner or small group will give them feedback from their peers.
# Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
#* Mark with red pen one each of poor, acceptable and excellent examples,
#* Hide student numbers,
#* Scan, and offer these as generic feedback to all students.
#* Either deliver online (OK) or discuss in a subsequent class (better).
#* TELL students how to make use of this kind of feedback.

====Feedback for the instructor====
# What constitutes useful feedback about student learning?
# Will the written record of work be enough? How will it complement monitoring students suring the activity?
# Is there other information to match up with the worksheet responses, like homework or clicker data?
# The big question: '''How will you know the activity was effective?'''

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

=Worksheet Design Collapsible Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What situations are ideal for in-class worksheet-based group activities?
|-
| Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
|-
| The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
|-
| Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How does the activity fit in the context of the course?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What is the product students will generate?
|-
| Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
|-
| Can the student product be graphical or a sketch?
|-
| Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
|-
| Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
|-
| Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
|-
| Align some quiz, midterm and/or final exam questions with worksheet activities.
|-
| Ask some targeted clicker questions.
|-
| As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
|-
| Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
|-
| Circulating while students work is crucial for gathering your own observations about thinking.
|-
| End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
|-
| Include hints to instructors on projected slides (small font may be fine).
|-
| Milestones at 5-10 minute intervals are important to help students stay on track.
|-
| Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
|-
| Use feedback to indicate success to students even if work was generally not completed.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What happens if students run out of time?
|}

===Motivation: how will students’ attention be captured and retained?===
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the subject matter or task known to be interesting to students? Have you told them this is the case?
|-
| Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
|-
| Some form of competition can be very engaging depending on the students involved and the context.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the topic particularly relevant to students, society or the discipline?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the level of challenge appropriate?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can the students who work more slowly still accomplish something?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students see clearly that they are becoming more "expert" at something?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do students see their own work in feedback sessions, even if only sampled?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Does the exercise start in a way that supports early success?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are the purposes and learning goals clearly articulated and visible?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are any grades being awarded? For participation? For completeness? Correctness?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.
|}

===Logistics, or how the thing is actually run.===
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
|-
| Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
|-
| Smaller groups of 3-4 might be right if you answer YES to many of the following:
* Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
* Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
* Are these going to be rapidly formed, ad-hoc groups?
* Does the room make it awkward to organize into groups of more than 3 or 4?
* Are these 1st or 2nd year (i.e. less experienced) students?
* Do you have the capacity to provide feedback to all groups?
|-
| Larger groups of 5-8 students might work if you answer YES to many of the following:
* Will groups be the same throughout the term?
* Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
* Is developing teamwork skills a significant goal of the course?
* Are you trying to reduce the number of worksheets you and TAs must review?
* Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
* Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
* Are these 3rd or 4th year (i.e. more experienced) students?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
|-
| Do you want to prevent students working alone?
|-
| Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
|-
| Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
|-
| BUT if students want copies of worksheets for individual study consider:
* Offering blank worksheets on line after feedback has been generated.
* Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
* Using clickers for the deliverables, so worksheets are not handed in.
|-
| What are some reasons to NOT give one worksheet to each student?
* Students may split work into solo chunks -- which totally defeats the purpose of group work.
* Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How many pages? (Simplicity is key!)
|-
| To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
|-
| Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
|-
| Lots of white space is good.
|-
| Consider using the projector for figures (more below).
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Should figures be projected, given on the worksheets or both?
|-
| Will students have a later record of the figures if they are not available on the worksheet?
|-
| Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
|-
| Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
|-
| Colour paper copies are expensive.
|-
| Projected figures can include hints for instructors about pacing and strategies.
|-
| Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
|-
| Check photocopied figures -- details may get obscured!
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How to orchestrate or choreograph the activity?
|-
| Sketch out a timeline.
|-
| Milestones -- consider 5-10 minute intervals.
|-
| Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
|-
| Is it OK if only 50% of students have achieved an intermediate milestone in time available?
|-
| Yes -- especially if practicing (and revealing) thinking is the main purpose.
|-
| Do I need assistance in the class -- e.g. TAs?
* Yes if it will speed up delivery of worksheets (in class or as students enter the room).
* Yes if you cannot visit all groups at least once during the activity.
* Yes if they will be involved in reviewing the work and providing feedback.
|-
| How to collect the work (see also feedback)?
* TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
* Easier if only one sheet per group.
* Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
* Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
|-
| Can feedback (or worksheet resolution) be given later?
* Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
|-
| Have TAs track timing the first time the worksheet is used, to help fine tune timing.
|-
| Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)
|}

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What constitutes useful feedback to students about their own learning?
|-
| Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
|-
| Include (if possible) input on what might be done next, or even questions about next steps.
|-
| Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
|-
| Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
|-
| For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
|-
| Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
|-
| The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
|-
| Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can the instructor (or TA) simply tell everyone the answers?
|-
| Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
|-
| No, if the telling simply provides a solution.
|-
| Try to avoid sending any message that "the answer" is what counts rather than the thinking.
|-
| See also Motivation above.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
|-
| Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
|-
| Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
* Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
* Cold calling a group is better than cold calling an individual.
* Cold calling different quadrants of the room can work too.
|-
| Having students discuss their work with a partner or small group will give them feedback from their peers.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
|-
| Mark with red pen one each of poor, acceptable and excellent examples,
|-
| Hide student numbers,
|-
| Scan, and offer these as generic feedback to all students.
|-
| Either deliver online (OK) or discuss in a subsequent class (better).
|-
| TELL students how to make use of this kind of feedback.
|}

====Feedback for the instructor====
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What constitutes useful feedback about student learning?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will the written record of work be enough? How will it complement monitoring students suring the activity?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is there other information to match up with the worksheet responses, like homework or clicker data?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! The big question: '''How will you know the activity was effective?'''
|}

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

Sandbox:Worksheet Design

2012-08-01T21:59:43Z

Warcode:

This resource for worksheet design is being developed by fellows of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative]. It currently lives in the Sandbox, meaning it is not quite ready for public viewing.

You may like to check out [[Help:Formatting]] for the wiki syntax. Note the Edit and Discussion tabs at the top of every page. You can choose Edit to see source code without making any changes, while Discussions are for comments you have ''about'' the page.

You can currently view the "full" version or a "collapsible" version. If the content is pulled to another page, it is possible to customize the collapsible tables somewhat so they could look better when viewed there.

=Worksheet Design Full Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
# The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
#* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
#* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
# What situations are ideal for in-class worksheet-based group activities?
#* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
#* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
#* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
# How does the activity fit in the context of the course?
# Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
# What is the product students will generate?
#* Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
#* Can the student product be graphical or a sketch?
#* Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
#* Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
#* Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
# Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
# Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
# Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
# How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
#* Align some quiz, midterm and/or final exam questions with worksheet activities.
#* Ask some targeted clicker questions.
#* As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
#* Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
#* Circulating while students work is crucial for gathering your own observations about thinking.
#* End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
# Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
#* Include hints to instructors on projected slides (small font may be fine).
#* Milestones at 5-10 minute intervals are important to help students stay on track.
#* Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
#* Use feedback to indicate success to students even if work was generally not completed.
# What happens if students run out of time?

===Motivation: how will students’ attention be captured and retained?===
# Is the subject matter or task known to be interesting to students? Have you told them this is the case?
#* Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
#* Some form of competition can be very engaging depending on the students involved and the context.
# Is the topic particularly relevant to students, society or the discipline?
# Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
# Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
# Is the level of challenge appropriate?
# Can the students who work more slowly still accomplish something?
# Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
# Will students see clearly that they are becoming more "expert" at something?
# Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
# Do students see their own work in feedback sessions, even if only sampled?
# Does the exercise start in a way that supports early success?
# Are the purposes and learning goals clearly articulated and visible?
# Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
# Are any grades being awarded? For participation? For completeness? Correctness?
# Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
# More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.

===Logistics, or how the thing is actually run.===
# What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
#* Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
#* Smaller groups of 3-4 might be right if you answer YES to many of the following:
#*# Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
#*# Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
#*# Are these going to be rapidly formed, ad-hoc groups?
#*# Does the room make it awkward to organize into groups of more than 3 or 4?
#*# Are these 1st or 2nd year (i.e. less experienced) students?
#*# Do you have the capacity to provide feedback to all groups?
#* Larger groups of 5-8 students might work if you answer YES to many of the following:
#*# Will groups be the same throughout the term?
#*# Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
#*# Is developing teamwork skills a significant goal of the course?
#*# Are you trying to reduce the number of worksheets you and TAs must review?
#*# Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
#*# Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
#*# Are these 3rd or 4th year (i.e. more experienced) students?
# How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
#* Do you want to prevent students working alone?
#* Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
#* Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
#* BUT if students want copies of worksheets for individual study consider:
#*# Offering blank worksheets on line after feedback has been generated.
#*# Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
#*# Using clickers for the deliverables, so worksheets are not handed in.
#* What are some reasons to NOT give one worksheet to each student?
#*# Students may split work into solo chunks -- which totally defeats the purpose of group work.
#*# Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
# How many pages? (Simplicity is key!)
#* To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
#* Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
#* Lots of white space is good.
#* Consider using the projector for figures (more below).
# Should figures be projected, given on the worksheets or both?
#* Will students have a later record of the figures if they are not available on the worksheet?
#* Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
#* Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
#* Colour paper copies are expensive.
#* Projected figures can include hints for instructors about pacing and strategies.
#* Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
#* Check photocopied figures -- details may get obscured!
# How to orchestrate or choreograph the activity?
#* Sketch out a timeline.
#* Milestones -- consider 5-10 minute intervals.
#* Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
#* Is it OK if only 50% of students have achieved an intermediate milestone in time available?
#* Yes -- especially if practicing (and revealing) thinking is the main purpose.
#* Do I need assistance in the class -- e.g. TAs?
#*# Yes if it will speed up delivery of worksheets (in class or as students enter the room).
#*# Yes if you cannot visit all groups at least once during the activity.
#*# Yes if they will be involved in reviewing the work and providing feedback.
#* How to collect the work (see also feedback)?
#*# TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
#*# Easier if only one sheet per group.
#*# Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
#*# Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
#* Can feedback (or worksheet resolution) be given later?
#*# Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
#* Have TAs track timing the first time the worksheet is used, to help fine tune timing.
#* Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
# What constitutes useful feedback to students about their own learning?
#* Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
#* Include (if possible) input on what might be done next, or even questions about next steps.
#* Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
#* Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
#* For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
#* Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
#* The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
#* Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
# Can the instructor (or TA) simply tell everyone the answers?
#* Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
#* No, if the telling simply provides a solution.
#* Try to avoid sending any message that "the answer" is what counts rather than the thinking.
#* See also Motivation above.
# Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
#* Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
#* Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
#*# Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
#*# Cold calling a group is better than cold calling an individual.
#*# Cold calling different quadrants of the room can work too.
#* Having students discuss their work with a partner or small group will give them feedback from their peers.
# Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
#* Mark with red pen one each of poor, acceptable and excellent examples,
#* Hide student numbers,
#* Scan, and offer these as generic feedback to all students.
#* Either deliver online (OK) or discuss in a subsequent class (better).
#* TELL students how to make use of this kind of feedback.

====Feedback for the instructor====
# What constitutes useful feedback about student learning?
# Will the written record of work be enough? How will it complement monitoring students suring the activity?
# Is there other information to match up with the worksheet responses, like homework or clicker data?
# The big question: '''How will you know the activity was effective?'''

