4x4x16 NMC Writing Challenge by mdelonge@nmc.edu

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Table Of Contents The Joy of Teaching at NMC .............................................. 5 Bird by Bird .......................................................... 6 Accessing Your NMC E-mail Account ........................................ 7 Robert Goulet and Aurora Borealis; Only Connect .............................. 9 My students can't write! Part 4: Grading and Rubrics ............................ 12 Enough, But Not Too Much: Discussing Significant Learning Outcomes ............... 14 What Should Learning Be? .............................................. 15 Learning to Teach Online by Taking Massive Open Online Courses .................. 16 Learning is Loud! ..................................................... 18 Tell Me a Story - Guest Post .............................................. 19 On Being Shy: Teaching Introverts and the Online Environment - Guest Post ........... 21 A picture is worth a thousand words ........................................ 23 Understood Betsy ..................................................... 24 Trying to be a Creator--Even in November ................................... 26 Has School Become An Extracurricular Activity? ............................... 27 What Do Employers Want? (Part 2) ........................................ 28 My students can’t write! Part 3: Outlines and Models ............................ 29 Learning via Discussion ................................................. 31 Learning for Life ...................................................... 32 From Captain Kirk to Gandalf the White; What's An Educator To Do? ............... 34 Promoting Student Engagement With Online Classes ............................ 37 Tech Tips: Searching for Specific Emails on Gmail .............................. 38 ITV: The Good, the Bad, and the Ugly - Guest Post .............................. 40 Go Find Me a Poem - Guest Post ........................................... 43 Don’t Do Cookie Cutter - Guest Post ........................................ 46 Student Friendships: Worth the risk? ....................................... 49 I don't understand what you don't understand ................................. 50 The National Debt ..................................................... 52 Introducing Metacognition into Student Reading ............................... 54 Applying Ordinary Teaching for an Extra-ordinary Learning Time .................. 56 Darn Serious Learning .................................................. 58 Google Hangouts is here! ................................................ 60 My students can't write! Part 2: Scaffolding ................................... 61 Humor and Teaching ................................................... 63 Do you think he will get mad? ............................................. 64 Lady in the Classroom? ................................................. 65 Pharmacology Scavenger Hunt Assignment ................................... 67 Café scientifique ...................................................... 68 To Allow Resubmissions or Not to Allow Resubmissions—THAT is the Question! (William Shakespeare, sorta) - Guest Post ........................................... 69 Keeping It Relevant - Guest Post ........................................... 73 Honoring Our Discipline’s Values in Non-Traditional Ways ....................... 76

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

What Do Students Really Want? ........................................... 78 My students canâ&#x20AC;&#x2122;t write! Part 1: Crafting Effective Writing Assignments .............. 79 Podcast Junkie - Is This Working? ......................................... 81 Encouraging Every Student to Talk ......................................... 83 Quick Guide for Gmail Invitations ......................................... 84 Teaching as Learning .................................................. 86 Technology in the Classroom ............................................. 87 How Much is That Worth? ............................................... 89 Extra Credit in the Lab ................................................. 90 Evaluating Nursing Student Clinical Skills .................................... 91 Bibliophobia? Library Phobia? .......................................... 92 Intellectual Freedom Supported by Foundational Curriculum Outcomes ............... 93 Lions, Tigers, and Bears, OH MY! ......................................... 95 Writing Challenge Kick Off .............................................. 97 Writing Challenge = Free Ice Cream ........................................ 98 NMC's teaching@NMC in Faculty Focus Article .............................. 100 Wrap It Up: 4x4x16 .................................................. 101 Every Step of the Way ................................................. 102 Retrospective ....................................................... 104 4x4x16 Writing, Ice Cream, Education, and Maybe a Book ....................... 105 Afterthoughts ....................................................... 106 Is there an app for that? ................................................ 107 Twenty-Minute Mentor Series ........................................... 109 Defunct Adjunct ..................................................... 110 Go Lions .......................................................... 111 So many suggestions! Where do I start? ..................................... 112 Test Anxiety ........................................................ 113 Jigsaws in the Classroom? .............................................. 114 Guiding student preparation - a journey .................................... 115 Searching for the Somatic (Week 3) ....................................... 117 Writing Back In Time ................................................. 118 Time To Reflect on Competency-based Learning .............................. 119 The Joy of Public Speaking .............................................. 122 Give Me the Beat...To Organize My Learning? ................................ 124 How Much is Too Much? ............................................... 129 Learning debt ....................................................... 130 "Messy" Questions Often Elicit Critical Thinking .............................. 131 Searching for the Somatic (week 2) ........................................ 132 Thinking Inside The Box ............................................... 133 Lifetime Writing Prompt &amp; Order of Magnitude ........................... 134 An Argument Against Averaging Student Grades &amp; Using the Killer Zero ......... 136 Own It: Learn How to Learn ............................................ 138 In Search of the Somatic ............................................... 139 Active Learning: More Than Just Busy ..................................... 140 Video Games and the Learning Process ..................................... 141

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Audio Recording Feedback to Students ..................................... 142 4 x 4 x 16 = Ice Cream! ................................................ 143

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

The Joy of Teaching at NMC by Tammy Coleman - Tuesday, November 25, 2014 KWWS WHDFKLQJ QPF HGX "S 7KH -R\ RI 7HDFKLQJ DW 10& ,W LV WKH VXSUHPH DUW RI WKH WHDFKHU WR DZDNHQ MR\ LQ FUHDWLYH H[SUHVVLRQ DQG NQRZOHGJH $OEHUW (LQVWHLQ /HW PH MXVW VD\ DV D QHZELH , KDYH QR FDQGOH WR KROGÂ«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Â« , KDYH PHW VRPH YHU\ WDOHQWHG LQGLYLGXDOV ZKR FDUH DERXW KLJK VWDQGDUGV IRU VWXGHQWV IRU UHDO OHDUQLQJ DQG IRU WKH ZHOIDUH RI RXU VWXGHQWV :H DOO UXQ LQWR VWUHVV DQG LQ P\ FDVH , DP SUHWW\ JRRG DW ILQGLQJ LWÂ«DQG FUHDWLQJ LW IRU P\VHOIÂ«EXW 10& KDV DQ DPD]LQJ SRVLWLYH WRQH WKDW UHDOO\ FDQQRW EH IRXQG LQ DOO DUHDV RI WKH FRXQWU\ RU VWDWH %HOLHYH PHÂ«, KDYH ORRNHG (QMR\ WKH JUHDW DQG SRVLWLYH HQYLURQPHQW ZH VKDUH DQG MRLQ PH LQ EHLQJ JUDWHIXO BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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Robert Goulet and Aurora Borealis; Only Connect by Steve Rice - Monday, November 17, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

My students can't write! Part 4: Grading and Rubrics by Megan Ward - Monday, November 17, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Enough, But Not Too Much: Discussing Significant Learning Outcomes by Tracy Russo - Monday, November 17, 2014 KWWS WHDFKLQJ QPF HGX "S :ULWLQJ DQ HIIHFWLYH DQG DSSURSULDWH 6LJQLILFDQW /HDUQLQJ 2XWFRPH LV LQ VRPH ZD\V VLPLODU WR FUHDWLQJ D ZRUN RI DUW <RX KDYH WR NQRZ ZKDW WR SXW ZKHUH WR SXW LW DQG ZKHQ WR VWRS EHIRUH \RX SXW WRR PXFK RQ \RXU SDJH 6HH WKH YLGHR EHORZ IRU RQH YHUVLRQ RI ZKDW D FRQYHUVDWLRQ DERXW WKLV KHOSHG FODULI\ ZKHQ HQRXJK ZDV MXVW ULJKW BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

What Should Learning Be? by Nick Roster - Monday, November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

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Learning to Teach Online by Taking Massive Open Online Courses by Linda Walter - Saturday, November 15, 2014 KWWS WHDFKLQJ QPF HGX "S 2QH RI WKH DVVLJQPHQWV IRU WKH 7HDFKLQJ 6ROXWLRQV &ODVV ZDV WR SDUWLFLSDWH LQ D Â³0 2 2 &Â´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Â¶V LQIRUPDWLRQ 7KHUH ZHUH SLFWXUHV DQG FRPPHQWV DERXW WKH EHVW DVVLJQPHQWV $FFRUGLQJ WR WKH ,OOLQRLV 2QOLQH 1HWZRUN KWWS ZZZ LRQ XLOOLQRLV HGX RQOLQH FRXUVHV QHHG WR DGGUHVV WKH OHDUQHUVÂ¶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Â¶W SUHVHQWHG LQ WKH FRXUVH 7KH EHVW SDUW LV WKDW LW LV IUHH