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

=Worksheet Design Collapsible Version=

==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! What situations are ideal for in-class worksheet-based group activities?
|-
| Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
|-
| The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
|-
| Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! How does the activity fit in the context of the course?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! What is the product students will generate?
|-
| Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
|-
| Can the student product be graphical or a sketch?
|-
| Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
|-
| Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
|-
| Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
|-
| Align some quiz, midterm and/or final exam questions with worksheet activities.
|-
| Ask some targeted clicker questions.
|-
| As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
|-
| Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
|-
| Circulating while students work is crucial for gathering your own observations about thinking.
|-
| End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
|-
| Include hints to instructors on projected slides (small font may be fine).
|-
| Milestones at 5-10 minute intervals are important to help students stay on track.
|-
| Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
|-
| Use feedback to indicate success to students even if work was generally not completed.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! What happens if students run out of time?
|}

===Motivation: how will students’ attention be captured and retained?===
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is the subject matter or task known to be interesting to students? Have you told them this is the case?
|-
| Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
|-
| Some form of competition can be very engaging depending on the students involved and the context.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is the topic particularly relevant to students, society or the discipline?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is the level of challenge appropriate?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Can the students who work more slowly still accomplish something?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Will students see clearly that they are becoming more "expert" at something?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Do students see their own work in feedback sessions, even if only sampled?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Does the exercise start in a way that supports early success?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Are the purposes and learning goals clearly articulated and visible?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Are any grades being awarded? For participation? For completeness? Correctness?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.
|}

===Logistics, or how the thing is actually run.===
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
|-
| Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
|-
| Smaller groups of 3-4 might be right if you answer YES to many of the following:
* Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
* Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
* Are these going to be rapidly formed, ad-hoc groups?
* Does the room make it awkward to organize into groups of more than 3 or 4?
* Are these 1st or 2nd year (i.e. less experienced) students?
* Do you have the capacity to provide feedback to all groups?
|-
| Larger groups of 5-8 students might work if you answer YES to many of the following:
* Will groups be the same throughout the term?
* Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
* Is developing teamwork skills a significant goal of the course?
* Are you trying to reduce the number of worksheets you and TAs must review?
* Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
* Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
* Are these 3rd or 4th year (i.e. more experienced) students?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
|-
| Do you want to prevent students working alone?
|-
| Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
|-
| Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
|-
| BUT if students want copies of worksheets for individual study consider:
* Offering blank worksheets on line after feedback has been generated.
* Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
* Using clickers for the deliverables, so worksheets are not handed in.
|-
| What are some reasons to NOT give one worksheet to each student?
* Students may split work into solo chunks -- which totally defeats the purpose of group work.
* Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! How many pages? (Simplicity is key!)
|-
| To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
|-
| Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
|-
| Lots of white space is good.
|-
| Consider using the projector for figures (more below).
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Should figures be projected, given on the worksheets or both?
|-
| Will students have a later record of the figures if they are not available on the worksheet?
|-
| Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
|-
| Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
|-
| Colour paper copies are expensive.
|-
| Projected figures can include hints for instructors about pacing and strategies.
|-
| Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
|-
| Check photocopied figures -- details may get obscured!
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! How to orchestrate or choreograph the activity?
|-
| Sketch out a timeline.
|-
| Milestones -- consider 5-10 minute intervals.
|-
| Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
|-
| Is it OK if only 50% of students have achieved an intermediate milestone in time available?
|-
| Yes -- especially if practicing (and revealing) thinking is the main purpose.
|-
| Do I need assistance in the class -- e.g. TAs?
* Yes if it will speed up delivery of worksheets (in class or as students enter the room).
* Yes if you cannot visit all groups at least once during the activity.
* Yes if they will be involved in reviewing the work and providing feedback.
|-
| How to collect the work (see also feedback)?
* TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
* Easier if only one sheet per group.
* Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
* Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
|-
| Can feedback (or worksheet resolution) be given later?
* Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
|-
| Have TAs track timing the first time the worksheet is used, to help fine tune timing.
|-
| Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)
|}

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! What constitutes useful feedback to students about their own learning?
|-
| Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
|-
| Include (if possible) input on what might be done next, or even questions about next steps.
|-
| Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
|-
| Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
|-
| For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
|-
| Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
|-
| The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
|-
| Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Can the instructor (or TA) simply tell everyone the answers?
|-
| Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
|-
| No, if the telling simply provides a solution.
|-
| Try to avoid sending any message that "the answer" is what counts rather than the thinking.
|-
| See also Motivation above.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
|-
| Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
|-
| Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
* Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
* Cold calling a group is better than cold calling an individual.
* Cold calling different quadrants of the room can work too.
|-
| Having students discuss their work with a partner or small group will give them feedback from their peers.
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
|-
| Mark with red pen one each of poor, acceptable and excellent examples,
|-
| Hide student numbers,
|-
| Scan, and offer these as generic feedback to all students.
|-
| Either deliver online (OK) or discuss in a subsequent class (better).
|-
| TELL students how to make use of this kind of feedback.
|}

====Feedback for the instructor====
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! What constitutes useful feedback about student learning?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Will the written record of work be enough? How will it complement monitoring students suring the activity?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! Is there other information to match up with the worksheet responses, like homework or clicker data?
|}
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! The big question: '''How will you know the activity was effective?'''
|}

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

Sandbox:Worksheet Design

2012-08-01T21:56:51Z

Warcode: /* Context, Goals and Evaluating effectiveness */

This resource for worksheet design is being developed by fellows of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative]. It currently lives in the Sandbox, meaning it is not quite ready for public viewing.

You may like to check out [[Help:Formatting]] for the wiki syntax. Note the Edit and Discussion tabs at the top of every page. You can choose Edit to see source code without making any changes, while Discussions are for comments you have ''about'' the page.

You can currently view the "full" version

=Worksheet Design Full Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable"
|-
! # The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| #* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| #* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
# The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
#* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
#* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
# What situations are ideal for in-class worksheet-based group activities?
#* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
#* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
#* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
# How does the activity fit in the context of the course?
# Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
# What is the product students will generate?
#* Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
#* Can the student product be graphical or a sketch?
#* Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
#* Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
#* Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
# Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
# Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
# Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
# How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
#* Align some quiz, midterm and/or final exam questions with worksheet activities.
#* Ask some targeted clicker questions.
#* As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
#* Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
#* Circulating while students work is crucial for gathering your own observations about thinking.
#* End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
# Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
#* Include hints to instructors on projected slides (small font may be fine).
#* Milestones at 5-10 minute intervals are important to help students stay on track.
#* Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
#* Use feedback to indicate success to students even if work was generally not completed.
# What happens if students run out of time?

===Motivation: how will students’ attention be captured and retained?===
# Is the subject matter or task known to be interesting to students? Have you told them this is the case?
#* Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
#* Some form of competition can be very engaging depending on the students involved and the context.
# Is the topic particularly relevant to students, society or the discipline?
# Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
# Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
# Is the level of challenge appropriate?
# Can the students who work more slowly still accomplish something?
# Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
# Will students see clearly that they are becoming more "expert" at something?
# Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
# Do students see their own work in feedback sessions, even if only sampled?
# Does the exercise start in a way that supports early success?
# Are the purposes and learning goals clearly articulated and visible?
# Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
# Are any grades being awarded? For participation? For completeness? Correctness?
# Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
# More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.

===Logistics, or how the thing is actually run.===
# What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
#* Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
#* Smaller groups of 3-4 might be right if you answer YES to many of the following:
#*# Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
#*# Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
#*# Are these going to be rapidly formed, ad-hoc groups?
#*# Does the room make it awkward to organize into groups of more than 3 or 4?
#*# Are these 1st or 2nd year (i.e. less experienced) students?
#*# Do you have the capacity to provide feedback to all groups?
#* Larger groups of 5-8 students might work if you answer YES to many of the following:
#*# Will groups be the same throughout the term?
#*# Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
#*# Is developing teamwork skills a significant goal of the course?
#*# Are you trying to reduce the number of worksheets you and TAs must review?
#*# Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
#*# Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
#*# Are these 3rd or 4th year (i.e. more experienced) students?
# How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
#* Do you want to prevent students working alone?
#* Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
#* Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
#* BUT if students want copies of worksheets for individual study consider:
#*# Offering blank worksheets on line after feedback has been generated.
#*# Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
#*# Using clickers for the deliverables, so worksheets are not handed in.
#* What are some reasons to NOT give one worksheet to each student?
#*# Students may split work into solo chunks -- which totally defeats the purpose of group work.
#*# Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
# How many pages? (Simplicity is key!)
#* To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
#* Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
#* Lots of white space is good.
#* Consider using the projector for figures (more below).
# Should figures be projected, given on the worksheets or both?
#* Will students have a later record of the figures if they are not available on the worksheet?
#* Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
#* Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
#* Colour paper copies are expensive.
#* Projected figures can include hints for instructors about pacing and strategies.
#* Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
#* Check photocopied figures -- details may get obscured!
# How to orchestrate or choreograph the activity?
#* Sketch out a timeline.
#* Milestones -- consider 5-10 minute intervals.
#* Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
#* Is it OK if only 50% of students have achieved an intermediate milestone in time available?
#* Yes -- especially if practicing (and revealing) thinking is the main purpose.
#* Do I need assistance in the class -- e.g. TAs?
#*# Yes if it will speed up delivery of worksheets (in class or as students enter the room).
#*# Yes if you cannot visit all groups at least once during the activity.
#*# Yes if they will be involved in reviewing the work and providing feedback.
#* How to collect the work (see also feedback)?
#*# TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
#*# Easier if only one sheet per group.
#*# Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
#*# Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
#* Can feedback (or worksheet resolution) be given later?
#*# Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
#* Have TAs track timing the first time the worksheet is used, to help fine tune timing.
#* Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
# What constitutes useful feedback to students about their own learning?
#* Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
#* Include (if possible) input on what might be done next, or even questions about next steps.
#* Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
#* Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
#* For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
#* Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
#* The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
#* Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
# Can the instructor (or TA) simply tell everyone the answers?
#* Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
#* No, if the telling simply provides a solution.
#* Try to avoid sending any message that "the answer" is what counts rather than the thinking.
#* See also Motivation above.
# Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
#* Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
#* Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
#*# Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
#*# Cold calling a group is better than cold calling an individual.
#*# Cold calling different quadrants of the room can work too.
#* Having students discuss their work with a partner or small group will give them feedback from their peers.
# Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
#* Mark with red pen one each of poor, acceptable and excellent examples,
#* Hide student numbers,
#* Scan, and offer these as generic feedback to all students.
#* Either deliver online (OK) or discuss in a subsequent class (better).
#* TELL students how to make use of this kind of feedback.

====Feedback for the instructor====
# What constitutes useful feedback about student learning?
# Will the written record of work be enough? How will it complement monitoring students suring the activity?
# Is there other information to match up with the worksheet responses, like homework or clicker data?
# The big question: '''How will you know the activity was effective?'''

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

=Worksheet Design Collapsible Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable" style="background:transparent; margin:auto" align="left"
|-
! The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}

{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;" align="left"
|-
! What situations are ideal for in-class worksheet-based group activities?
|-
| Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
|-
| The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
|-
| Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How does the activity fit in the context of the course?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What is the product students will generate?
|-
| Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
|-
| Can the student product be graphical or a sketch?
|-
| Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
|-
| Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
|-
| Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
|-
| Align some quiz, midterm and/or final exam questions with worksheet activities.
|-
| Ask some targeted clicker questions.
|-
| As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
|-
| Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
|-
| Circulating while students work is crucial for gathering your own observations about thinking.
|-
| End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
|-
| Include hints to instructors on projected slides (small font may be fine).
|-
| Milestones at 5-10 minute intervals are important to help students stay on track.
|-
| Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
|-
| Use feedback to indicate success to students even if work was generally not completed.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What happens if students run out of time?
|}

===Motivation: how will students’ attention be captured and retained?===
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the subject matter or task known to be interesting to students? Have you told them this is the case?
|-
| Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
|-
| Some form of competition can be very engaging depending on the students involved and the context.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the topic particularly relevant to students, society or the discipline?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the level of challenge appropriate?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can the students who work more slowly still accomplish something?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students see clearly that they are becoming more "expert" at something?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do students see their own work in feedback sessions, even if only sampled?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Does the exercise start in a way that supports early success?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are the purposes and learning goals clearly articulated and visible?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are any grades being awarded? For participation? For completeness? Correctness?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.
|}

===Logistics, or how the thing is actually run.===
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
|-
| Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
|-
| Smaller groups of 3-4 might be right if you answer YES to many of the following:
* Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
* Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
* Are these going to be rapidly formed, ad-hoc groups?
* Does the room make it awkward to organize into groups of more than 3 or 4?
* Are these 1st or 2nd year (i.e. less experienced) students?
* Do you have the capacity to provide feedback to all groups?
|-
| Larger groups of 5-8 students might work if you answer YES to many of the following:
* Will groups be the same throughout the term?
* Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
* Is developing teamwork skills a significant goal of the course?
* Are you trying to reduce the number of worksheets you and TAs must review?
* Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
* Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
* Are these 3rd or 4th year (i.e. more experienced) students?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
|-
| Do you want to prevent students working alone?
|-
| Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
|-
| Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
|-
| BUT if students want copies of worksheets for individual study consider:
* Offering blank worksheets on line after feedback has been generated.
* Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
* Using clickers for the deliverables, so worksheets are not handed in.
|-
| What are some reasons to NOT give one worksheet to each student?
* Students may split work into solo chunks -- which totally defeats the purpose of group work.
* Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How many pages? (Simplicity is key!)
|-
| To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
|-
| Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
|-
| Lots of white space is good.
|-
| Consider using the projector for figures (more below).
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Should figures be projected, given on the worksheets or both?
|-
| Will students have a later record of the figures if they are not available on the worksheet?
|-
| Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
|-
| Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
|-
| Colour paper copies are expensive.
|-
| Projected figures can include hints for instructors about pacing and strategies.
|-
| Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
|-
| Check photocopied figures -- details may get obscured!
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How to orchestrate or choreograph the activity?
|-
| Sketch out a timeline.
|-
| Milestones -- consider 5-10 minute intervals.
|-
| Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
|-
| Is it OK if only 50% of students have achieved an intermediate milestone in time available?
|-
| Yes -- especially if practicing (and revealing) thinking is the main purpose.
|-
| Do I need assistance in the class -- e.g. TAs?
* Yes if it will speed up delivery of worksheets (in class or as students enter the room).
* Yes if you cannot visit all groups at least once during the activity.
* Yes if they will be involved in reviewing the work and providing feedback.
|-
| How to collect the work (see also feedback)?
* TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
* Easier if only one sheet per group.
* Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
* Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
|-
| Can feedback (or worksheet resolution) be given later?
* Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
|-
| Have TAs track timing the first time the worksheet is used, to help fine tune timing.
|-
| Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)
|}

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What constitutes useful feedback to students about their own learning?
|-
| Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
|-
| Include (if possible) input on what might be done next, or even questions about next steps.
|-
| Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
|-
| Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
|-
| For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
|-
| Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
|-
| The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
|-
| Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can the instructor (or TA) simply tell everyone the answers?
|-
| Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
|-
| No, if the telling simply provides a solution.
|-
| Try to avoid sending any message that "the answer" is what counts rather than the thinking.
|-
| See also Motivation above.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
|-
| Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
|-
| Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
* Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
* Cold calling a group is better than cold calling an individual.
* Cold calling different quadrants of the room can work too.
|-
| Having students discuss their work with a partner or small group will give them feedback from their peers.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
|-
| Mark with red pen one each of poor, acceptable and excellent examples,
|-
| Hide student numbers,
|-
| Scan, and offer these as generic feedback to all students.
|-
| Either deliver online (OK) or discuss in a subsequent class (better).
|-
| TELL students how to make use of this kind of feedback.
|}

====Feedback for the instructor====
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What constitutes useful feedback about student learning?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will the written record of work be enough? How will it complement monitoring students suring the activity?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is there other information to match up with the worksheet responses, like homework or clicker data?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! The big question: '''How will you know the activity was effective?'''
|}

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

Sandbox:Worksheet Design

2012-08-01T21:54:52Z

Warcode: added collapsible section as an example

This resource for worksheet design is being developed by fellows of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative]. It currently lives in the Sandbox, meaning it is not quite ready for public viewing.

You may like to check out [[Help:Formatting]] for the wiki syntax. Note the Edit and Discussion tabs at the top of every page. You can choose Edit to see source code without making any changes, while Discussions are for comments you have ''about'' the page.

You can currently view the "full" version

=Worksheet Design Full Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable"
|-
! # The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| #* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| #* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
# The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
#* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
#* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
# What situations are ideal for in-class worksheet-based group activities?
#* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
#* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
#* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
# How does the activity fit in the context of the course?
# Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
# What is the product students will generate?
#* Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
#* Can the student product be graphical or a sketch?
#* Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
#* Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
#* Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
# Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
# Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
# Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
# How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
#* Align some quiz, midterm and/or final exam questions with worksheet activities.
#* Ask some targeted clicker questions.
#* As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
#* Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
#* Circulating while students work is crucial for gathering your own observations about thinking.
#* End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
# Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
#* Include hints to instructors on projected slides (small font may be fine).
#* Milestones at 5-10 minute intervals are important to help students stay on track.
#* Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
#* Use feedback to indicate success to students even if work was generally not completed.
# What happens if students run out of time?

===Motivation: how will students’ attention be captured and retained?===
# Is the subject matter or task known to be interesting to students? Have you told them this is the case?
#* Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
#* Some form of competition can be very engaging depending on the students involved and the context.
# Is the topic particularly relevant to students, society or the discipline?
# Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
# Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
# Is the level of challenge appropriate?
# Can the students who work more slowly still accomplish something?
# Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
# Will students see clearly that they are becoming more "expert" at something?
# Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
# Do students see their own work in feedback sessions, even if only sampled?
# Does the exercise start in a way that supports early success?
# Are the purposes and learning goals clearly articulated and visible?
# Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
# Are any grades being awarded? For participation? For completeness? Correctness?
# Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
# More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.

===Logistics, or how the thing is actually run.===
# What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
#* Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
#* Smaller groups of 3-4 might be right if you answer YES to many of the following:
#*# Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
#*# Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
#*# Are these going to be rapidly formed, ad-hoc groups?
#*# Does the room make it awkward to organize into groups of more than 3 or 4?
#*# Are these 1st or 2nd year (i.e. less experienced) students?
#*# Do you have the capacity to provide feedback to all groups?
#* Larger groups of 5-8 students might work if you answer YES to many of the following:
#*# Will groups be the same throughout the term?
#*# Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
#*# Is developing teamwork skills a significant goal of the course?
#*# Are you trying to reduce the number of worksheets you and TAs must review?
#*# Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
#*# Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
#*# Are these 3rd or 4th year (i.e. more experienced) students?
# How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
#* Do you want to prevent students working alone?
#* Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
#* Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
#* BUT if students want copies of worksheets for individual study consider:
#*# Offering blank worksheets on line after feedback has been generated.
#*# Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
#*# Using clickers for the deliverables, so worksheets are not handed in.
#* What are some reasons to NOT give one worksheet to each student?
#*# Students may split work into solo chunks -- which totally defeats the purpose of group work.
#*# Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
# How many pages? (Simplicity is key!)
#* To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
#* Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
#* Lots of white space is good.
#* Consider using the projector for figures (more below).
# Should figures be projected, given on the worksheets or both?
#* Will students have a later record of the figures if they are not available on the worksheet?
#* Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
#* Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
#* Colour paper copies are expensive.
#* Projected figures can include hints for instructors about pacing and strategies.
#* Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
#* Check photocopied figures -- details may get obscured!
# How to orchestrate or choreograph the activity?
#* Sketch out a timeline.
#* Milestones -- consider 5-10 minute intervals.
#* Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
#* Is it OK if only 50% of students have achieved an intermediate milestone in time available?
#* Yes -- especially if practicing (and revealing) thinking is the main purpose.
#* Do I need assistance in the class -- e.g. TAs?
#*# Yes if it will speed up delivery of worksheets (in class or as students enter the room).
#*# Yes if you cannot visit all groups at least once during the activity.
#*# Yes if they will be involved in reviewing the work and providing feedback.
#* How to collect the work (see also feedback)?
#*# TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
#*# Easier if only one sheet per group.
#*# Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
#*# Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
#* Can feedback (or worksheet resolution) be given later?
#*# Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
#* Have TAs track timing the first time the worksheet is used, to help fine tune timing.
#* Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
# What constitutes useful feedback to students about their own learning?
#* Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
#* Include (if possible) input on what might be done next, or even questions about next steps.
#* Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
#* Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
#* For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
#* Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
#* The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
#* Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
# Can the instructor (or TA) simply tell everyone the answers?
#* Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
#* No, if the telling simply provides a solution.
#* Try to avoid sending any message that "the answer" is what counts rather than the thinking.
#* See also Motivation above.
# Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
#* Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
#* Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
#*# Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
#*# Cold calling a group is better than cold calling an individual.
#*# Cold calling different quadrants of the room can work too.
#* Having students discuss their work with a partner or small group will give them feedback from their peers.
# Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
#* Mark with red pen one each of poor, acceptable and excellent examples,
#* Hide student numbers,
#* Scan, and offer these as generic feedback to all students.
#* Either deliver online (OK) or discuss in a subsequent class (better).
#* TELL students how to make use of this kind of feedback.

====Feedback for the instructor====
# What constitutes useful feedback about student learning?
# Will the written record of work be enough? How will it complement monitoring students suring the activity?
# Is there other information to match up with the worksheet responses, like homework or clicker data?
# The big question: '''How will you know the activity was effective?'''

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

=Worksheet Design Collapsible Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What situations are ideal for in-class worksheet-based group activities?
|-
| Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
|-
| The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
|-
| Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How does the activity fit in the context of the course?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What is the product students will generate?
|-
| Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
|-
| Can the student product be graphical or a sketch?
|-
| Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
|-
| Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
|-
| Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
|-
| Align some quiz, midterm and/or final exam questions with worksheet activities.
|-
| Ask some targeted clicker questions.
|-
| As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
|-
| Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
|-
| Circulating while students work is crucial for gathering your own observations about thinking.
|-
| End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
|-
| Include hints to instructors on projected slides (small font may be fine).
|-
| Milestones at 5-10 minute intervals are important to help students stay on track.
|-
| Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
|-
| Use feedback to indicate success to students even if work was generally not completed.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What happens if students run out of time?
|}

===Motivation: how will students’ attention be captured and retained?===
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the subject matter or task known to be interesting to students? Have you told them this is the case?
|-
| Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
|-
| Some form of competition can be very engaging depending on the students involved and the context.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the topic particularly relevant to students, society or the discipline?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is the level of challenge appropriate?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can the students who work more slowly still accomplish something?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students see clearly that they are becoming more "expert" at something?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Do students see their own work in feedback sessions, even if only sampled?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Does the exercise start in a way that supports early success?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are the purposes and learning goals clearly articulated and visible?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Are any grades being awarded? For participation? For completeness? Correctness?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.
|}

===Logistics, or how the thing is actually run.===
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
|-
| Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
|-
| Smaller groups of 3-4 might be right if you answer YES to many of the following:
* Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
* Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
* Are these going to be rapidly formed, ad-hoc groups?
* Does the room make it awkward to organize into groups of more than 3 or 4?
* Are these 1st or 2nd year (i.e. less experienced) students?
* Do you have the capacity to provide feedback to all groups?
|-
| Larger groups of 5-8 students might work if you answer YES to many of the following:
* Will groups be the same throughout the term?
* Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
* Is developing teamwork skills a significant goal of the course?
* Are you trying to reduce the number of worksheets you and TAs must review?
* Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
* Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
* Are these 3rd or 4th year (i.e. more experienced) students?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
|-
| Do you want to prevent students working alone?
|-
| Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
|-
| Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
|-
| BUT if students want copies of worksheets for individual study consider:
* Offering blank worksheets on line after feedback has been generated.
* Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
* Using clickers for the deliverables, so worksheets are not handed in.
|-
| What are some reasons to NOT give one worksheet to each student?
* Students may split work into solo chunks -- which totally defeats the purpose of group work.
* Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How many pages? (Simplicity is key!)
|-
| To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
|-
| Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
|-
| Lots of white space is good.
|-
| Consider using the projector for figures (more below).
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Should figures be projected, given on the worksheets or both?
|-
| Will students have a later record of the figures if they are not available on the worksheet?
|-
| Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
|-
| Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
|-
| Colour paper copies are expensive.
|-
| Projected figures can include hints for instructors about pacing and strategies.
|-
| Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
|-
| Check photocopied figures -- details may get obscured!
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! How to orchestrate or choreograph the activity?
|-
| Sketch out a timeline.
|-
| Milestones -- consider 5-10 minute intervals.
|-
| Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
|-
| Is it OK if only 50% of students have achieved an intermediate milestone in time available?
|-
| Yes -- especially if practicing (and revealing) thinking is the main purpose.
|-
| Do I need assistance in the class -- e.g. TAs?
* Yes if it will speed up delivery of worksheets (in class or as students enter the room).
* Yes if you cannot visit all groups at least once during the activity.
* Yes if they will be involved in reviewing the work and providing feedback.
|-
| How to collect the work (see also feedback)?
* TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
* Easier if only one sheet per group.
* Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
* Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
|-
| Can feedback (or worksheet resolution) be given later?
* Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
|-
| Have TAs track timing the first time the worksheet is used, to help fine tune timing.
|-
| Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)
|}

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What constitutes useful feedback to students about their own learning?
|-
| Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
|-
| Include (if possible) input on what might be done next, or even questions about next steps.
|-
| Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
|-
| Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
|-
| For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
|-
| Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
|-
| The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
|-
| Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can the instructor (or TA) simply tell everyone the answers?
|-
| Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
|-
| No, if the telling simply provides a solution.
|-
| Try to avoid sending any message that "the answer" is what counts rather than the thinking.
|-
| See also Motivation above.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
|-
| Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
|-
| Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
* Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
* Cold calling a group is better than cold calling an individual.
* Cold calling different quadrants of the room can work too.
|-
| Having students discuss their work with a partner or small group will give them feedback from their peers.
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
|-
| Mark with red pen one each of poor, acceptable and excellent examples,
|-
| Hide student numbers,
|-
| Scan, and offer these as generic feedback to all students.
|-
| Either deliver online (OK) or discuss in a subsequent class (better).
|-
| TELL students how to make use of this kind of feedback.
|}

====Feedback for the instructor====
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! What constitutes useful feedback about student learning?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Will the written record of work be enough? How will it complement monitoring students suring the activity?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! Is there other information to match up with the worksheet responses, like homework or clicker data?
|}
{|class="collapsible collapsed wikitable" style="background: transparent; margin: auto;"
|-
! The big question: '''How will you know the activity was effective?'''
|}

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

Sandbox:Worksheet Design

2012-08-01T21:41:01Z

Warcode:

This resource for worksheet design is being developed by fellows of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative]. It currently lives in the Sandbox, meaning it is not quite ready for public viewing.

You may like to check out [[Help:Formatting]] for the wiki syntax. Note the Edit and Discussion tabs at the top of every page. You can choose Edit to see source code without making any changes, while Discussions are for comments you have ''about'' the page.

You can currently view the "full" version

=Worksheet Design Full Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable"
|-
! # The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| #* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| #* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
# The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
#* Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
#* Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
# What situations are ideal for in-class worksheet-based group activities?
#* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
#* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
#* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
# How does the activity fit in the context of the course?
# Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
# What is the product students will generate?
#* Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
#* Can the student product be graphical or a sketch?
#* Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
#* Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
#* Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
# Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
# Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
# Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
# How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
#* Align some quiz, midterm and/or final exam questions with worksheet activities.
#* Ask some targeted clicker questions.
#* As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
#* Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
#* Circulating while students work is crucial for gathering your own observations about thinking.
#* End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
# Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
#* Include hints to instructors on projected slides (small font may be fine).
#* Milestones at 5-10 minute intervals are important to help students stay on track.
#* Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
#* Use feedback to indicate success to students even if work was generally not completed.
# What happens if students run out of time?