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Learning is Loud! by Michele Howard - Friday, November 14, 2014 KWWS WHDFKLQJ QPF HGX "S 7KH 0DUN +HOHQ 2VWHUOLQ /LEUDU\ LV WKH ORXGHVW OLEUDU\ , KDYH HYHU ZRUNHG 7KLV SDVW ZHHN LW KDV EHHQ HYHQ ORXGHU WKDQ XVXDO 0D\EH LWÂ¶V WKH HDUO\ VQRZ RU ODFN RI VXQOLJKW EXW WKHUH LV GHILQLWHO\ D ORXG YLEH JRLQJ RQ LQ WKH 10& OLEUDU\ :H DUH D SUHWW\ OHQLHQW RQ UXOHV LQ WKH OLEUDU\ :H DOORZ GULQNV QRQ DOFRKROLF DQG IRRG -LPP\ -RKQÂ¶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Â¶V WKH ZD\ RXU FXUUHQW VWXGHQWV IHHO FRPIRUWDEOH OHDUQLQJ 2XU ODWHVW WKRXJKW LV WKDW PD\EH ZH VKRXOGQ W ILJKW DJDLQVW LW /HDUQLQJ LV D ORXG DQG VRPHWLPHV PHVV\ DIIDLU :KHQ , WKLQN DERXW WKH DFDGHPLF DQG QRQ DFDGHPLF OHVVRQV ,Â¶YH OHDUQHG WKH\ RIWHQ ZHUHQÂ¶W HDV\ DQG ZHUHQÂ¶W DORQH DQG WKH\ GHILQLWHO\ ZHUHQÂ¶W TXLHW /HDUQLQJ FDQ EH D FRPPXQLW\ HYHQW )RU QRZ ZHÂ¶OO NHHS ZUHVWOLQJ WKH YDULRXV VWXGHQW QHHGV EXW IHHO IUHH WR VWRS E\ GXULQJ OXQFK DQG KDQJ RXW DQG OLVWHQ WR WKH VRXQGV RI OHDUQLQJ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Tell Me a Story - Guest Post by Salvatore Buffo - Thursday, November 13, 2014 KWWS WHDFKLQJ QPF HGX "S

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On Being Shy: Teaching Introverts and the Online Environment Guest Post by Laura Cline - Thursday, November 13, 2014 KWWS WHDFKLQJ QPF HGX "S

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A picture is worth a thousand words by Brian Sweeney - Wednesday, November 12, 2014 KWWS WHDFKLQJ QPF HGX "S

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Understood Betsy by Deb Pharo - Wednesday, November 12, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Trying to be a Creator--Even in November by Kristen Salathiel - Tuesday, November 11, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Has School Become An Extracurricular Activity? by Deb Pharo - Tuesday, November 11, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

What Do Employers Want? (Part 2) by Nick Roster - Tuesday, November 11, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

My students canâ&#x20AC;&#x2122;t write! Part 3: Outlines and Models by Megan Ward - Monday, November 10, 2014 KWWS WHDFKLQJ QPF HGX "S 0\ KXVEDQG -RQ OLNHV /HJRV $ ORW , DGPLW EXLOGLQJ P\ YHU\ RZQ %DWPRELOH ZDV SUHWW\ VZHHW <RX DUH ZHOFRPH WR FRPH VHH LW LQ P\ RIILFH DQ\ WLPH %XW ZH GLYHUJH LQ RXU SURFHVV IRU EXLOGLQJ :KLOH , OLNH WR IROORZ WKH GLUHFWLRQV ORRN DW WKH GLDJUDPV DQG FRPSDUH WR WKH SLFWXUHV RQ WKH ER[ KH MXVW GXPSV HYHU\WKLQJ RXW LQ D SLOH DQG JHWV WR LW ZLWK VRPH KHOSV IURP RXU FDWV (YHQ ZLWK WKHVH GLIIHUHQW DSSURDFKHV -RQÂ¶V FUHDWLRQV DUULYH DW WKH VDPH SODFH DV PLQH %XW WKDW LV EHFDXVH KH KDV VSHQW D HPEDUUDVVLQJO\ ODUJH DPRXQW RI KLV WLPH SXWWLQJ WRJHWKHU /HJRV +H XQGHUVWDQG WKH SXUSRVHV RI WKH GLIIHUHQW SLHFHV DQG KDV DQ LGHD RI KRZ WR SXW VRPHWKLQJ WRJHWKHU EHIRUH KH HYHQ VWDUWHG 0\ ILUVW /HJR FUHDWLRQ ZDV PD\EH WZR \HDUV DJR DQG ,Â¶YH PDGH IHZ VLQFH WKHQ (YHU\WKLQJ DERXW WKHP LV IRUHLJQ WR PH DQG , QHHG WR GHSHQG RQ WKH JXLGDQFH IURP WKH LQVWUXFWLRQV WKH SLFWXUHV DQG P\ H[SHUW KXVEDQG :ULWLQJ IRU RXU VWXGHQWV LV QR GLIIHUHQW :H DUH H[SHUWV LQ RXU UHVSHFWLYH ILHOGV $ORQJ ZLWK WKDW H[SHUWLVH FRPHV NQRZOHGJH RI GLVFLSOLQDU\ VSHFLILF ZULWLQJ VWDQGDUGV VW\OHV DQG H[SHFWDWLRQV 'HSHQGLQJ RQ WKH WDVN ZH PD\ QHHG QR LQVWUXFWLRQ WR EH VXFFHVVIXO ,Â¶P VXUH ZH FDQ DOO ZULWH HPDLOV WR D YDULHW\ RI DXGLHQFHV ZLWKRXW QHHGLQJ PXFK DVVLVWDQFH 2XU VWXGHQWV KRZHYHU DUH DSSUHQWLFHV WR WKH ILHOG 7KH\ GR QRW \HW XQGHUVWDQG ZKDW LV UHTXLUHG RI WKHP LQ GLIIHUHQW ZULWLQJ VLWXDWLRQV 7KDWÂ¶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Â¶W WHOO PH ZKDW H[DFWO\ WR GR EXW WKH\ GR DVVXUH PH WKDW P\ ILQDO FUHDWLRQ ORRNV WKH ZD\ LW VKRXOG 0RGHOV KHOS VWXGHQWV WR VHH WKHLU HQG JRDO DQG VKDSH WKHLU SDSHUV WR ILW ZLWKLQ WKH SURMHFWÂ¶V DQG GLVFLSOLQHÂ¶V VWDQGDUGV $GGLWLRQDOO\ PRGHOV DQG JHQHUDO RXWOLQHV KHOS VWXGHQWV Â³RII URDGÂ´ VXFFHVVIXOO\ -RQ LV DEOH WR PDNH KLV RZQ /HJR KRXVH EDVHG RQ DOO WKH GLIIHUHQW W\SHV RI KRXVHV KH KDV PDGH +H NQRZV ZKDW LV QHHGHG DQG ZKDW FDQ EH VNLSSHG $ ODUJH YDULHW\ RI PRGHOV ZLOO DOORZ VWXGHQWV WR VHH WKH GLIIHUHQW ZD\V D WDVN LV DFKLHYHG DQG JLYHV WKHP D VSDFH LQ ZKLFK WR PDNH FKRLFHV DERXW ZKDW WKH\ ZDQW WR LQFOXGH DQG ZKDW LVQÂ¶W QHHGHG 0RVW RXWOLQHV ZH JLYH LQ FRPSRVLWLRQ FODVVHV DFNQRZOHGJH Â³EHVWÂ´ DSSURDFKHV EXW ZHÂ¶UH TXLFN WR WHOO VWXGHQWV WKDW LI WKHLU WRSLFV GRQÂ¶W ILW WKH RXWOLQHV WKHQ WKH\ FDQ XVH D GLIIHUHQW PHWKRG 7KLV NHHSV RXWOLQHV IURP EHFRPLQJ D FUXWFK LQVWHDG WKH\ UHPDLQ DQ LPSRUWDQW JXLGH ZLWK URRP IRU H[SORUDWLRQ %RWK RI WKHVH VXSSRUWV FDQ EH DV GHWDLOHG RU VSDUVH DV QHHGHG 1HZ WDVNV PD\ UHTXLUH PRUH GHWDLOHG RXWOLQHV DQG PRUH PRGHO H[DPSOHV ZKHUHDV ODWHU SURMHFWV PD\ UHTXLUH OHVV LI DQ\ DW DOO -RQ GRHVQÂ¶W QHHG

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Learning via Discussion by Tammy Coleman - Monday, November 10, 2014 KWWS WHDFKLQJ QPF HGX "S Â³, FDQQRW WHDFK DQ\RQH DQ\WKLQJ , FDQ RQO\ PDNH WKHP WKLQNÂ´ Â±6RFUDWHV 0\ VWXGHQWV LPSUHVV PH LQ VR PDQ\ ZD\V DQG RQH LV LQ WKHLU YHUEDO DELOLWLHV :KLOH ZRUNLQJ ZLWK VWXGHQWV LQ D WHVWLQJ VLWXDWLRQ , RIIHU WKH RSSRUWXQLW\ WR YHUEDOO\ H[SODLQ DQVZHUV WR WHVW TXHVWLRQV , DP DPD]HG DW ZKDW KRZ ZHOO P\ VWUXJJOLQJ VWXGHQWV LQ SDUWLFXODU H[SODLQ WKH LQIRUPDWLRQ , DP DEOH WR LPPHGLDWHO\ JUDGH WKH TXHVWLRQ ZULWLQJ WKH VFRUH RQ WKH H[DP DQG JDLQ D PRUH DFFXUDWH VHQVH RI WKH VWXGHQWVÂ¶ FRQILGHQFH DQG XQGHUVWDQGLQJ $GGLWLRQDOO\ , GRQÂ¶W KDYH WR VWUXJJOH WKURXJK RIWHQ XQFOHDU SHQ DQG SDSHU ZULWLQJ 7KH VWXGHQW JHWV LQVWDQW IHHGEDFN LV HPSRZHUHG WR PDNH D FKRLFH DERXW WKH FRPPXQLFDWLRQ RI WKH LQIRUPDWLRQ DQG , TXLFNO\ JUDGH WKH VHFWLRQ