===Motivation: how will students’ attention be captured and retained?===
# Is the subject matter or task known to be interesting to students? Have you told them this is the case?
#* Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
#* Some form of competition can be very engaging depending on the students involved and the context.
# Is the topic particularly relevant to students, society or the discipline?
# Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
# Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
# Is the level of challenge appropriate?
# Can the students who work more slowly still accomplish something?
# Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
# Will students see clearly that they are becoming more "expert" at something?
# Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
# Do students see their own work in feedback sessions, even if only sampled?
# Does the exercise start in a way that supports early success?
# Are the purposes and learning goals clearly articulated and visible?
# Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
# Are any grades being awarded? For participation? For completeness? Correctness?
# Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
# More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.

===Logistics, or how the thing is actually run.===
# What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
#* Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
#* Smaller groups of 3-4 might be right if you answer YES to many of the following:
#*# Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
#*# Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
#*# Are these going to be rapidly formed, ad-hoc groups?
#*# Does the room make it awkward to organize into groups of more than 3 or 4?
#*# Are these 1st or 2nd year (i.e. less experienced) students?
#*# Do you have the capacity to provide feedback to all groups?
#* Larger groups of 5-8 students might work if you answer YES to many of the following:
#*# Will groups be the same throughout the term?
#*# Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
#*# Is developing teamwork skills a significant goal of the course?
#*# Are you trying to reduce the number of worksheets you and TAs must review?
#*# Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
#*# Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
#*# Are these 3rd or 4th year (i.e. more experienced) students?
# How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
#* Do you want to prevent students working alone?
#* Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
#* Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
#* BUT if students want copies of worksheets for individual study consider:
#*# Offering blank worksheets on line after feedback has been generated.
#*# Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
#*# Using clickers for the deliverables, so worksheets are not handed in.
#* What are some reasons to NOT give one worksheet to each student?
#*# Students may split work into solo chunks -- which totally defeats the purpose of group work.
#*# Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
# How many pages? (Simplicity is key!)
#* To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
#* Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
#* Lots of white space is good.
#* Consider using the projector for figures (more below).
# Should figures be projected, given on the worksheets or both?
#* Will students have a later record of the figures if they are not available on the worksheet?
#* Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
#* Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
#* Colour paper copies are expensive.
#* Projected figures can include hints for instructors about pacing and strategies.
#* Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
#* Check photocopied figures -- details may get obscured!
# How to orchestrate or choreograph the activity?
#* Sketch out a timeline.
#* Milestones -- consider 5-10 minute intervals.
#* Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
#* Is it OK if only 50% of students have achieved an intermediate milestone in time available?
#* Yes -- especially if practicing (and revealing) thinking is the main purpose.
#* Do I need assistance in the class -- e.g. TAs?
#*# Yes if it will speed up delivery of worksheets (in class or as students enter the room).
#*# Yes if you cannot visit all groups at least once during the activity.
#*# Yes if they will be involved in reviewing the work and providing feedback.
#* How to collect the work (see also feedback)?
#*# TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
#*# Easier if only one sheet per group.
#*# Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
#*# Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
#* Can feedback (or worksheet resolution) be given later?
#*# Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
#* Have TAs track timing the first time the worksheet is used, to help fine tune timing.
#* Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
# What constitutes useful feedback to students about their own learning?
#* Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
#* Include (if possible) input on what might be done next, or even questions about next steps.
#* Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
#* Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
#* For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
#* Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
#* The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
#* Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
# Can the instructor (or TA) simply tell everyone the answers?
#* Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
#* No, if the telling simply provides a solution.
#* Try to avoid sending any message that "the answer" is what counts rather than the thinking.
#* See also Motivation above.
# Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
#* Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
#* Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
#*# Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
#*# Cold calling a group is better than cold calling an individual.
#*# Cold calling different quadrants of the room can work too.
#* Having students discuss their work with a partner or small group will give them feedback from their peers.
# Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
#* Mark with red pen one each of poor, acceptable and excellent examples,
#* Hide student numbers,
#* Scan, and offer these as generic feedback to all students.
#* Either deliver online (OK) or discuss in a subsequent class (better).
#* TELL students how to make use of this kind of feedback.

====Feedback for the instructor====
# What constitutes useful feedback about student learning?
# Will the written record of work be enough? How will it complement monitoring students suring the activity?
# Is there other information to match up with the worksheet responses, like homework or clicker data?
# The big question: '''How will you know the activity was effective?'''

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

=Worksheet Design Collapsible Version=
==Why use worksheets?==
What situations are ideal for in-class worksheet-based group activities?
* Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
* The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
* Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.

==Worksheet Elements==
Key elements of in-class worksheet activities, in four categories. These are based on STLF meetings from March 14, April 18, May 2 and August 1, 2012. Some additional references are included at the end.

===Context, Goals and Evaluating effectiveness===
This includes what to think about prior to designing a worksheet, what students should know about why you are having them do it, and how to tell if it was "effective".
{|class="collapsible collapsed wikitable"
|-
! The #1 key element is clear, succinct learning goal(s) for the activity which align with course goals.
|-
| Best for learning goal(s) to be clear and visible to students and to instructors, but keep succinct.
|-
| Also, think about "teaching goals", which answer the question "why do I want to use a worksheet activity here and now?"
|}
{|class="collapsible collapsed wikitable"
|-
! What situations are ideal for in-class worksheet-based group activities?
|-
| Activities should enable expert intervention with concepts that novices cannot reliably navigate on their own. Otherwise the time in class is wasted.
|-
| The point is to use peers to help guide new or novel thinking in appropriate directions. Peers can support metacognitive growth and help each other develop reasoning skills.
|-
| Practice of basic skills might be best left to homework or labs, unless expert intervention will help ensure students don’t go wrong during their first encounter with a procedure.
|}
{|class="collapsible collapsed wikitable"
|-
! How does the activity fit in the context of the course?
|}
{|class="collapsible collapsed wikitable"
|-
! Will students be adequately prepared? Should pre-activity work (e.g. readings) be assigned?
|}
{|class="collapsible collapsed wikitable"
|-
! What is the product students will generate?
|-
| Tasks that are at higher levels of Blooms Taxonomy work best. For example, could have the students make a decision, produce a prediction, produce a ranking, or make a judgment (e.g. best/worst/ most efficient) Check out lists of verbs for higher levels of Blooms Taxonomy -- there are many web resources.
|-
| Can the student product be graphical or a sketch?
|-
| Does the result of student work look similar to a take home assignment? If so why do it in class using groups and worksheets?
|-
| Best to avoid products that are just the result of applying a procedure (such as solving a quantitative problem)
|-
| Asking for significant writing can also occupy time that may be better spent "thinking" and discussing.
|}
{|class="collapsible collapsed wikitable"
|-
! Why will students benefit from working on this exercise, in groups, at this moment in the course? Why not do the work in a different way? Instructors, especially those new to the activity, will benefit from knowing answers to this question.
|}
{|class="collapsible collapsed wikitable"
|-
! Is the activity a "preparation for learning"? Is it a "synthesis" opportunity? Or is it a "practice session"?
|}
{|class="collapsible collapsed wikitable"
|-
! Whatever the answer, in-class worksheet activities enable peer support and expert intervention in a controlled environment for all students in the course. If the activity does not benefit from these three opportunities, perhaps it could be done as an assignment.
|}
{|class="collapsible collapsed wikitable"
|-
! How will you know if the activity was "effective"? What does "effective" mean to you in this particular case? Some examples of strategies:
|-
| Align some quiz, midterm and/or final exam questions with worksheet activities.
|-
| Ask some targeted clicker questions.
|-
| As you review worksheets, compare student work to learning and teaching goals. Keep track of evidence that students have demonstrated appropriate thinking, or especially, change how they think.
|-
| Whole class discussion sessions as follow-up may "tell" you if students are generally on track or not.
|-
| Circulating while students work is crucial for gathering your own observations about thinking.
|-
| End of term survey questions such as "Are worksheet activities helping you grasp concepts?" or "Do you agree that spending time on the N worksheets we used is more effective than using the same time for more lecturing?"
|}
{|class="collapsible collapsed wikitable"
|-
! Can any instructor or TA run this activity with just the worksheet, or might a note about implementation be needed? Can the exercise ''degrade gracefully'' (i.e. is it relatively robust to instructor inexperience or other uncontrollable circumstances)?
|-
| Include hints to instructors on projected slides (small font may be fine).
|-
| Milestones at 5-10 minute intervals are important to help students stay on track.
|-
| Be prepared to "give" intermediate results if they are crucial to continuing the work. If appropriate thinking is the purpose rather than "answers" this should be fine.
|-
| Use feedback to indicate success to students even if work was generally not completed.
|}
{|class="collapsible collapsed wikitable"
|-
! What happens if students run out of time?
|}

===Motivation: how will students’ attention be captured and retained?===
{|class="collapsible collapsed wikitable"
|-
! Is the subject matter or task known to be interesting to students? Have you told them this is the case?
|-
| Tasks are more engaging when students have an element of choice in their work, even if this choice is superficial in terms of the task goals (e.g. choosing the name for a rocket that is being designed).
|-
| Some form of competition can be very engaging depending on the students involved and the context.
|}
{|class="collapsible collapsed wikitable"
|-
! Is the topic particularly relevant to students, society or the discipline?
|}
{|class="collapsible collapsed wikitable"
|-
! Are you, the instructor, excited by the issue being dealt with? Can you show your excitement?
|}
{|class="collapsible collapsed wikitable"
|-
! Are the milestones "just right" (not too frequent and not too few)? (Consider 5-10 minute intervals, and use clickers to help with check points.)
|}
{|class="collapsible collapsed wikitable"
|-
! Is the level of challenge appropriate?
|}
{|class="collapsible collapsed wikitable"
|-
! Can the students who work more slowly still accomplish something?
|}
{|class="collapsible collapsed wikitable"
|-
! Do the students who work faster have follow-up questions, bonus tasks or other suggestions for further interest?
|}
{|class="collapsible collapsed wikitable"
|-
! Will students see clearly that they are becoming more "expert" at something?
|}
{|class="collapsible collapsed wikitable"
|-
! Do students have to USE prior learning (from homework, pre-reading, or skills practice exercises)?
|}
{|class="collapsible collapsed wikitable"
|-
! Do students see their own work in feedback sessions, even if only sampled?
|}
{|class="collapsible collapsed wikitable"
|-
! Does the exercise start in a way that supports early success?
|}
{|class="collapsible collapsed wikitable"
|-
! Are the purposes and learning goals clearly articulated and visible?
|}
{|class="collapsible collapsed wikitable"
|-
! Is there an emphasis on relevance to exams or labs, etc.? Are the linkages to these clear? (it helps to use similar formats)
|}
{|class="collapsible collapsed wikitable"
|-
! Are any grades being awarded? For participation? For completeness? Correctness?
|}
{|class="collapsible collapsed wikitable"
|-
! Will students be able to say "I know the instructor will tell us the answer, so I’ll just wait to see the solution." This is as strong DE-motivator.
|}
{|class="collapsible collapsed wikitable"
|-
! More generally, is the activity properly resolved? This means going over the thinking -- not simply telling the solution. See the main Feedback section below.
|}

===Logistics, or how the thing is actually run.===
{|class="collapsible collapsed wikitable"
|-
! What is the optimal size of groups for THIS PARTICULAR exercise? It depends on several factors. Instances where recommendations below have been ignored successfully can be found in most disciplines.
|-
| Groups of 2 are commonly used for discussing clicker questions. Two might also be OK if you are aiming for 3-4 but you end up with a few pairs in the class.
|-
| Smaller groups of 3-4 might be right if you answer YES to many of the following:
| * Does the work involve reasoning about and applying concepts rather than using opinions or a variety of perspectives?
| * Is developing reasoning skills a significant goal of the course and/or this particular activity? (more students will have a chance to articulate reasoning and get feedback if the group is small)
| * Are these going to be rapidly formed, ad-hoc groups?
| * Does the room make it awkward to organize into groups of more than 3 or 4?
| * Are these 1st or 2nd year (i.e. less experienced) students?
| * Do you have the capacity to provide feedback to all groups?
|-
| Larger groups of 5-8 students might work if you answer YES to many of the following:
| * Will groups be the same throughout the term?
| * Are they expected to function as "high performance learning teams"? In this case, five is considered a minimum by advocates of Team Based Learning and 6 may be optimal.
| * Is developing teamwork skills a significant goal of the course?
| * Are you trying to reduce the number of worksheets you and TAs must review?
| * Can you get students facing each other (possible even in lecture theaters)? [note: AVOID having more than 3 students sit in a row. The fourth (and beyond) often don’t contribute.]
| * Does the activity involve application of opinion or varying perspectives? In this case more might be better than fewer.
| * Are these 3rd or 4th year (i.e. more experienced) students?
|}
{|class="collapsible collapsed wikitable"
|-
! How many worksheets? One per group? One per student? Use one per group if you answer YES to the following:
|-
| Do you want to prevent students working alone?
|-
| Will feedback be offered by referring to student work? (Showing a group’s is much less threatening than showing an individual’s work.)
|-
| Have you kept instructions AND the deliverable or product simple? (Problem solving or written answer tasks require special care to avoid "solo" work taking precedent over group-based thinking.)
|-
| BUT if students want copies of worksheets for individual study consider:
| * Offering blank worksheets on line after feedback has been generated.
| * Offering completed worksheets might be OK, but it risks the "I don’t need to come because answers are given" attitude. Therefore avoid worksheets in which "answers" are the deliverable. Aim for higher level thinking, e.g. decisions or other deliverables that focus on "how to think" rather than "what’s the answer".
| * Using clickers for the deliverables, so worksheets are not handed in.
|-
| What are some reasons to NOT give one worksheet to each student?
| * Students may split work into solo chunks -- which totally defeats the purpose of group work.
| * Complex worksheets (e.g. lots of reading or complicated figures on paper) will encourage students to study the situation alone. Such activities might be better off as assignments, although whole-class (50 or 80 minutes) activities can be done with care.
|}
{|class="collapsible collapsed wikitable"
|-
! How many pages? (Simplicity is key!)
|-
| To ensure that time is spent on thinking rather than "trying to figure out what the instructor is getting at", try 1 sheet.
|-
| Also, one sheet is easier to photocopy or scan if you need a record after marking or giving feedback, especially if work will be handed back to students.
|-
| Lots of white space is good.
|-
| Consider using the projector for figures (more below).
|}
{|class="collapsible collapsed wikitable"
|-
! Should figures be projected, given on the worksheets or both?
|-
| Will students have a later record of the figures if they are not available on the worksheet?
|-
| Important and/or complicated figures are best projected on the screen so all students have equal access to information. If you aren’t sure -- try comparing student discussions about figures on screen, to discussions arising when individuals have their own copies. The first is likely to be more dynamic.
|-
| Complicated figures and lots of writing on worksheets means you can’t hand out only one sheet for the whole group. Then, if all students have copies, figuring out figures or words will take up time that is better spent thinking and discussing.
|-
| Colour paper copies are expensive.
|-
| Projected figures can include hints for instructors about pacing and strategies.
|-
| Working on graphs or images can be an excellent form of deliverable, but simplicity is a key to success.
|-
| Check photocopied figures -- details may get obscured!
|}
{|class="collapsible collapsed wikitable"
|-
! How to orchestrate or choreograph the activity?
|-
| Sketch out a timeline.
|-
| Milestones -- consider 5-10 minute intervals.
|-
| Consider clickers for intermediate deliverables, or even the final "product". It depends on the task.
|-
| Is it OK if only 50% of students have achieved an intermediate milestone in time available?
|-
| Yes -- especially if practicing (and revealing) thinking is the main purpose.
|-
| Do I need assistance in the class -- e.g. TAs?
| * Yes if it will speed up delivery of worksheets (in class or as students enter the room).
| * Yes if you cannot visit all groups at least once during the activity.
| * Yes if they will be involved in reviewing the work and providing feedback.
|-
| How to collect the work (see also feedback)?
| * TAs will help make this practical -- if possible, works well for TAs to collect them as students exit.
| * Easier if only one sheet per group.
| * Clicker questions for feedback might make this less important, but MC may not appropriate for the outcome or purpose of the exercise.
| * Note that including student names or numbers on group worksheets is necessary if participation marks are being given. Build this into the design of the page.
|-
| Can feedback (or worksheet resolution) be given later?
| * Immediate feedback is more effective than delayed feedback, so budget time for it. More below.
|-
| Have TAs track timing the first time the worksheet is used, to help fine tune timing.
|-
| Do I have a lesson plan for this activity? (Hopefully yes - they are useful!)
|}

===Feedback -- closing the learning loop===
In-class worksheets are not the same as assignments or labs. Worksheets should cause "instant" feedback in the form of peer discussions AND instructor / student interactions. These activities should also be resolved by the expert, either in class, or online. Bear in mind that delayed feedback is much less beneficial than expert input that is given during or very soon after students do the work and discussions.

====Feedback to students====
{|class="collapsible collapsed wikitable"
|-
! What constitutes useful feedback to students about their own learning?
|-
| Give feedback on approach and thinking, not result, solution or answer. Feedback should reveal something about how experts THINK, not simply what the expert’s conclusion was.
|-
| Include (if possible) input on what might be done next, or even questions about next steps.
|-
| Clickers used at intermediate milestones, or check points, will contribute important "real time" feedback.
|-
| Posting answer keys online is fine because the answers are not supposed to be the main point. But see also "Can the instructor (or TA) simply tell everyone the answers?" below.
|-
| For participation, consider a 0,1,2 or 0, 1, 2, 3 grading scheme. Using 3 rather than 2 avoids the 50% grade; 1 is done but inadequate, 2 is on the right track, and 3 is "excellent".
|-
| Rubrics will be needed to clarify expectations, but complexity should be avoided -- these are not assignments or labs.
|-
| The act of discussing issues in groups is an automatic feedback loop that is tightly coupled to the activity, skills, or thinking. Therefore, working in groups is all about having every student benefit from the peer feedback that occurs during a discussion.
|-
| Of course, having the expert resolve the work is important for confirming correct & appropriate thinking, and for adjusting inappropriate thinking.
|}
{|class="collapsible collapsed wikitable"
|-
! Can the instructor (or TA) simply tell everyone the answers?
|-
| Yes, if telling is an expert opinion or perspective and serves as resolution to a discussion or task.
|-
| No, if the telling simply provides a solution.
|-
| Try to avoid sending any message that "the answer" is what counts rather than the thinking.
|-
| See also Motivation above.
|}
{|class="collapsible collapsed wikitable"
|-
! Can I get '''students''' to contribute to feedback for one another or a few other students? For everyone?
|-
| Take time for volunteers to express their thinking, then have others react. Instructor should summarize using chalk, white board or document camera or computer and keyboard.
|-
| Is "cold calling" (selecting a student or group to respond, rather than wait for volunteers) a solution to the no-volunteers problem?
| * Yes if it is frequent and expected. Less good if done occasionally and "by surprise".
| * Cold calling a group is better than cold calling an individual.
| * Cold calling different quadrants of the room can work too.
|-
| Having students discuss their work with a partner or small group will give them feedback from their peers.
|}
{|class="collapsible collapsed wikitable"
|-
! Is sampling of worksheets acceptable for generating feedback? YES, especially if a few examples are offered as feedback.
|-
| Mark with red pen one each of poor, acceptable and excellent examples,
|-
| Hide student numbers,
|-
| Scan, and offer these as generic feedback to all students.
|-
| Either deliver online (OK) or discuss in a subsequent class (better).
|-
| TELL students how to make use of this kind of feedback.
|}

====Feedback for the instructor====
{|class="collapsible collapsed wikitable"
|-
! What constitutes useful feedback about student learning?
|}
{|class="collapsible collapsed wikitable"
|-
! Will the written record of work be enough? How will it complement monitoring students suring the activity?
|}
{|class="collapsible collapsed wikitable"
|-
! Is there other information to match up with the worksheet responses, like homework or clicker data?
|}
{|class="collapsible collapsed wikitable"
|-
! The big question: '''How will you know the activity was effective?'''
|}

==References==
# http://www.cwsei.ubc.ca/resources/files/Group_work_SEI_8-08.pdf (Dated Aug. 2008, updated Jul. 2010)
#* Five references on that 2-pager.
#* Dan Meyer’s blog post on 10 items to consider (URL to come)
# Best practices resources should be perused for additional resources:
#* http://www.educause.edu/
#* http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php
#* http://www.theideacenter.org/research-and-papers
#* http://tblc.roundtablelive.org/
#* http://www.teachingprofessor.com/
#* http://blog.peerinstruction.net/
#* http://www.facultyfocus.com/
#* http://www.carnegiefoundation.org/
#* http://www.cmu.edu/teaching/eberly/
#* and others, and/or Canadian equivalents?

Sandbox:Worksheet Design

2012-08-01T21:26:09Z

Warcode: /* Context, Goals and Evaluating effectiveness */

Sandbox:Worksheet Design

2012-08-01T21:22:44Z

Warcode: testing collapsible elements

Sandbox:Worksheet Design

2012-08-01T21:13:23Z

Warcode:

Sandbox:Worksheet Design

2012-08-01T21:10:36Z

Warcode: Attempted to include changes from August 1 meeting

Sandbox:Worksheet Design

2012-08-01T20:48:38Z

Warcode: Created page with "This resource for worksheet design is being developed by fellows of the [http://cwsei.ubc.ca Carl Wieman Science Education Initiative]. It currently lives in the Sandbox, mea..."

Sandbox:ARCHIVED: Math Department Teaching Resources/WeBWorK

2012-07-24T21:31:14Z

Warcode:

Most courses in the Math Department that incorporate an online homework system use WeBWorK.

==WeBWorK==

[http://webwork.maa.org/ WeBWorK] is a free open-source online homework system for mathematics and science. It is supported by the [http://ctlt.ubc.ca CTLT], and has the following features:

* LaTeX support
* automatic grading
* randomly generated numbers and functions within problems
* numeric and/or symbolic responses in problems
* enables instructors to either author their own problems, or download them from the [http://webwork.maa.org/wiki/National_Problem_Library National Problem Library]

Below is a screenshot of a question in WeBWorK.

[[File:MathWeBWorKScreenshot.png|300px]]

===Getting Started in WeBWorK===

A locally-produced document for getting started is this manual, which includes examples and links:

[http://www.math.ubc.ca/~warcode/UBC_Math_WeBWorK_Manual.pdf UBC Math WeBWorK Manual]

It was written by Tyler Woodbury, a summer student of Mark MacLean in 2010.

For '''documentation''' on WeBWorK, see the MAA website at [http://webwork.maa.org/wiki http://webwork.maa.org/wiki].

If you are interested in reading how WeBWorK has been used in undergraduate math courses at other institutions, you may also want to read:

* Vicki Roth, Volodymyr Ivanchenko, Nicholas Record.Evaluating student response to WeBWorK, a web-based homework delivery and grading system. Computers & Education, 50, 1462-1482, 2008
* Jane Korey, Kim Rheinlander, Dorothy Wallace. Open Calculus: A free online learning environment. Journal of College Teaching & Learning, 4(12), 71-80, 2007

For further information or to request access to WeBWorK, instructors can email the CTLT at [mailto:webwork.support@ubc.ca webwork.support@ubc.ca].

[[Category:Math Department Teaching Resources]]

Sandbox:ARCHIVED: Math Department Teaching Resources/WeBWorK

2012-07-24T21:27:56Z

Warcode:

Most courses in the Math Department that incorporate an online homework system use WeBWorK.

==WeBWorK==

[http://webwork.maa.org/ WeBWorK] is a free open-source online homework system for mathematics and science. It is supported by the [http://ctlt.ubc.ca CTLT], and has the following features:

* LaTeX support
* automatic grading
* randomly generated numbers and functions within problems
* numeric and/or symbolic responses in problems
* enables instructors to either author their own problems, or download them from the [http://webwork.maa.org/wiki/National_Problem_Library National Problem Library]

Below is a screenshot of a question in WeBWorK.

[[File:MathWeBWorKScreenshot.png|300px]]

===Getting Started in WeBWorK===

A locally-produced document for getting started is this manual, which includes examples and links:

UBC Math WeBWorK Manual

It was written by Tyler Woodbury, a summer student of Mark MacLean in 2010.

For '''documentation''' on WeBWorK, see the MAA website at [http://webwork.maa.org/wiki http://webwork.maa.org/wiki].

If you are interested in reading how WeBWorK has been used in undergraduate math courses at other institutions, you may also want to read:

* Vicki Roth, Volodymyr Ivanchenko, Nicholas Record.Evaluating student response to WeBWorK, a web-based homework delivery and grading system. Computers & Education, 50, 1462-1482, 2008
* Jane Korey, Kim Rheinlander, Dorothy Wallace. Open Calculus: A free online learning environment. Journal of College Teaching & Learning, 4(12), 71-80, 2007

For further information or to request access to WeBWorK, instructors can email the CTLT at [mailto:webwork.support@ubc.ca webwork.support@ubc.ca].