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Learning for Life by Lisa Blackford - Monday, November 10, 2014 KWWS WHDFKLQJ QPF HGX "S ,Q P\ KLJK VFKRRO WKHUH ZDV D VWDWHPHQW RYHU WKH HQWUDQFH ZD\ WKDW UHDG ³/HDUQ QRW IRU VFKRRO EXW IRU OLIH ´ , WKLQN WKH EHVW JLIW RI EHLQJ DQ HGXFDWRU LV WKDW ZH KDYH WKH DELOLW\ WR OHDUQ IURP HYHU\ VWXGHQW HYHU\ SHHU HYHU\ GD\ , NQRZ WKDW LV D MRXUQH\ WKDW ZH FDQ DOO FKRRVH ZKHWKHU RU QRW ZH DUH LQ WKH WHDFKLQJ EXVLQHVV RU QRW EXW LW VXUH PDNHV LW QLFH ZKHQ ZH KDYH WKH RSSRUWXQLW\ WR SUDFWLFH LW HYHU\GD\

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ITV: The Good, the Bad, and the Ugly - Guest Post by Yavapai College - Thursday, November 06, 2014 KWWS WHDFKLQJ QPF HGX "S

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Donâ&#x20AC;&#x2122;t Do Cookie Cutter - Guest Post by Ellen Savoini - Thursday, November 06, 2014 KWWS WHDFKLQJ QPF HGX "S

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I don't understand what you don't understand by Brian Sweeney - Wednesday, November 05, 2014 KWWS WHDFKLQJ QPF HGX "S Â³, GRQÂ¶W XQGHUVWDQG ZKDW \RX GRQÂ¶W XQGHUVWDQG Â´ $ FRQYHUVDWLRQ ZDV RFFXUULQJ LQ WKH FODVVURRP DV , ZDONHG LQ $ VWXGHQW ZDV DWWHPSWLQJ WR KHOS DQRWKHU ZLWK D GUDZLQJ LQ WKH WH[W ,W ZDV QRW FOHDU WR RQH DQG WKH RWKHU WKRXJKW LW ZDV REYLRXV ,W UHPLQGHG PH RI D 6LPSVRQÂ¶V HSLVRGH ZKHUH RQH RI WKH VLVWHU LQ ODZV ZDV DERXW WR EH NLOOHG DQG %DUW KDG WR H[SODLQ WKH PXUGHU SORW WR +RPHU +H XVHG D VWRYH PDWFKHV IOLS FKDUWV DQG HYHQ SXSSHWV EXW ZLWK QR UHVXOWV KWWS ZZZ \RXWXEH FRP ZDWFK"Y E \(' Z XX , IHHO OLNH %DUW VRPHWLPHV ZKHQ , KDYH D VWXGHQW WKDW Â³MXVW GRHVQÂ¶W JHW LW Â´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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

The National Debt by Deb Pharo - Monday, November 03, 2014 KWWS WHDFKLQJ QPF HGX "S

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

, KDYH EHHQ KDYLQJ P\ 07+ VWXGHQWV SRQGHU WKH WULOOLRQ QDWLRQDO GHEW 7KH\ KDYH EHHQ XVLQJ IRUPXODV IRU VLPSOH LQWHUHVW FRPSRXQG LQWHUHVW DQG GHEW UHSD\PHQW DORQJ ZLWK GLPHQVLRQDO DQDO\VLV WR DQVZHU D YDULHW\ RI TXHVWLRQV DERXW WKH GHEW They have considered the following questions:

Suppose you began counting the approximately $17 trillion 2013 federal debt, $1 at a time. If you could count $1 each second, how long would it take to complete the count? Specify the answer in years. The United States debt as of 3:55:25 p.m. 10/15/2014 was $17,870,380,212,502.18 a) At that same time, there were 319,216,075 U.S. citizens. How much would each U.S. citizen have to pitch in to pay off this debt right now? b) Suppose an U.S. Representative makes the following statement in Congress about the debt. As of 3:55:25 p.m. 10/15/2014 the U.S. will no longer spend more than it brings in in revenue, and on top of that, will begin to pay off this huge debt. I propose we pay off this debt in ten years. Now suppose the U.S. pays 1.7% annual interest on this debt. How much money will have to be paid to our creditors each minute to pay off the debt in 10 years? Imagine that, through some political or economic miracle, the gross debt stopped rising. To retire the gross debt, the government decided to have a national lottery. Suppose that every U.S. citizen bought a $1 lottery ticket every week, thereby generating about $315 million in weekly lottery revenue. Because lotteries typically use half their revenue for prizes and lottery operations, assume that $160 million would go toward debt reduction each week. How long would it take to retire the debt through this lottery? Use the 2013 gross debt of about $17 trillion. Hereâ&#x20AC;&#x2122;s what they have learned. If we counted the national debt $1 at a time, taking 1 second per dollar (an unreasonably short amount of time), it would take 538,697.5 years to count it. If each U.S. citizen pitched in to pay off the national debt, each would have to pay $55982.08. Of course, that was on Oct. 15, so it would be more today. To pay off the Oct. 15 debt in ten years at 1.7% APR it would take $3,694,654.97 per minute. And finally, if we tried to pay off the national debt using a lottery that contributes $160 million per week, it couldnâ&#x20AC;&#x2122;t be paid off at 1.7% APR, or even 0.1% APR. If there is no interest growing the debt, it would take 2043.27 years to pay off the debt. Some of the students have researched the question, â&#x20AC;&#x153;Is the national debt a problem?â&#x20AC;? by reading the yes opinions and the no opinions. They have not all come to the same conclusion, but at least they have begun to think about it. If I owe you $10,000, itâ&#x20AC;&#x2122;s my problem, if I owe you $1,000,000, itâ&#x20AC;&#x2122;s your problem!

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Introducing Metacognition into Student Reading by Kristen Salathiel - Monday, November 03, 2014 KWWS WHDFKLQJ QPF HGX "S What did you find challenging about last nightâ&#x20AC;&#x2122;s reading? What did you do when you struggled with the reading? What helped make this reading easier? What new strategies did you try with this reading that you havenâ&#x20AC;&#x2122;t used before?

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Applying Ordinary Teaching for an Extra-ordinary Learning Time by Tracy Russo - Monday, November 03, 2014 KWWS WHDFKLQJ QPF HGX "S ,Q WKLV VHFRQG SRVW RI D VHULHV XVLQJ WKH GLIIHUHQW FDWHJRULHV RI VLJQLILFDQW OHDUQLQJ RXWFRPHV 6/2 DV D EDVLV IRU VKDULQJ KRZ VRPH WHDFKLQJ VWUDWHJLHV DQG EHVW SUDFWLFHV FDPH WR EH WKH RUGLQDU\ DFWLRQV RI WHDFKLQJ DQG OHDUQLQJ DUH ZRUWK H[SORULQJ IRU WKHLU H[WUDRUGLQDU\ LPSDFW $OWKRXJK ZH W\SLFDOO\ WDON DERXW Â³EHVW SUDFWLFHVÂ´ DQG Â³HIIHFWLYH WHDFKLQJ Â´ WKHUH LV DOVR DQ HQRUPRXV LPSDFW RI WKH VKHHU DPRXQW RI WLPH VSHQW Â³LQ VFKRRO Â´ 2400 hours (for a 60 credit associateâ&#x20AC;&#x2122;s degree)