[[Category:Math Department Teaching Resources]]

Science:Math Department Teaching Resources

2012-07-12T23:09:35Z

Warcode:

Instructors in the math department may be interested in the following resources

* [http://www.math.ubc.ca/MathNet/TeachResources/trAchives.shtml Department Archives]
* [http://www.math.ubc.ca/MathNet/TeachResources/trWeBWorK.shtml Online Homework (WeBWorK)]
* [http://www.math.ubc.ca/MathNet/TeachResources/trCMS.shtml Delivering Online Instructional Materials]
* [http://www.math.ubc.ca/MathNet/TeachResources/trIT.shtml Interactivity in the Classroom and Online]
* [http://www.math.ubc.ca/MathNet/TeachResources/trVideo.shtml Screencasting and Pencasting]
* [http://www.math.ubc.ca/MathNet/TeachResources/trDocuments.shtml LaTeX and Document Preparation]
* [http://www.math.ubc.ca/MathNet/TeachResources/trMatlab.shtml MATLAB]

== Other Software ==

The department also has available:

* MAPLE: the department also has a site license
* Lindo/Lingo: available for Windows (and Unix, soon)
* Mathsheet: MATH 102 and MATH 103 instructors who use Mathsheet may contact [mailto:slate@math.ubc.ca slate@math.ubc.ca] for support

In the past, the open source software have been used in our teaching lab (contact IT for further details):

* Xppaut
* Sage
* Magma
* Macaulay2

== Contact ==

The content on this page and its subpages are drawn from the [http://wiki.ubc.ca UBC Wiki] on the Faculty of Science namespace [http://wiki.ubc.ca/index.php?title=Science:Math_Department_Teaching_Resources here]. If there are changes that you would like to see to this page and its subpages, please contact Warren Code. If you would like to make changes yourself, please contact Andrea Han or the CTLT Wiki Support to request access to the Faculty of Science namespace. This page was originally prepared by Greg Mayer.

'''Warren Code'''
* Email: warcode@math.ubc.ca

'''Andrea Han'''
* Email: han@science.ubc.ca

'''UBC Wiki Support'''
* [http://wiki.ubc.ca/Help:Contents#Support UBC Wiki support page]

[[Category:Math Department Teaching Resources]]

Talk:TOE

2012-07-03T23:14:23Z

Warcode: Talk page autocreated when first thread was posted

Thread:Talk:TOE/Title?

2012-07-03T23:14:23Z

Warcode: New thread: Title?

I'm not sure what TOE stands for; I came here from a search about open materials, and the content is what I was looking for, but I'm not sure what this page is related to.

Sandbox:Math Teaching Seminar/Archive/2011-Fall/Session 2

2011-10-13T05:49:45Z

Warcode:

How Do They Prepare To Teach?

Presentation: David Kohler

Move from ''teacher-oriented'' prep (where is classroom, what is textbook, what examples should I show?), transmission model, to ''student-oriented'': teach, then evaluate

Plants/gardeners analogy from Ken Robinson,
+ TED talk of Sugita Mitra: learning is an emergent process; rather than pushing information into students, we are fostering/engineering conditions for learning to take place.

The book suggests four essential inquiries:

1. What are the desired outcomes?
-skills
-abilities
-cognitive vs. affective is phys.
-aesthetics of mathematics
-big questions answered by the course
-learning objectives within a taxonomy (specific)

2. How to encourage students to develop these abilities?

3. How do we (students and teachers) understand the nature, quality and progress of student learning?

4. How to evaluate my (the teacher's) own efforts in fostering the learning?

Book then lists 13 questions to develop the above inquiries further.

Summary diagram:
[[File:MathReadingClub2011 Chapter2 Board1.jpg|thumb|left]]
[[File:MathReadingClub2011 Chapter2 Board2.jpg|thumb|left]]

Essential components of projects:
-authentic
-exciting
-important

Sample projects:
-architecture studio
-publishing
-from own school, third and fourth year math research projects.

------------------
Discussion

Djun: authenticity
What does this look like in Calc 1?

Challenge problems from Stewart, and other places.
Math occurs naturally in other subjects
mathematicians spend time refining, making ideas more elegant.

authenticity (in the discipline, is this valid inquiry?) vs. applicability

Can we have mini-projects/problems tackled as a class? Rather than big projects, have problems that fit in a class period, and work on those.

New Math 12 curriculum has writing of mathematics included.

Tasks can seem relatively simple (to you); students grappling they learn a lot.
e.g. What are logs? How to graph x^2-1 versus (x-1)^2?

Concerns about timing for authentic inquiry, especially if some remedial learning is required. Do try to use homework time for exploration (though class time must include training in learning how to learn).

(Summary prepared by Warren Code)

Sandbox:Math Teaching Seminar/Archive/2011-Fall/Session 2

2011-10-13T05:47:27Z

Warcode:

How Do They Prepare To Teach?

Presentation: David Kohler

Move from ''teacher-oriented'' prep (where is classroom, what is textbook, what examples should I show?), transmission model, to ''student-oriented'': teach, then evaluate

Plants/gardeners analogy from Ken Robinson,
+ TED talk of Sugita Mitra: learning is an emergent process; rather than pushing information into students, we are fostering/engineering conditions for learning to take place.

The book suggests four essential inquiries:

1. What are the desired outcomes?
-skills
-abilities
-cognitive vs. affective is phys.
-aesthetics of mathematics
-big questions answered by the course
-learning objectives within a taxonomy (specific)

2. How to encourage students to develop these abilities?

3. How do we (students and teachers) understand the nature, quality and progress of student learning?

4. How to evaluate my (the teacher's) own efforts in fostering the learning?

Book then lists 13 questions to develop the above inquiries further.

Summary diagram:
[[File:MathReadingClub2011 Chapter2 Board1.jpg|thumb]]
[[File:MathReadingClub2011 Chapter2 Board2.jpg|thumb]]

Essential components of projects:
-authentic
-exciting
-important

Sample projects:
-architecture studio
-publishing
-from own school, third and fourth year math research projects.

------------------
Discussion

Djun: authenticity
What does this look like in Calc 1?

Challenge problems from Stewart, and other places.
Math occurs naturally in other subjects
mathematicians spend time refining, making ideas more elegant.

authenticity (in the discipline, is this valid inquiry?) vs. applicability

Can we have mini-projects/problems tackled as a class? Rather than big projects, have problems that fit in a class period, and work on those.

New Math 12 curriculum has writing included.

Tasks can seem relatively simple (to you); students grappling they learn a lot.
e.g. What are logs? How to graph x^2-1 versus (x-1)^2?

Concerns about timing for authentic inquiry, especially if some remedial learning is required. Do try to use homework time for exploration (though class time must include training in learning how to learn).

(Summary prepared by Warren Code)

File:MathReadingClub2011 Chapter2 Board2.jpg

2011-10-13T05:45:54Z

Warcode: Right board from Chapter 2 Session: What The Best Teachers Do reading club, 2011.

== Summary ==
Right board from Chapter 2 Session: What The Best Teachers Do reading club, 2011.
== Copyright status: ==
Public domain
== Source: ==

File:MathReadingClub2011 Chapter2 Board1.jpg

2011-10-13T05:44:36Z

Warcode: Left board from Chapter 2 Session: What The Best Teachers Do reading club, 2011.

== Summary ==
Left board from Chapter 2 Session: What The Best Teachers Do reading club, 2011.
== Copyright status: ==
Public domain
== Source: ==

Sandbox:Math Teaching Seminar/Archive/2011-Fall/Session 2

2011-10-13T05:27:25Z

Warcode: Added the 2nd chapter summary from notes

How Do They Prepare To Teach?

Presentation: David Kohler

Move from ''teacher-oriented'' prep (where is classroom, what is textbook, what examples should I show?), transmission model, to ''student-oriented'': teach, then evaluate

Plants/gardeners analogy from Ken Robinson,
+ TED talk of Sugita Mitra: learning is an emergent process; rather than pushing information into students, we are fostering/engineering conditions for learning to take place.

The book suggests four essential inquiries:

1. What are the desired outcomes?
-skills
-abilities
-cognitive vs. affective is phys.
-aesthetics of mathematics
-big questions answered by the course
-learning objectives within a taxonomy (specific)

2. How to encourage students to develop these abilities?

3. How do we (students and teachers) understand the nature, quality and progress of student learning?

4. How to evaluate my (the teacher's) own efforts in fostering the learning?

Book then lists 13 questions to answer to develop the above inquiries further.

Summary diagram:

[[File:]]

Essential components of projects:
-authentic
-exciting
-important

Sample projects:
-architecture studio
-publishing
-from own school, third and fourth year math research projects.

------------------
Discussion

Djun: authenticity
What does this look like in Calc 1?

Challenge problems from Stewart, and other places.
Math occurs naturally in other subjects
mathematicians spend time refining, making ideas more elegant.

authenticity (in the discipline, is this valid inquiry?) vs. applicability

Can we have mini-projects/problems tackled as a class? Rather than big projects, have problems that fit in a class period, and work on those.

New Math 12 curriculum has writing included.

Tasks can seem relatively simple (to you); students grappling they learn a lot.
e.g. What are logs? How to graph x^2-1 versus (x-1)^2?

Concerns about timing for authentic inquiry, especially if some remedial learning is required. Do try to use homework time for exploration (though class time must include training in learning how to learn).

(Summary prepared by Warren Code)

Sandbox:Math Teaching Seminar/Archive/2011-Fall

2011-09-21T19:16:28Z

Warcode:

==Next Time==

The next session will take place on the '''4th October at 2pm in MATX 1101.'''

David Kohler will present ''How Do They Prepare to Teach ?''

==Organisation==
The seminar will take place every two weeks. We will cover the six main chapters [http://www.bestteachersinstitute.org/kenbain.html Ken Bain's] book "[http://books.google.com/books/about/What_the_best_college_teachers_do.html?id=YwPCxQpxKbIC What Best College Teachers Do]".

Bain studied "successful" teachers in various fields and institutions. He nevertheless found similarities between all these teachers. He organises his observations around six main questions (which are every time the title of a chapter).

The questions/chapters are :

# What Do They Know About How We Learn ?
# How Do They Prepare to Teach ?
# What Do They Expect of Their Students ?
# How Do They Conduct Class ?
# How Do They Treat Their Students ?
# How Do They Evaluate Their Students and Themselves?

Each session will be divided in two parts of 20-25 minutes each. First, a presentation of the main ideas of a chapter (a kind of theory part), then a discussion part. The goal of this second part is to come up with concrete ways/tips to address the questions/issues raised in the presentation. The objective is to find concrete ways to help us improve/influence the way we teach.

==Schedule==

The seminar takes place every two weeks in MATX 1101 from 2 to 3pm.

Here is the list of the presentations :

* 20th September : ''What Do They Know About How We Learn ?''
* 4th October : ''How Do They Prepare to Teach ?''
* 18th October : ''What Do They Expect of Their Students ?''
* 1st November : ''How Do They Conduct Class ?''
* 15th November : ''How Do They Treat Their Students ?''
* 29th November : ''How Do They Evaluate Their Students and Themselves?''

==Output==

There will be a summary of each session available here. Every time with a small part on the "theory", i.e. the main questions addressed, and then a list of tips/ways we can change our way of teaching.

If you want to get involved in this process, please let me know during the first session!

==Session 1: ''What Do They Know About How We Learn ?'' Summary==

'''Presentation''' (Steve Bennoun)

Regarding the data collection for the ''best'' teachers:
* follow for a term or more
* student data beyond term evaluations, such as later program success and interviews looking for statements like ''this course changed my life''
* in-class observation, video, etc.
* looked for consistent transformation of students

'''What Do They Know About How We Learn?'''
In the 80s, Force Concept Inventory: Physics students linked velocity to forces, not acceleration to forces. Deep misconceptions persisted through term, even for A students.
Attempt to address: present/confront misconceptions, but student beliefs still persisted,

One implication: We need conceptual questions in courses, or else we will not address misconceptions.

There are four primary points about student learning that Bain presents in this chapter:

1. What do we know about learning?
* Knowledge is constructed, not received.
* always link to existing knowledge
* we have mental models

2. Mental models change slowly
* need to provoke failure of existing model ("faulty expectations")
* students must care enough to want to adjust existing beliefs.
* students must be able to handle the mental trauma of the adjustment
successful
In classrooms: multiple opportunities to fail, receive feedback, try again. Instructor asks questions to guide thinking in addressing misconceptions.

We learn facts as we use them, not separately.

Example of 2 anatomy courses:
Course 1: transmission/ memorization-based
* long term memory poor.
* instructor believes weak students must have weak memories.
Course 2: focus on relations between facts,
* solving problems
* students struggle both with initial understanding and immediate application -- leads to learning.

3. Questions are crucial
* for indexing information
* to expose holes in understanding

4. Caring is crucial

Both for teachers and students.

How can we motivate students?
* External motivators work when they are there, but motivation drops off if the external force disappears.
* Motivation drops off when people feel they are being manipulated; can lead to ''strategic learners''
* Again, use more opportunities for feedback and repeated trying and couple with high expectations.

Types of motivation:
* for mastery: deep learners.
* competition "strategic learners
* to avoid failure: surface learners
Good instructors notice these categories and that students can move between them; aim for as many deep learners as possible.

--------------
'''Discussion'''

What about ambient culture ? Students have limited time.
*** To be discussed in a future session.

What makes for an effective/successful instructor?
* consistent transformation of students.