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Darn Serious Learning by Lisa Blackford - Monday, November 03, 2014 KWWS WHDFKLQJ QPF HGX "S /DWHO\ WKHUH VHHPV WR EH D IRUFH WKDW LV GHYHORSLQJ RQ FDPSXV %HFDXVH RI WKH RQ JRLQJ SURMHFWV WKDW KDYH EHHQ SRSSLQJ XS RQ FDPSXV ORRNLQJ DW SRYHUW\ KRPHOHVVQHVV IRRG GULYHV DQG FORWKLQJ GULYHV , WKLQN WKH ELJJHVW VXEMHFW WKDW LV EHLQJ UDLVHG LV ÂµDZDUHQHVVÂ¶ 7KH DZDUHQHVV RI KRZ PDQ\ SHRSOH DUH H[SHULHQFLQJ SRYHUW\ KRPHOHVVQHVV DQG ODFN RI IRRG WUDQVSRUWDWLRQÂ«WKH OLVW FDQ JR RQ DQG RQ , FDQÂ¶W FRXQW KRZ PDQ\ WLPHV , KDYH KHDUG Â³, KDG QR LGHD Â´ RU Â³,Â¶P JODG SHRSOH DUH EHJLQQLQJ WR XQGHUVWDQG KRZ KDUG LW LV Â´ :H WDON D ORW DERXW VWXGHQWV EHFRPLQJ FLYLFDOO\ HQJDJHG WKLQNLQJ FULWLFDOO\ DQG GHYHORSLQJ WKRVH ÂµVRIW VNLOOVÂ¶ WKDW HPSOR\HUV DUH VHHNLQJ 7KURXJK WKH VHUYLFH OHDUQLQJ SURMHFWV ZKHUH VWXGHQWV DUH DFWLYHO\ HQJDJHG LQ PDNLQJ D GLIIHUHQFH VRPH darn serious learning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Â¶V PHHWLQJ DQG EHLQJ DFWLYHO\ LQYROYHG LQ 6DIH +DUERU Y 6SRUWVSOH[ PHHWLQJV (YHQ UHPHPEHULQJ EDFN WR WKH +DELWDW IRU +XPDQLW\ WULSV ZH XVHG WR GR IRU DQ DOWHUQDWLYH VSULQJ EUHDN VWXGHQWV DUH OLWHUDOO\ WUDQVIRUPHG E\ WUXO\ IHHOLQJ WKDW WKH\ DUH PDNLQJ D GLIIHUHQFH 0DQ\ RI WKHP ZRXOG FRPH EDFN ZDQWLQJ WR GR PRUH LQ RXU FRPPXQLW\ DQG KDYH

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Google Hangouts is here! by Technology Help Desk - Monday, November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Â³7U\ WKH QHZ +DQJRXWVÂ´ IURP WKH GURS GRZQ PHQX LQ WKH XSSHU ULJKW 2Q $QGURLG DQG L26 GHYLFHV GRZQORDG WKH *RRJOH +DQJRXW $SS DQG :LGJHW *RRJOH +DQJRXWV DOVR LQWHJUDWHV HDVLO\ ZLWK D *RRJOH SURILOH DOVR DYDLODEOH QRZ WR DOO 10& *RRJOH DFFRXQW KROGHUV WKH *RRJOH &KURPH EURZVHU DQG WKH &KURPH 'HVNWRS $SS ,I \RX GHFLGH \RX GRQÂ¶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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

My students can't write! Part 2: Scaffolding by Megan Ward - Monday, November 03, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Humor and Teaching by Michele Howard - Monday, November 03, 2014 KWWS WHDFKLQJ QPF HGX "S “A day without laughter is a day wasted.” Charlie Chaplin +XPRU KDV EHHQ SURYHQ WR LPSURYH KHDOWK UHGXFH VWUHVV DQG EXLOG UHODWLRQVKLSV EXW FDQ ODXJKWHU KHOS \RXU VWXGHQWV OHDUQ" $ UHFHQW VWXG\ SXEOLVKHG LQ WKH MRXUQDO Humor: International Journal of Human Research VWDWHV WKDW \HV KXPRU FDQ KDYH D SRVLWLYH FRJQLWLYH HIIHFW RQ OHDUQLQJ DQG UHPHPEHULQJ OHFWXUH GHWDLOV 6R FDQ \RX MXVW FUDFN MRNHV GXULQJ D ZKROH OHFWXUH" 8QIRUWXQDWHO\ ZKDW WKLV VWXG\ KDV SURYHQ LV WKDW LQ RUGHU IRU KXPRURXV OHFWXUH PDWHULDOV WR EH HIIHFWLYH WKH\ PXVW EH relevant WR WKH WRSLF EHLQJ SUHVHQWHG +RZ GR \RX PDNH DOJHEUD EXVLQHVV ODZ RU HYHQ WKH OLEUDU\ IXQQ\" %HLQJ IXQQ\ LV KDUG HQRXJK HVSHFLDOO\ ZKHQ JLYHQ VRPH RI WKH PDWHULDOV \RX KDYH WR FRYHU LQ FODVV :HOO WKHUH¶V DUH IHZ UXOHV DERXW KXPRU WKDW , WU\ WR IROORZ EXW GRQ¶W DOZD\V KLW WKH PDUN <RX KDYH WR EH VLQFHUH KRQHVW DQG SHUVRQDO 0LVHU\ LV D IXQQ\ DQG VKDUHG KXPDQ H[SHULHQFH HVSHFLDOO\ ZKHQ OHDUQLQJ D GLIILFXOW VXEMHFW +XPRU LV VPDUW DQG FOHYHU <RX FDQ¶W IRUFH IXQQ\ %DG GD\" 'RQ¶W HYHQ WU\ LW 1RZ JR ILQG VRPH IXQQ\ 2I FRXUVH WKH ,QWHUQHW DERXQGV ZLWK KXPRU &ROOHJHKXPRU FRP )XQQ\RUGLH FRP 5HGGLW FRP /LIH LV IXQQ\ WRR *LYH LW D WU\ <RXU VWXGHQWV WKHLU JUDGHV DQG \RXU KHDOWK ZLOO WKDQN \RX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Do you think he will get mad? by Brian Sweeney - Saturday, November 01, 2014 KWWS WHDFKLQJ QPF HGX "S

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Lady in the Classroom? by Steve Rice - Friday, October 31, 2014 KWWS WHDFKLQJ QPF HGX "S , KDYH JURZQ WR EHFRPH D JUHDW IDQ RI D ZRQGHUIXO PRYLH E\ 0 1LJKW 6K\DPDODQ HQWLWOHG Â³/DG\ LQ WKH :DWHU Â´ %L]DUUH 'LIIHUHQW 2GG 8QLTXH 7KHVH ZHUH P\ ILUVW LPSUHVVLRQV NLQG RI RWKHU ZRUOGO\ LI \RX ZLOO %XW XSRQ UHIOHFWLRQ DQG JLYHQ WLPH , IRXQG P\VHOI ZDQWLQJ WR UHWXUQ WR WKLV OLWWOH JHP 7KHUH ZDV VRPHWKLQJ GUDZLQJ PH WR WDNH D VHFRQG ORRN $ WKLUG ZDWFK $ IRXUWK VWXG\ 7KLV LV D ILOP DQG PHVVDJH ZKLFK QHHGV PRUH 'HOLEHUDWHQHVV :RQGHU 5HYHODWLRQ (IIRUW $PRQJ RWKHU WKLQJV LW LV D EHDXWLIXO SLFWXUH RI Â³FRPPXQLW\Â´ GRQH ERWK ZURQJO\ DQG ULJKWO\ :KHQ Â³ZURQJÂ´ FRPPXQLW\ LV OLIH WDNLQJ 'HDWK KRYHUV RYHU WKH KXPDQ FRQGLWLRQ WKH KXPDQ SRWHQWLDO OLNH D WKLFN /RQGRQ IRJ ,Q FRQWUDVW ZKHQ Â³ULJKWÂ´ FRPPXQLW\ LV OLIH JLYLQJ DQG OLIH VXVWDLQLQJ /LNH D IORZHU JURZLQJ LQ D ULFKO\ IHUWLOL]HG QDWXUDO VRLO FRPSRVW LW LV DEOH WR EHFRPH DOO WKH IORZHU LW ZDV PHDQW WR EH Â³/DG\ LQ WKH :DWHUÂ´ LV D P\WKLFDO WDOH DERXW DQ HFOHFWLF JURXS RI DSDUWPHQW GZHOOHUV LQ 3KLODGHOSKLD 3HQQV\OYDQLD 7KH\ DUH GLYLQHO\ GUDZQ WRJHWKHU LQ WKLV SODFH RI SUR[LPLW\ WR ERWK IXOILOO D SXUSRVH PXFK JUHDWHU WKDQ DQ\ RI WKHP FRXOG LPDJLQH DQG WR GLVFRYHU WKH XQLTXH UROH ZKLFK HDFK RI WKHP SOD\V (DFK LV QHFHVVDU\ &RQIXVLRQ LV D FHQWUDO SDUW RI WKH SURFHVV 7KH FDXVH LV HWHUQDO LQ QDWXUH $V DOUHDG\ QRWHG LW GHSLFWV FRPPXQLW\ UXQ DPXFN DV ZHOO DV FRPPXQLW\ ZHOO RLOHG :KDW GRHV DQ\ RI WKLV KDYH WR GR ZLWK WHDFKLQJ DQG OHDUQLQJ" $ JUHDW TXHVWLRQ %XW ILUVW \RX PLJKW ZDQW WR JUDE D ERZO RI SRSFRUQ DQG ZDWFK WKLV PRYLH ZLWK WKDW TXHVWLRQ LQ PLQG , DP DPD]HG DW WKH QXPEHU RI VWXGHQWV ZKR ZDQW WR NQRZ ZKDW WKHLU UROH LV LQ WKH VWRU\ RI OLIH 7KH\ NQRZ WKHUH LV VRPHWKLQJ PRUH VRPHWKLQJ ELJJHU JRLQJ RQ DQG EHOLHYH LQ WKHLU KHDUW WKDW WKH\ DUH VXSSRVHG WR KDYH DQG DUH GHVLJQHG IRU D FHUWDLQ UROH D SODFH DQG SXUSRVH LQ WKLV ODUJHU VWRU\ 7KLV LV D KXPDQ TXHVW DW LWV YHU\ FRUH ,W GLG QRW FRPH ZLWK WKH LQWHUQHW $QG WKHUH LV QR ZZZ ZKLFK SURYLGHV D VDWLVIDFWRU\ DQVZHU 7KH P\VWHULHV RI WKH VRXO VLPSO\ GR QRW UHVSRQG ZHOO ZKHQ WKH RIIHULQJ LV RQO\ Â³PRUH LQIRUPDWLRQ Â´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Â³QHHGVÂ´ WKH XV UDWKHU WKDQ WKH , 'HVWLQLHV DUH DW VWDNH

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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To Allow Resubmissions or Not to Allow Resubmissionsâ&#x20AC;&#x201D;THAT is the Question! (William Shakespeare, sorta) - Guest Post by Yavapai College - Friday, October 31, 2014 KWWS WHDFKLQJ QPF HGX "S

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Keeping It Relevant - Guest Post by Yavapai College - Friday, October 31, 2014 KWWS WHDFKLQJ QPF HGX "S

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Honoring Our Discipline’s Values in Non-Traditional Ways by Mella McCormick - Thursday, October 30, 2014 KWWS WHDFKLQJ QPF HGX "S Description: , SUDFWLFDOO\ WRUH P\ KDLU RXW LQ WU\LQJ WR ILQG D ZD\ WR JHQXLQHO\ KRQRU WKH SUDFWLFH RI WKH 6RFUDWLF 0HWKRG LQ P\ RQ OLQH SKLORVRSK\ FODVV , VRRQ GLVFRYHUHG WKDW WKH VROXWLRQ OLHV LQ YLHZLQJ WKH YDOXHV WKDW DUH IXQGDPHQWDO WR \RXU DFDGHPLF GLVFLSOLQH LQ QRQ WUDGLWLRQDO ZD\V

My story/challenge: $ FRUH YDOXH LQ WKH VWXG\ RI SKLORVRSK\ LV WKH SUDFWLFH RI WKH 6RFUDWLF 0HWKRG WKDW LV WKH SURFHVV RI GHYHORSLQJ RQH¶V WKLQNLQJ WKURXJK WKH H[FKDQJH RI TXHVWLRQV DQG LGHDV WKDW DUH GHVLJQHG WR LQWHOOHFWXDOO\ FKDOOHQJH DQG SXVK WKH WKLQNHU EH\RQG KHU KLV WKLQNLQJ VWDWXV TXR 7KH WUDGLWLRQDO DSSURDFK WKDW KDV EHHQ XVHG IRU WKLV SUDFWLFH LV WKDW RI D YHUEDO GLDORJXH 1HHGOHVV WR VD\ WKLV LV DQ HIIHFWLYH DSSURDFK ZKHQ RQH LV WHDFKLQJ D IDFH WR IDFH FODVV KRZHYHU KRZ GRHV RQH FRQWLQXH WR KRQRU WKH 6RFUDWLF 0HWKRG ZKHQ RQH LV QR ORQJHU WHDFKLQJ LQ WKH WUDGLWLRQDO VHWWLQJ" 7R DGGUHVV WKLV TXHVWLRQ , KDG WR µUH WKLQN¶ WKH PHDQLQJ RI µGLDORJXH¶ IRU WKH RQ OLQH HQYLURQPHQW (VVHQWLDOO\ P\ WDVN ZDV WR UHSODFH WKH WUDGLWLRQDO verbal GLDORJXH ZLWK DQ RQ OLQH intellectual GLDORJXH ZKHUHLQ WKH LQVWUXFWRU SULPHV WKH µFRQYHUVDWLRQ¶ E\ SUHVHQWLQJ WKH VWXGHQW ZLWK FRXUVH FRQWHQW WKDW LV SDLUHG ZLWK SURELQJ TXHVWLRQV WKDW WKH VWXGHQW QHHGV WR WKLQN WKURXJK RQ KHU KLV RZQ ILUVW 7KH FRXUVH FRQWHQW DQG SURELQJ TXHVWLRQV DUH HQULFKHG DQG HQKDQFHG E\ FXVWRP PDGH YLGHR OHVVRQV WKDW DUH GHVLJQHG WR NHHS WKH LQWHOOHFWXDO FRQYHUVDWLRQ JRLQJ E\ µSXVKLQJ¶ WKH VWXGHQW WR WKLQN EH\RQG KHU KLV LQLWLDO WKRXJKWV 2QFH DJDLQ WKH JRDO KHUH LV WR UH FUHDWH WKH µVHWWLQJ¶ LQ ZKLFK WKH VWXGHQW¶V WKLQNLQJ LV accessed challenged DQG moved EH\RQG LWV FXUUHQW VWDWH 7KH YLGHR OHVVRQV WKDW DFFRPSDQ\ WKH FRXUVH PDWHULDOV DFKLHYH WKLV E\ SUHVHQWLQJ DOWHUQDWLYH YLHZSRLQWV GLYLQJ GHHSHU LQWR WKH FRQWHQW DQG FKDOOHQJLQJ WKH VWXGHQW WR µVWUHWFK¶ KHU KLV FXUUHQW WKLQNLQJ Your Story/Challenge: What are the core value(s) in your academic discipline? What are the “standard” or “traditional” ways that these values are practiced in your discipline?

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

What Do Students Really Want? by Nick Roster - Wednesday, October 29, 2014 KWWS WHDFKLQJ QPF HGX "S

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My students canâ&#x20AC;&#x2122;t write! Part 1: Crafting Effective Writing Assignments by Megan Ward - Monday, October 27, 2014 KWWS WHDFKLQJ QPF HGX "S

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Podcast Junkie - Is This Working? by Lisa Blackford - Monday, October 27, 2014 KWWS WHDFKLQJ QPF HGX "S

, DGPLW LW , DP D SRGFDVW MXQNLH ,Q SDUWLFXODU , DP REVHVVHG ZLWK Â³7KLV $PHULFDQ /LIHÂ´ ZKLFK FRPHV RXW HYHU\ 0RQGD\ PRUQLQJ )RU PH LW PDNHV 0RQGD\ P\ IDYRULWH GD\ RI WKH ZHHN /DVW 0RQGD\Â¶V HSLVRGH ZDV SDUWLFXODUO\ JULSSLQJ IRU PH DV LW ZDV DERXW DOO WKH GLIIHUHQW W\SHV RI GLVFLSOLQH XVHG LQ WKH . VFKRROV ,W EURXJKW PH EDFN WR WKH YHU\ LVVXH , VWUXJJOH ZLWK PRVW DV DQ LQVWUXFWRU Where do you draw the line with students? $V D VRFLDO ZRUNHU , VXSSRVH LWÂ¶V PRUH RI D JUH\ DUHD WKDQ LW LV IRU PRVW :H DOO VWUXJJOH ZLWK VWXGHQWV WKDW FRPH LQ ODWH IRU FODVV H[FXVHV DV WR ZK\ ZRUN LV ODWH QHHGLQJ WR PDNH XS H[DPV HWF , DP QRW WDONLQJ DERXW WKH VWXGHQWV WKDW WKLV LV D FRPPRQ SUDFWLFH EXW WKH RXWOLHUV WKDW KDYH WKLQJV KDSSHQLQJ LQ WKHLU OLYHV WKDW WKH\ VKDUH ZLWK \RX HLWKHU EHFDXVH WKH\ WUXVW \RX RU WKH\ DUH IRUFHG WR VKDUH 5HFHQWO\ , KDYH KDG VWXGHQWV EULQJ LQ GRFXPHQWV WR SURYH ZK\ WKH\ ZHUH QRW LQ FODVV RU QHHGHG H[WUD WLPH IRU WHVW WDNLQJ 7KHVH UDQJHG IURP QHHGLQJ WR DSSHDU LQ FRXUW WR DQRWKHU WKDW ZDV KRVSLWDOL]HG IRU DQ[LHW\ WR DQRWKHU VWXGHQW JDYH PH D OHWWHU IURP KHU GRFWRU WKDW VKH KDG KDG D PLVFDUULDJH 7KHVH KRUULILHG PH EXW EHFDXVH WKHVH VWXGHQWV VDLG WKH\ KDG WR KDYH SURRI DV WR ZK\ WKH\ ZHUH QRW LQ FODVV , ZRQGHUHG KRZ LW ZRXOG IHHO WR have WR VKDUH VRPHWKLQJ LQ RXU RZQ OLYHV ZLWK RWKHUV WKDW PD\ EH VRPHWKLQJ VR SHUVRQDO VR HPEDUUDVVLQJ DQG PD\EH VKDPHIXO $UH ZH DGGLQJ D OHYHO RI KXUW RU VKDPH WKDW LVQÂ¶W QHFHVVDU\" $P , WRR ÂµVRIWÂ¶ DQG QRW KROGLQJ VWXGHQWV DFFRXQWDEOH HQRXJK" ,WÂ¶V DQ LVVXH WKDW , VWUXJJOH ZLWK HYHU\ VHPHVWHU DQG SUREDEO\ ZLOO WKURXJKRXW P\ OLIH , ZDV KRSLQJ WR ILQG D FRQFUHWH DQVZHU LQ 7KLV $PHULFDQ /LIH HSLVRGH Â³,V 7KLV :RUNLQJ"Â´ EXW QR VXFK OXFN ,Q WKH HQG QRQH RI WKH WHDFKHUV RU WKH VWXGHQWV WKDW ZHUH LQWHUYLHZHG SURYLGHG DQ\ GHILQLWH DQVZHUV DV WR WKH EHVW DSSURDFK RI GLVFLSOLQH LQ WKH FODVVURRP , VXSSRVH LWÂ¶V DV XQLTXH DV RXU VWXGHQWV DQG WKH DOO WKH EDJJDJH WKDW ZH EULQJ WR WKH WDEOH DV ZHOO