How do we give feedback + opportunities for trying?
* WEB Work gives feedback with unlimited tries; Djun Kim: can follow up with quiz; big difference in grades between WW completers and those who do less than 70% of the questions (overall grades end up similar to hand* in homework)
* Clickers: can expose misconceptions in a low* stakes way
* longer lead time on assignments: more opportunities for feedback.
* make office hours important
* online submission of student work can be somewhat more efficient for giving feedback on drafts

How can we help students to care?
* (David Kohler) ''Gamification'': engagement via "unnecessary obstacles" as in golf; engagement schemes of Massively Multiplayer Online games with gradual goal* setting and acheivement
* demotivators: * useless memorization + tedious calculation * material seems irrelevant * material feels inaccessible (too hard, out of reach)
* concern that we live in a culture of "anti* mathematics"; it is not a hobby like writing, art, etc...
* introduce concrete problems, eg. speed camera calculations ** challenge is that mathematicians may not know specific applications for their students' majors (eg. medicine)
* (Leah Keshet) use of case study in class: a significant applied problem tackled as group work.
* cast problems in more popular/personal terms: hockey player with puck instead of plane over the horizon, or for Intermediate Value Theorem: crossing equator to get here from Australia

(Summary prepared by Warren Code.)

Sandbox:Math Teaching Seminar/Archive/2011-Fall

2011-09-21T19:14:08Z

Warcode:

==Next Time==

The next session will take place on the '''4th October at 2pm in MATX 1101.'''

David Kohler will present ''How Do They Prepare to Teach ?''

==Organisation==
The seminar will take place every two weeks. We will cover the six main chapters [http://www.bestteachersinstitute.org/kenbain.html Ken Bain's] book "[http://books.google.com/books/about/What_the_best_college_teachers_do.html?id=YwPCxQpxKbIC What Best College Teachers Do]".

Bain studied "successful" teachers in various fields and institutions. He nevertheless found similarities between all these teachers. He organises his observations around six main questions (which are every time the title of a chapter).

The questions/chapters are :

# What Do They Know about How We Learn ?
# How Do They Prepare to Teach ?
# What Do They Expect of Their Students ?
# How Do They Conduct Class ?
# How Do They Treat Their Students ?
# How Do They Evaluate Their Students and Themselves?

Each session will be divided in two parts of 20-25 minutes each. First, a presentation of the main ideas of a chapter (a kind of theory part), then a discussion part. The goal of this second part is to come up with concrete ways/tips to address the questions/issues raised in the presentation. The objective is to find concrete ways to help us improve/influence the way we teach.

==Schedule==

The seminar takes place every two weeks in MATX 1101 from 2 to 3pm.

Here is the list of the presentations :

* 20th September : ''What Do They Know about How We Learn ?''
* 4th October : ''How Do They Prepare to Teach ?''
* 18th October : ''What Do They Expect of Their Students ?''
* 1st November : ''How Do They Conduct Class ?''
* 15th November : ''How Do They Treat Their Students ?''
* 29th November : ''How Do They Evaluate Their Students and Themselves?''

==Output==

There will be a summary of each session available here. Every time with a small part on the "theory", i.e. the main questions addressed, and then a list of tips/ways we can change our way of teaching.

If you want to get involved in this process, please let me know during the first session!

==Session 1: ''What Do They Know about How We Learn ?'' Summary==

'''Presentation'''

Regarding the data collection for the ''best'' teachers:
* follow for a term or more
* student data beyond term evaluations, such as later program success and interviews looking for statements like ''this course changed my life''
* in-class observation, video, etc.
* looked for consistent transformation of students

'''What Do They Know About How We Learn?'''
In the 80s, Force Concept Inventory: Physics students linked velocity to forces, not acceleration to forces. Deep misconceptions persisted through term, even for A students.
Attempt to address: present/confront misconceptions, but student beliefs still persisted,

One implication: We need conceptual questions in courses, or else we will not address misconceptions.

There are four primary points about student learning that Bain presents in this chapter:

1. What do we know about learning?
* Knowledge is constructed, not received.
* always link to existing knowledge
* we have mental models

2. Mental models change slowly
* need to provoke failure of existing model ("faulty expectations")
* students must care enough to want to adjust existing beliefs.
* students must be able to handle the mental trauma of the adjustment
successful
In classrooms: multiple opportunities to fail, receive feedback, try again. Instructor asks questions to guide thinking in addressing misconceptions.

We learn facts as we use them, not separately.

Example of 2 anatomy courses:
Course 1: transmission/ memorization-based
* long term memory poor.
* instructor believes weak students must have weak memories.
Course 2: focus on relations between facts,
* solving problems
* students struggle both with initial understanding and immediate application -- leads to learning.

3. Questions are crucial
* for indexing information
* to expose holes in understanding

4. Caring is crucial

Both for teachers and students.

How can we motivate students?
* External motivators work when they are there, but motivation drops off if the external force disappears.
* Motivation drops off when people feel they are being manipulated; can lead to ''strategic learners''
* Again, use more opportunities for feedback and repeated trying and couple with high expectations.

Types of motivation:
* for mastery: deep learners.
* competition "strategic learners
* to avoid failure: surface learners
Good instructors notice these categories and that students can move between them; aim for as many deep learners as possible.

--------------
'''Discussion'''

What about ambient culture ? Students have limited time.
*** To be discussed in a future session.

What makes for an effective/successful instructor?
* consistent transformation of students.

How do we give feedback + opportunities for trying?
* WEB Work gives feedback with unlimited tries; Djun Kim: can follow up with quiz; big difference in grades between WW completers and those who do less than 70% of the questions (overall grades end up similar to hand* in homework)
* Clickers: can expose misconceptions in a low* stakes way
* longer lead time on assignments: more opportunities for feedback.
* make office hours important
* online submission of student work can be somewhat more efficient for giving feedback on drafts

How can we help students to care?
* (David Kohler) ''Gamification'': engagement via "unnecessary obstacles" as in golf; engagement schemes of Massively Multiplayer Online games with gradual goal* setting and acheivement
* demotivators: * useless memorization + tedious calculation * material seems irrelevant * material feels inaccessible (too hard, out of reach)
* concern that we live in a culture of "anti* mathematics"; it is not a hobby like writing, art, etc...
* introduce concrete problems, eg. speed camera calculations ** challenge is that mathematicians may not know specific applications for their students' majors (eg. medicine)
* (Leah Keshet) use of case study in class: a significant applied problem tackled as group work.
* cast problems in more popular/personal terms: hockey player with puck instead of plane over the horizon, or for Intermediate Value Theorem: crossing equator to get here from Australia

(Summary prepared by Warren Code.)

Sandbox:Math Teaching Seminar/Archive/2011-Fall

2011-09-21T19:09:13Z

Warcode:

==Next Time==

The next session will take place on the '''4th October at 2pm in MATX 1101.'''

David Kohler will present ''How Do They Prepare to Teach ?''

==Organisation==
The seminar will take place every two weeks. We will cover the six main chapters [http://www.bestteachersinstitute.org/kenbain.html Ken Bain's] book "[http://books.google.com/books/about/What_the_best_college_teachers_do.html?id=YwPCxQpxKbIC What Best College Teachers Do]".

Bain studied "successful" teachers in various fields and institutions. He nevertheless found similarities between all these teachers. He organises his observations around six main questions (which are every time the title of a chapter).

The questions/chapters are :

# What Do They Know about How We Learn ?
# How Do They Prepare to Teach ?
# What Do They Expect of Their Students ?
# How Do They Conduct Class ?
# How Do They Treat Their Students ?
# How Do They Evaluate Their Students and Themselves?

Each session will be divided in two parts of 20-25 minutes each. First, a presentation of the main ideas of a chapter (a kind of theory part), then a discussion part. The goal of this second part is to come up with concrete ways/tips to address the questions/issues raised in the presentation. The objective is to find concrete ways to help us improve/influence the way we teach.

==Schedule==

The seminar takes place every two weeks in MATX 1101 from 2 to 3pm.

Here is the list of the presentations :

* 20th September : ''What Do They Know about How We Learn ?''
* 4th October : ''How Do They Prepare to Teach ?''
* 18th October : ''What Do They Expect of Their Students ?''
* 1st November : ''How Do They Conduct Class ?''
* 15th November : ''How Do They Treat Their Students ?''
* 29th November : ''How Do They Evaluate Their Students and Themselves?''

==Output==

There will be a summary of each session available here. Every time with a small part on the "theory", i.e. the main questions addressed, and then a list of tips/ways we can change our way of teaching.

If you want to get involved in this process, please let me know during the first session!

==Session 1: ''What Do They Know about How We Learn ?'' Summary==

Regarding the data collection for the ''best'' teachers:
* follow for a term or more
* student data beyond term evaluations, such as later program success and interviews looking for statements like ''this course changed my life''
* in-class observation, video, etc.
* looked for consistent transformation of students

What Do They Know About How We Learn?
In the 80s, Force Concept Inventory: Physics students linked velocity to forces, not acceleration to forces. Deep misconceptions persisted through term, even for A students.
Attempt to address: present/confront misconceptions, but student beliefs still persisted,

One implication: We need conceptual questions in courses, or else we will not address misconceptions.

There are four primary points about student learning that Bain presents in this chapter:

1. What do we know about learning?
* Knowledge is constructed, not received.
* always link to existing knowledge
* we have mental models

2. Mental models change slowly
* need to provoke failure of existing model ("faulty expectations")
* students must care enough to want to adjust existing beliefs.
* students must be able to handle the mental trauma of the adjustment
successful
In classrooms: multiple opportunities to fail, receive feedback, try again. Instructor asks questions to guide thinking in addressing misconceptions.

We learn facts as we use them, not separately.

Example of 2 anatomy courses:
Course 1: transmission/ memorization-based
* long term memory poor.
* instructor believes weak students must have weak memories.
Course 2: focus on relations between facts,
* solving problems
* students struggle both with initial understanding and immediate application -- leads to learning.

3. Questions are crucial
* for indexing information
* to expose holes in understanding

4. Caring is crucial

Both for teachers and students.

How can we motivate students?
* External motivators work when they are there, but motivation drops off if the external force disappears.
* Motivation drops off when people feel they are being manipulated; can lead to ''strategic learners''
* Again, use more opportunities for feedback and repeated trying and couple with high expectations.

Types of motivation:
* for mastery: deep learners.
* competition "strategic learners
* to avoid failure: surface learners
Good instructors notice these categories and that students can move between them; aim for as many deep learners as possible.

--------------

What about ambient culture ? Students have limited time.
*** To be discussed in a future session.

What makes for an effective/successful instructor?
* consistent transformation of students.

How do we give feedback + opportunities for trying?
* WEB Work gives feedback with unlimited tries; Djun Kim: can follow up with quiz; big difference in grades between WW completers and those who do less than 70% of the questions (overall grades end up similar to hand* in homework)
* Clickers: can expose misconceptions in a low* stakes way
* longer lead time on assignments: more opportunities for feedback.
* make office hours important
* online submission of student work can be somewhat more efficient for giving feedback on drafts

How can we help students to care?
* "Gamification": engagement via "unnecessary obstacles" as in golf; engagement schemes of Massively Multiplayer Online games with gradual goal* setting and acheivement
* demotivators: * useless memorization + tedious calculation
* material seems irrelevant
* material feels inaccessible (too hard, out of reach)
* concern that we live in a culture of "anti* mathematics"; it is not a hobby like writing, art, etc...
* introduce concrete problems, eg. speed camera calculations ** challenge is that mathematicians may not know specific applications for their students' majors (eg. medicine)
* (Leah Keshet) use of case study in class: a significant applied problem tackled as group work.
* cast problems in more popular/personal terms: hockey player with puck instead of plane over the horizon, or for Intermediate Value Theorem: crossing equator to get here from Australia

(Summary prepared by Warren Code.)

Sandbox:Math Teaching Seminar/Archive/2011-Fall

2011-09-21T19:07:40Z

Warcode:

==Next Time==

The next session will take place on the '''4th October at 2pm in MATX 1101.'''

David Kohler will present ''How Do They Prepare to Teach ?''

==Organisation==
The seminar will take place every two weeks. We will cover the six main chapters [http://www.bestteachersinstitute.org/kenbain.html Ken Bain's] book "[http://books.google.com/books/about/What_the_best_college_teachers_do.html?id=YwPCxQpxKbIC What Best College Teachers Do]".

Bain studied "successful" teachers in various fields and institutions. He nevertheless found similarities between all these teachers. He organises his observations around six main questions (which are every time the title of a chapter).

The questions/chapters are :

# What Do They Know about How We Learn ?
# How Do They Prepare to Teach ?
# What Do They Expect of Their Students ?
# How Do They Conduct Class ?
# How Do They Treat Their Students ?
# How Do They Evaluate Their Students and Themselves?

Each session will be divided in two parts of 20-25 minutes each. First, a presentation of the main ideas of a chapter (a kind of theory part), then a discussion part. The goal of this second part is to come up with concrete ways/tips to address the questions/issues raised in the presentation. The objective is to find concrete ways to help us improve/influence the way we teach.

==Schedule==

The seminar takes place every two weeks in MATX 1101 from 2 to 3pm.