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Encouraging Every Student to Talk by Kristen Salathiel - Monday, October 27, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Quick Guide for Gmail Invitations by Technology Help Desk - Monday, October 27, 2014 KWWS WHDFKLQJ QPF HGX "S 7KHUH DUH VHYHUDO ZD\V RI DFFHSWLQJ DQG FKDQJLQJ WKH VWDWXV DQG GHWDLOV RI D *RRJOH $SSRLQWPHQW 7KH VLPSOHVW ZD\ LV WR VHOHFW WKH 5693 GURS GRZQ PHQX GLVSOD\HG WR WKH ULJKW RI DQ\ HYHQW QRWLILFDWLRQ LQ \RXU LQER[ 7KUHH VWDQGDUG UHVSRQVH RSWLRQV DUH DYDLODEOH 6HOHFWLQJ DQ\ RSWLRQ ZLOO XSGDWH \RXU VWDWXV ZLWKRXW UHTXLULQJ DQ\ DGGLWLRQDO LQWHUDFWLRQ

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Teaching as Learning by Tammy Coleman - Monday, October 27, 2014 KWWS WHDFKLQJ QPF HGX "S (GXFDWLRQ LV ZKDW VXUYLYHV ZKHQ ZKDW KDV EHHQ OHDUQHG KDV EHHQ IRUJRWWHQ a$XWKRU % ) 6NLQQHU Â³(GXFDWLRQ LQ Â´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

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Technology in the Classroom by Deb Pharo - Friday, October 24, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

How Much is That Worth? by Nick Roster - Thursday, October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ormative Assessment :H FDQ JLYH VWXGHQWV IHHGEDFN DV WR KRZ WKH\ GLG EXW GRQ W DVVLJQ D JUDGH :KDW V WKH SXUSRVH RI WKDW" D VWXGHQW PD\ DVN :KDW IRUPDWLYH DVVHVVPHQW DOORZV \RX WR GR DV DQ LQVWUXFWRU LV WR JDXJH KRZ WKH VWXGHQW LV GRLQJ DQG FRUUHFW WKHP ZLWKRXW SHQDOW\ $QG \RX DUH SUHSDULQJ WKHP IRU WKH KLJK VWDNHV Summative Assessment WR FRPH $OORZ WKH VWXGHQWV WR SUDFWLFH LQ D VDIH HQYLURQPHQW ZLWKRXW SHQDOW\ *LYH WKHP IHHGEDFN DV WR KRZ WR FUHDWH EHWWHU DQVZHUV 7KHQ WHVW WKHP DIWHU WKH\ KDYH KDG WKDW WLPH WR SUDFWLFH <RX PD\ KDYH WR H[SODLQ WR VWXGHQWV ZKDW \RX DUH WU\LQJ WR DFFRPSOLVK EXW , ZRXOG EHW WKDW DV ORQJ DV \RX KDYH D JRRG UHDVRQ VWXGHQWV ZLOO DSSUHFLDWH WKH RSSRUWXQLW\ WR SUDFWLFH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Extra Credit in the Lab by Brian Sweeney - Thursday, October 23, 2014 KWWS WHDFKLQJ QPF HGX "S ([WUD FUHGLW PD\ EH WULYLDO WR WKH RYHUDOO JUDGH ,Q P\ HOHFWURQLFV ODE LW VSDUNHG DQ LQWHUHVW LQ D VLPSOH FLUFXLW 7KH WDVN ZDV WR EXLOG D VLPSOH FLUFXLW DV LQWURGXFWLRQ WR KRZ VZLWFKHV ZRUNHG 7KH VZLWFK ZRXOG WXUQ RQ D PRWRU PDNLQJ LW VSLQ IRUZDUG RU

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Evaluating Nursing Student Clinical Skills by Linda Walter - Thursday, October 23, 2014 KWWS WHDFKLQJ QPF HGX "S (DFK VHPHVWHU WKH IXQGDPHQWDO QXUVLQJ LQVWUXFWRUV KDYH WR HYDOXDWH QXUVLQJ VWXGHQWV RQ GLIIHUHQW VNLOOV (DFK VNLOO WDNHV DERXW PLQXWHV WR HYDOXDWH 7KLV HTXDWHV WR PLQXWHV RU KRXUV RI FODVV WLPH WR FRPSOHWH 7KH VWXGHQWV EHFRPH IUXVWUDWHG EHFDXVH WKH\ DUHQÂ¶W JHWWLQJ VLJQHG RII DQG WKH LQVWUXFWRUV EHFRPH RYHUZKHOPHG EHFDXVH WKHUH MXVW LVQÂ¶W HQRXJK WLPH WR REVHUYH WKH VWXGHQWV ,I WKH VWXGHQW PDNHV D PLVWDNH RQ WKH VNLOO WKH VNLOO QHHGV WR EH UHSHDWHG ZKLFK WDNHV PRUH WLPH IURP FODVV :LWK WKH KHOS RI 0LFKHOOH $XWU\ WKH IXQGDPHQWDOV RI QXUVLQJ LQVWUXFWRUV DUH QRZ DOORZLQJ VWXGHQWV WR XVH WKH IOLS FDPHUD WR WDNH D YLGHR RI WKH VNLOOV WKDW WKH\ QHHG WR GHPRQVWUDWH FRPSHWHQF\ 6WXGHQWV KDYH D FKRLFH WR HLWKHU VXEPLW D YLGHR RI WKHLU VNLOOV RU WR KDYH WKH WUDGLWLRQDO HYDOXDWLRQ E\ WKH LQVWUXFWRU 6WXGHQWV HPEUDFHG WKH LGHD RI WDSLQJ WKHLU VNLOOV 2QH RI WKH VWXGHQWV VWDWHG Â³,W LV D JUHDW XVH RI WHFKQRORJ\ LQ WKH FODVVURRP Â´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Â³DQ LQVWDQW UHSOD\Â´ DQG VKRZ ZKHUH HUURUV RFFXUUHG 7KHUH DUH ILYH VHFWLRQV RI WKH QXUVLQJ ODE ZLWK IRXU GLIIHUHQW LQVWUXFWRUV %HIRUH VNLOOV DUH JUDGHG LQVWUXFWRUV FDQ EH JLYHQ WKH UXEULF RI WKH VNLOO EHLQJ WHVWHG ,QVWUXFWRUV FDQ YLHZ RQH RI WKH YLGHRV DQG WKHQ HDFK LQVWUXFWRU FDQ JUDGH WKH VFHQDULR WR HQVXUH WKDW DOO RI WKH LQVWUXFWRUV DUH XVLQJ WKH VDPH FULWHULD DQG REWDLQ WKH VDPH VFRUH ZKHQ JUDGLQJ D VWXGHQW 7KLV VHPHVWHU WKH IXQGDPHQWDO QXUVLQJ LQVWUXFWRUV DUH WULDOLQJ WKH XVH RI WKH UHFRUGLQJV DQG QH[W VHPHVWHU DGMXVWPHQWV FDQ EH PDGH WR LPSURYH WKH V\VWHP BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Bibliophobia? Library Phobia? by Michele Howard - Tuesday, October 21, 2014 KWWS WHDFKLQJ QPF HGX "S Â³6KH VPHOOV YDJXHO\ RI %DQG $LGV DQG 9LFN V 9DSRU 5XE , KDYH VHYHUDO RYHUGXH '9'V RQH RI ZKLFK LV VFUDWFKHG Â´ Yahoo Answers individual explaining a fear of Librarians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Â¶W FRPH WR XV" :HÂ¶OO FRPH WR \RX ,V FODVV WLPH DOUHDG\ WRR SUHFLRXV" -XVW UHPLQG \RXU VWXGHQWV WKDW LWÂ¶V QRUPDO WR IHDU OLEUDULHV ERRNV DQG UHVHDUFK EXW WKHUH LV D ZKROH WHDP RI HGXFDWHG LQGLYLGXDOV ZDLWLQJ WR KHOS WKHP LQ WKH 2VWHUOLQ OLEUDU\ :H ZRQÂ¶W PDNH IXQ RI WKHP ,Q IDFW ZH DUH DOO DPD]HG DW KRZ VPDUW DQG FUHDWLYH RXU VWXGHQWV DQG WKHLU UHVHDUFK WRSLFV FDQ EH $QG IRU WKH UHFRUG QRQH RI XV VPHOO OLNH %DQG $LGV RU 9LFNV 9DSRU 5XE RU DFW OLNH WKLV BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Intellectual Freedom Supported by Foundational Curriculum Outcomes by Tracy Russo - Monday, October 20, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Lions, Tigers, and Bears, OH MY! by Steve Rice - Monday, October 20, 2014 KWWS WHDFKLQJ QPF HGX "S , DP QRW D ZL]]DUG $QG , GR QRW OLYH LQ WKH ODQG RI 2] 7UDYHUVH &LW\ FHUWDLQO\ LV D ZRQGHUIXO SODFH WR OLYH EXW LW DLQÂ¶W QR 2] $SRORJLHV WR WKRVH ZKRVH Â³(QJOLVK JHQHÂ´ LV QRZ VFUHHPLQJ 7KLV LV D EORJ QRW D GLVFHUWDWLRQ , DP D WHDFKHU $QG , ILQG P\VHOI FRQVWDQWO\ UHIOHFWLQJ RQ WKH FRQQHFWLRQV EHWZHHQ 'RURWK\ KHU DZDUHQHVV RI OLRQV WLJHUV DQG EHDUV DQG KHU UHDFWLRQ RI IHDU WR WKLV UHDOLW\ (LQVWHLQ ZDV ULJKW VHH HPEHGGHG FDUWRRQ RQ Â³2XU (GXFDWLRQ 6\VWHPÂ´ $V D WHDFKHU , KDYH EHIRUH PH HDFK VHPHVWHU OLRQV WLJHUV DQG EHDUV 7KLV LV P\ UHDOLW\ :KR WKH\ DUH LV ZKR WKH\ DUH , FDQ QRW FKDQJH WKDW QRU GR , ZDQW WR 1HYHU

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Writing Challenge Kick Off by Mark DeLonge - Monday, October 20, 2014 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Writing Challenge = Free Ice Cream by Mark DeLonge - Monday, October 13, 2014 KWWS WHDFKLQJ QPF HGX "S %HJLQQLQJ WKH ZHHN RI 2FWREHU WK ZH ZLOO EHJLQ RXU 6(&21' $QQXDO [ [ :ULWLQJ &KDOOHQJH +RRUD\ +RZ GRHV LW ZRUN" :H DUH LQYLWLQJ LQVWUXFWRUV DW 10& WR FUHDWH 4 QHZ SLHFHV RI ZULWLQJ IRU 4 VWUDLJKW ZHHNV (DFK SLHFH RI ZULWLQJ VKRXOG EH DSSUR[LPDWHO\ 16 VHQWHQFHV LQ OHQJWK DQG VKRXOG EH IRFXVHG RQ teaching and learning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Â¶W OHW WKH WHFKQRORJ\ GLVFRXUDJH \RX ,I \RX FDQ RSHQ XS D :RUG GRFXPHQW DQG W\SH ZH KDYH SHRSOH WKDW FDQ SXW \RXU ZULWLQJ RQ WKH ZHEVLWH IRU \RX So where does the free ice cream come in???

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

NMC's teaching@NMC in Faculty Focus Article by Mark DeLonge - Monday, December 16, 2013 KWWS WHDFKLQJ QPF HGX "S 7KHUH ZDV DQRWKHU QLFH PHQWLRQ RI 10& DQG RXU WHDFKLQJ#10& ZHEVLWH RQ 'HFHPEHU 7KH [ [ &KDOOHQJH WKDW ZH FUHDWHG DW 10& ZDV PHQWLRQHG E\ 7RGG &RQDZD\ WKH RULJLQDWRU RI WKH LGHD IURP <DYDSDL &ROOHJH LQ $UL]RQD

Faculty Respond to the Challenge: Write about Teaching and Learning for Nine Weeks Straight

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Wrap It Up: 4x4x16 by Mark DeLonge - Friday, December 06, 2013 KWWS WHDFKLQJ QPF HGX "S

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Every Step of the Way by Jeff Straw - Wednesday, December 04, 2013 KWWS WHDFKLQJ QPF HGX "S :ULWWHQ E\ 3DWW\ 2OVRQ 10& (GXFDWLRQ ,QVWUXFWRU $GMXQFW VXEPLWWHG E\ -HII 6WUDZ

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Retrospective by Jeff Straw - Sunday, December 01, 2013 KWWS WHDFKLQJ QPF HGX "S

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4x4x16 Writing, Ice Cream, Education, and Maybe a Book by Brian Sweeney - Saturday, November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Â³$%& 6SHOOLQJ *UDPPDUÂ´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Â¶V ILUVW IDFXOW\ JHQHUDWHG SXEOLVKHG WKRXJKWV RQ HGXFDWLRQ ,Â¶G JLYH D ERZO RI LFH FUHDP IRU WKDW BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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Afterthoughts by Dorothy Eisenstein - Wednesday, November 27, 2013 KWWS WHDFKLQJ QPF HGX "S

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Twenty-Minute Mentor Series by Gary Klotzbach - Thursday, November 21, 2013 KWWS WHDFKLQJ QPF HGX "S ,Q DGGLWLRQ WR WKH &,( VSRQVRUHG )ULGD\ )RUXPV SOHDVH FRQVLGHU SODFLQJ WKH IROORZLQJ )ULGD\V IURP D P WR D P RQ \RXU FDOHQGDU 'HFHPEHU WK -DQXDU\ WK )HEUXDU\ WK DQG 0DUFK WK 7KRVH DUH WKH XSFRPLQJ GDWHV RI WKH &,( VSRQVRUHG 0LQXWH 0HQWRU 6HULHV DW 10& (DFK VHVVLRQ EHJLQV ZLWK D PLQXWH YLGHR IURP 0DJQD 3XEOLFDWLRQV IROORZHG E\ D GLVFXVVLRQ DPRQJ 10& HGXFDWRUV IRU DSSUR[LPDWHO\ PLQXWHV /DVW )ULGD\¶V GLVFXVVLRQ ZDV EDVHG RQ D YLGHR HQWLWOHG ³+RZ 'R , *HW 0RUH 6WXGHQWV WR 3DUWLFLSDWH LQ &ODVV"´ 7KH YLGHR SURYLGHG PDQ\ JRRG LGHDV EXW WKH LGHDV IORZLQJ IURP WKH GLVFXVVLRQ DIWHUZDUG ZHUH HYHQ ULFKHU DQG PRUH KHOSIXO 3OHDVH FRQVLGHU MRLQLQJ WKH QH[W 0LQXWH 0HQWRU GLVFXVVLRQ ZKLFK ZLOO EH EDVHG RQ D YLGHR HQWLWOHG ³Cell Phones, Laptops and Facebook: What Can I Do About Them?” RQ )ULGD\ 'HFHPEHU WK DW D P ,I \RX GR QRW KDYH D 8VHU QDPH DQG SDVVZRUG WR ORJ LQ WR 0DJQD 3XEOLFDWLRQV SOHDVH FOLFN KHUH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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Defunct Adjunct by Ryan Bernstein - Tuesday, November 19, 2013 KWWS WHDFKLQJ QPF HGX "S +HOOR P\ QDPH LV 5\DQ DQG , P D GHIXQFW DGMXQFW , YH EURXJKW LW DOO XSRQ P\VHOI

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

So many suggestions! Where do I start? by Jeff Straw - Saturday, November 16, 2013 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Test Anxiety by Deb Pharo - Thursday, November 14, 2013 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Jigsaws in the Classroom? by Gary Klotzbach - Tuesday, November 12, 2013 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Guiding student preparation - a journey by Jeff Straw - Monday, November 11, 2013 KWWS WHDFKLQJ QPF HGX "S

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Searching for the Somatic (Week 3) by Dorothy Eisenstein - Monday, November 11, 2013 KWWS WHDFKLQJ QPF HGX "S 0\ ZULWLQJV LQYROYH PRYHPHQW GHVFULSWLRQV WDNHQ IURP P\ FODVVURRP , DP WU\LQJ WR EULQJ WKH UHDGHU LQWR D GDQFH FODVVURRP WR FDWFK D JOLPSVH RI PRYHPHQW HGXFDWLRQ 3OHDVH QRWH , ZLOO EH VKDULQJ WKLV LQIRUPDWLRQ DW WKH :HOOQHVV ([SR KRVWHG E\ 10& V 3KL 7KHWD .DSSD +RQRU 6RFLHW\ RQ 1RYHPEHU

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Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Writing Back In Time by Brian Sweeney - Sunday, November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ssume you have a time traveling text message phone. If you could send yourself a message, of less than 100 words, that you would have received the first day of this class, what would it be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