Here is the list of the presentations :

* 20th September : ''What Do They Know about How We Learn ?''
* 4th October : ''How Do They Prepare to Teach ?''
* 18th October : ''What Do They Expect of Their Students ?''
* 1st November : ''How Do They Conduct Class ?''
* 15th November : ''How Do They Treat Their Students ?''
* 29th November : ''How Do They Evaluate Their Students and Themselves?''

==Output==

There will be a summary of each session available here. Every time with a small part on the "theory", i.e. the main questions addressed, and then a list of tips/ways we can change our way of teaching.

If you want to get involved in this process, please let me know during the first session!

==Session 1: ''What Do They Know about How We Learn ?'' Summary==

Regarding the data collection for the ''best'' teachers:
* follow for a term or more
* student data beyond term evaluations, such as later program success and interviews looking for statements like ''this course changed my life''
* in-class observation, video, etc.
* looked for consistent transformation of students

What Do They Know About How We Learn?
In the 80s, Force Concept Inventory: Physics students linked velocity to forces, not acceleration to forces. Deep misconceptions persisted through term, even for A students.
Attempt to address: present/confront misconceptions, but student beliefs still persisted,

One implication: We need conceptual questions in courses, or else we will not address misconceptions.

There are four primary points about student learning that Bain presents in this chapter:

1. What do we know about learning?
* Knowledge is constructed, not received.
* always link to existing knowledge
* we have mental models

2. Mental models change slowly
* need to provoke failure of existing model ("faulty expectations")
* students must care enough to want to adjust existing beliefs.
* students must be able to handle the mental trauma of the adjustment
successful
In classrooms: multiple opportunities to fail, receive feedback, try again. Instructor asks questions to guide thinking in addressing misconceptions.

We learn facts as we use them, not separately.

Example of 2 anatomy courses:
Course 1: transmission/ memorization-based
* long term memory poor.
* instructor believes weak students must have weak memories.
Course 2: focus on relations between facts,
* solving problems
* students struggle both with initial understanding and immediate application -- leads to learning.

3. Questions are crucial
* for indexing information
* to expose holes in understanding

4. Caring is crucial

Both for teachers and students.

How can we motivate students?
* External motivators work when they are there, but motivation drops off if the external force disappears.
* Motivation drops off when people feel they are being manipulated; can lead to ''strategic learners''
* Again, use more opportunities for feedback and repeated trying and couple with high expectations.

Types of motivation:
* for mastery: deep learners.
* competition "strategic learners
* to avoid failure: surface learners
Good instructors notice these categories and that students can move between them; aim for as many deep learners as possible.

--------------

What about ambient culture ? Students have limited time.
*** To be discussed in a future session.

What makes for an effective/successful instructor?
-consistent transformation of students.

How do we give feedback + opportunities for trying?
- WEB Work gives feedback with unlimited tries; Djun Kim: can follow up with quiz; big difference in grades between WW completers and those who do less than 70% of the questions (overall grades end up similar to hand-in homework)
- Clickers: can expose misconceptions in a low-stakes way
- longer lead time on assignments: more opportunities for feedback.
- make office hours important
- online submission of student work can be somewhat more efficient for giving feedback on drafts

How can we help students to care?
- "Gamification": engagement via "unnecessary obstacles" as in golf; engagement schemes of Massively Multiplayer Online games with gradual goal-setting and acheivement
- demotivators: - useless memorization + tedious calculation
- material seems irrelevant
- material feels inaccessible (too hard, out of reach)
- concern that we live in a culture of "anti-mathematics"; it is not a hobby like writing, art, etc...
- introduce concrete problems, eg. speed camera calculations ** challenge is that mathematicians may not know specific applications for their students' majors (eg. medicine)
- (Leah Keshet) use of case study in class: a significant applied problem tackled as group work.

- cast problems in more popular/personal terms: hockey player with puck instead of plane over the horizon, or for Intermediate Value Theorem: crossing equator to get here from Australia

(Summary prepared by Warren Code.)

Sandbox:TAAP/Teaching Portfolio

2011-03-22T21:04:17Z

Warcode: /* What goes in a Teaching Portfolio? */

= TA Accreditation Program Seminar - March 22, 2011 =
<big>
=== What is a Teaching Portfolio? ===
A teaching portfolio is a flexible document that collects information relative to teaching and learning. It can be used to promote a teaching philosophy, present accomplishments while looking for a position or simply foster personal development.

Teaching portfolios are usually composed of three major parts:

* Teaching responsibilities
* Teaching philosophy
* Evidence of effective teaching

Whether you seek an academic postion, a teaching position or any other job, a teaching portfolio can help you gather important information about the skills you developed as a TA at UBC.

=== Why do you want a Teaching Portfolio? ===
Even research-track positions now require a Teaching ''Statement'', but virtually any job with a substantial teaching component will require the more comprehensive Teaching Portfolio, of which the Teaching Statement is one component.

=== How do you make a Teaching Portfolio? ===
Basically, you have two options:

* '''"Paper-based" portfolio:''' traditional, and many places will request this format (sent electronically, but could print into a stack of paper).
* '''E-portfolio:''' software (usually blogging software like Wordpress) is used to host the components online. Could include video. Becoming more accepted for job applications. CTLT has workshops devoted to developing e-portfolios. Note that some items are private (like teaching evaluations) so there may be some content management choices.

Once you have a portfolio built or partially built, '''get feedback about it!'''

=== What goes in a Teaching Portfolio? ===
:'''1. Teaching responsibilities'''
::'''1.1 [[Sandbox:TAAP/Teaching_Portfolio/TA_positions_to_consider|TA positions to consider]]'''
::'''1.2 Other activities'''
:'''2. Teaching philosophy'''
::'''2.1 [[Sandbox:TAAP/Teaching_Portfolio/teaching_statement|Teaching statement]]'''
::'''2.2 [[Sandbox:TAAP/Teaching_Portfolio/instructional_choices|Instructional choices]]'''
::'''2.3 [[Sandbox:TAAP/Teaching_Portfolio/using_technologies|Use of technology]]'''
::'''2.4 [[Sandbox:TAAP/Teaching_Portfolio/reading|Readings]]'''
:'''3. Evidence of effective teaching'''
::'''3.1 Samples of materials you developed'''
::'''3.2 [[Sandbox:TAAP/Teaching_Portfolio/professional_development|Professional development]]'''
::'''3.3 [[Sandbox:TAAP/Teaching_Portfolio/teaching_evaluations|Student evaluations and testimonials]]'''
::'''3.4 Awards'''
::'''3.5 Other evidence'''
</big>

Sandbox:TAAP/Teaching Portfolio/teaching evaluations

2011-03-22T21:03:24Z

Warcode: /* Figure out what they mean */

<big>Of course don't forget to add your teaching evaluations. But be methodical about it:

=== Figure out what they mean ===
Reading teaching evaluations is not always easy. Between what you might try to accomplish and what your students will feel about it there is often a gap. Experimenting in your teaching methods can affect your evaluations (better or worse). This should not discourage you from your development as a teacher; even if you try to teach the same way the evaluations can look quite different, especially in your early years teaching. You can always ask a peer or someone at CTLT to help you make sense of student evaluations if you're unsure of what message to read from them.

=== Comment on them in your portfolio ===
Rather than just including the evaluations, add any commentary about what seem to be your strengths and how you might address any negative themes. Even better, once you have taught more times, you can build a picture of how you have grown as an instructor over time.

=== Don't limit yourself to formal UBC evaluations ===
If you have some great testimonial or "thank you" email from a student, ask for their permission to include it. Does not replace but can enhance the student evaluations.

</big>

Sandbox:TAAP/Teaching Portfolio/teaching evaluations

2011-03-22T20:58:50Z

Warcode:

<big>Of course don't forget to add your teaching evaluations. But be methodical about it:

=== Figure out what they mean ===
Reading teaching evaluations is not always easy. Between what you might try to accomplish and what your students will feel about it there is often a gap. Experienced teachers all agree to say that the more they experiment with their students the larger the gap in their evaluation. This should not discourage you from your development as a teacher. You can always ask a peer or someone at CTLT to help you make sense of student evaluations if you're unsure of what message to read from them.

=== Comment on them in your portfolio ===
Rather than just including the evaluations, add any commentary about what seem to be your strengths and how you might address any negative themes. Even better, once you have taught more times, you can build a picture of how you have grown as an instructor over time.

=== Don't limit yourself to formal UBC evaluations ===
If you have some great testimonial or "thank you" email from a student, ask for their permission to include it. Does not replace but can enhance the student evaluations.

</big>

Sandbox:TAAP/Teaching Portfolio/teaching evaluations

2011-03-22T20:58:31Z

Warcode:

<big>Of course don't forget to add your teaching evaluations. But be methodical about it:

=== Figure out what they mean ===
Reading teaching evaluations is not always easy. Between what you might try to accomplish and what your students will feel about it there is often a gap. Experienced teachers all agree to say that the more they experiment with their students the larger the gap in their evaluation. This should not discourage you from your development as a teacher. You can always ask a peer or someone at CTLT to help you make sense of student evaluations if you're unsure of what message to read from them.

=== Comment on them in your portfolio ===
Rather than just including the evaluations, add any commentary about what seem to be your strengths and how you might address any negative themes. Even better, once you have taught more times, you can build a picture of how you have grown as an instructor over time.

=== Don't limit yourself to UBC evaluations ===
If you have some great testimonial or "thank you" email from a student, ask for their permission to include it. Does not replace but can enhance the student evaluations.

</big>

Sandbox:TAAP/Teaching Portfolio

2011-03-22T20:50:41Z

Warcode: /* How do you make a Teaching Portfolio? */

= TA Accreditation Program Seminar - March 22, 2011 =
<big>
A teaching portfolio is a flexible document that collects information relative to teaching and learning. It can be used to promote a teaching philosophy, present accomplishments while looking for a position or simply foster personal development.

Teaching portfolios are usually composed of three major parts:

* Teaching responsibilities
* Teaching philosophy
* Evidence of effective teaching

Whether you seek an academic postion, a teaching position or any other job, a teaching portfolio can help you gather important information about the skills you developed as a TA at UBC.

=== Why do you want a Teaching Portfolio? ===
Even research-track positions now require a Teaching ''Statement'', but virtually any job with a substantial teaching component will require the more comprehensive Teaching Portfolio, of which the Teaching Statement is one component.

=== How do you make a Teaching Portfolio? ===
Basically, you have two options:

* '''"Paper-based" portfolio:''' traditional, and many places will request this format (sent electronically, but could print into a stack of paper).
* '''E-portfolio:''' software (usually blogging software like Wordpress) is used to host the components online. Could include video. Becoming more accepted for job applications. CTLT has workshops devoted to developing e-portfolios. Note that some items are private (like teaching evaluations) so there may be some content management choices.

Once you have a portfolio built or partially built, '''get feedback about it!'''

=== What goes in a Teaching Portfolio? ===
:'''1. Teaching responsibilities'''
::'''1.1 [[Sandbox:TAAP/Teaching_Portfolio/TA_positions_to_consider|TA positions to consider]]'''
::'''1.2 Other activities'''
:'''2. Teaching philosophy'''
::'''2.1 [[Sandbox:TAAP/Teaching_Portfolio/teaching_statement|Teaching statement]]'''
::'''2.2 [[Sandbox:TAAP/Teaching_Portfolio/instructional_choices|Instructional choices]]'''
::'''2.3 [[Sandbox:TAAP/Teaching_Portfolio/using_technologies|Use of technology]]'''
::'''2.4 [[Sandbox:TAAP/Teaching_Portfolio/reading|Readings]]'''
:'''3. Evidence of effective teaching'''
::'''3.1 Samples of materials you developed'''
::'''3.2 [[Sandbox:TAAP/Teaching_Portfolio/professional_development|Professional development]]'''
::'''3.3 [[Sandbox:TAAP/Teaching_Portfolio/teaching_evaluations|Student evaluations]]'''
</big>

Sandbox:TAAP/Teaching Portfolio/reading

2011-03-22T20:28:42Z

Warcode:

Your teaching might have been influenced by someone's work. Listing the key readings that shape your teaching philosophy will help structure your teaching portfolio and communicate how you belong to the community.

Some suggested places to look for reading:

* For a number of "two-pagers" that are brief summaries of teaching and learning concepts, which also have references for further reading, check out the Carl Wieman Science Education Initiative main website, Resources section:

http://cwsei.ubc.ca/resources/index.html

* An implementation example incorporating recent research on teaching and learning relevant to mathematics:

http://www.math.uoc.gr/~ictm2/Proceedings/invSmi.pdf

* For a sample of current issues facing Mathematics in College Education, check out David Bressoud's monthly column, ''Launchings'':

http://www.maa.org/columns/launchings/launchings.html

* To get a perspective on the recent but exciting history of research in post-secondary Math Ed, you may like this page and others related to the Special Interest Group of the MAA (SIGMAA) on Research in Undergraduate Mathematics Education (RUME):

A reading list of "classics": http://www.maa.org/features/rumec.html

Links to conference proceedings for the latest research: http://sigmaa.maa.org/rume/Site/Conferences.html