Teaching @ NMC - 12-04-2014 $Q RQOLQH UHVRXUFH IRU DOO 10& LQVWUXFWRUV KWWS WHDFKLQJ QPF HGX

Time To Reflect on Competency-based Learning by Tracy Russo - Thursday, November 07, 2013 KWWS WHDFKLQJ QPF HGX "S $W WKH 1RYHPEHU )DFXOW\ )ULGD\ )RUXP VSRQVRUHG E\ 10&¶V &HQWHU IRU ,QVWUXFWLRQDO ([FHOOHQFH IRXU TXHVWLRQV DERXW FRPSHWHQF\ EDVHG OHDUQLQJ ZHUH SRVWHG $V , VWUXJJOHG WR RUJDQL]H UHVSRQVHV WR WKLV KRW WRSLF LQWR D PHDQLQJIXO FRQWH[W 0DUN 'H/RQJH VXJJHVWHG -LPP\ %XIIHWW *LYHQ WKH IODNHV RI VQRZ IO\LQJ RXWVLGH WRGD\ , MXPSHG DW WKH FKDQFH WR FKHFN RXW 6RQJV <RX .QRZ E\ +HDUW DV D IUDPHZRUN IRU IDFXOW\ WKRXJKWV

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“Through all of the islands and all of the highlands...” 2XU PLVVLRQ ³1RUWKZHVWHUQ 0LFKLJDQ &ROOHJH SURYLGHV OLIHORQJ OHDUQLQJ RSSRUWXQLWLHV WR RXU FRPPXQLWLHV´ PHDQV WKDW ZH DUH DOVR RSHQ WR DOO VHUYLQJ D GLYHUVH SRSXODWLRQ RI OHDUQHUV $V DQ DFFUHGLWHG FROOHJH E\ WKH +LJKHU /HDUQLQJ &RPPLVVLRQ ZH PXVW DOVR HQVXUH H[FHOOHQFH LQ WKH HGXFDWLRQ ZH SURYLGH 4XDOLW\ DVVHVVPHQW RI RXU OHDUQLQJ RXWFRPHV LV LPSHUDWLYH How do we assess student learning with our different student populations and learning styles in competency-based learning? *RRG TXHVWLRQ VLQFH PDQ\ VWXGHQWV PD\ QRW EH DEOH WR GHPRQVWUDWH FRPSHWHQF\ HVSHFLDOO\ LI WKH\ GRQ¶W FDUH DERXW WKH VXEMHFW 3ULRU OHDUQLQJ DVVHVVPHQW GRQH EHIRUH VWXGHQW FRPSOHWHV SURJUDP ZLWK IDFXOW\ H[SHUWV DQG RU VWDQGDUGL]HG WRROV 8VH GLIIHUHQW PHWKRGV DV ZH GR FXUUHQWO\ E\ GHPRQVWUDWLRQ VNLOOV EDVHG WHVWLQJ FRPSXWHU EDVHG WHVWLQJ HWF« *UDGLQJ LV DOUHDG\ D SDLQ ,Q D OHVVRQ WKH ILUVW IHZ DUWLIDFWV WDNH PRUH PXFK PRUH HQHUJ\ WR JUDGH WKDQ RWKHU DUWLIDFWV ,I ,¶P DOZD\V JUDGLQJ D IHZ DW D WLPH« &OLFN KHUH IRU FRPSOHWH UHVSRQVHV WR WKLV SURPSW

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The Joy of Public Speaking by Ryan Bernstein - Thursday, November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Give Me the Beat...To Organize My Learning? by Tracy Russo - Wednesday, November 06, 2013 KWWS WHDFKLQJ QPF HGX "S

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my brain for something to save me and my creativity, and pulled out an old favorite--Give me the beat boys and free my soul (Dobie Gray, Doobie Brothers, Uncle Kracker just to name a few artists singing lyrics written by Mentor Williams). I was searching for a song to free my soul...but once I heard it I realized that what I was really looking for was the beat. What 'beat' can make sense of the varied frameworks and resources available on course design to higher ed instructors as varied as musicians? Listening to the lyrics, it seems part of my search for the beat is also what our students need from us related to the five essential questions of teaching and learning.

Drift Away

Day after day I'm more confused (What are all students expected to know and be able to do? Curriculum)

but I look for the light through the pouring rain (Which instructional strategies are effective? Instruction)

you know that's a game that I hate to lose i'm feeling the strain (What are we prepared to do for students who need more? Intervention)

ain't it a shame Give me the beat boys (How will students and teachers know they've learned those things? Assessment)

and free my soul I wanna get lost in the rock and roll and drift away (repeat chorus) Beginning to think I'm wasting time don't understand the things I do the world outside looks so unkind so I'm counting on you to carry me through

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(What are the characteristics of a positive learning culture? Culture)

(chorus) *I found the song title especially interesting as "Course Drift" is a major driver for change in one of my projects addressed in these piles. Blog entry on that coming soon. Last night at the dinner table I was also fascinated by my two teens, lovers of much Macklemore-style music, breaking into a jam with Drift Away when I shared my day. "Of course we know all the words, Uncle Kracker wrote it!" _______________________________________________

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How Much is Too Much? by Deb Pharo - Wednesday, November 06, 2013 http://teaching.nmc.edu/?p=2459 I find myself struggling with the technology question, how much is too much. Or, more realistically, how much is the right amount. I am a stickler for working out a problem yourself, but there are some problems I like to assign that are too time consuming, or the student does not have adequate knowledge, to be done without technology. It seems that once I show how to use the technology, the student uses it for everything. My dilemma; is this a problem? When I was learning mathematics 30 years ago there was no technology and so we could not do really difficult problems. We were not able to “see” what was going on and had to trust more in formulas. Some classes I teach today are nothing like the classes I took because technology has changed them. Students today get to experience the mathematics in ways I never dreamed of and that gives them a better experience and a better understanding. I have to be honest, though, I am distressed when a calculus student has to use a calculator to draw a simple y = x2 graph or a simple sine or cosine curve. I want this student to have a full calculus experience and when he struggles with basic skills he cannot get to the meat of the course and have the full experience. The same exact thing is happening in our developmental courses. Their basic skills are multiplication facts, division, and fractions. These students struggle so much with these basic skills that it is difficult for them to learn algebra. They have to put so much energy into figuring out something that should be second nature, that there is no energy left to understand the next level. I sometimes find myself telling that student, “Just use your calculator.” But this is only a temporary fix. So then I begin to wonder, what is the important thing? I know the most important thing is to understand the problem at hand and to be able to figure out a strategy to solve it. Is the actual solving of the problem important? Technology can do those tedious calculations if I only know what calculations to ask it to do. So thus is my dilemma. _______________________________________________

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Learning debt by Jeff Straw - Monday, November 04, 2013 http://teaching.nmc.edu/?p=2447

Lately I've been studying Agile Programming. One idea new to me is the concept of "technology debt." The gist is this: if developers choose to release a version of software with fewer features or more bugs than planned and desired, they accumulate a debt that must be repaid in the future (adding the features "someday," diagnosing and removing the bugs "someday"). In the meantime, the developers pay interest on that debt via higher software maintenance costs, extra effort to work around bugs, and lower customer satisfaction. This choice is sometimes the right choice, but it has a long-term cost. Does this model help me understand a college student's motivation? When a student skips class, homework, or a test, there appears to be a debt to be repaid - missed concepts must be learned later, often simultaneously with future concepts. Interest on the debt may appear as lower capacity to learn, as fewer common ideas to build upon, and as more difficulty in comprehension. Future learning is harder, busier, and more costly! Perhaps a student charges a fun evening with friends to a learning “credit card.” A student who misses one homework assignment is quite likely to miss more of them, building higher and higher learning debt as weeks go by. Bankruptcy could be part of this model, too, both class-wise (course failure) and systemwide (flunking out / expulsion). As an instructor, like a bank, I'm bothered by too much debt or too rapid debt accumulation. It's risky; I hate to see students falter, and failure on a student's part feels a bit like failure on my part too. Sometimes I am willing, like some financial institutions, to refinance this debt. As an example, I occasionally work with a student who misses a major project or exam, seeking a creative way to pay off the debt, providing an alternate means for him to deliver sufficient evidence of learning (i.e., a different competency-based path). Like a banker, I'm not open to this level of disruption and chaos in all situations; I must verify creditworthiness in a student. Would this model work well while advising a student who is slipping behind? Would she relate to this concept – and would it help her turn around? Would sharing with all students early in a semester help a few of them build the resilience needed to succeed? _______________________________________________

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"Messy" Questions Often Elicit Critical Thinking by Gary Klotzbach - Monday, November 04, 2013 http://teaching.nmc.edu/?p=2442 One strategy to elicit critical thinking is to omit important facts when presenting scenarios to students for classroom discussion. Often instructors take considerable care in class to articulate each important fact within a particular scenario that students will need to evaluate that scenario in their group discussions. Those instructors will often also take considerable care to frame specific ethical or legal questions that arise from that factual scenario. Although these instructors are modeling thoroughness and attention to detail, they are at the same time often limiting the scope of critical thinking that they are asking of their students. What if an instructor were to deliberately omit some important facts when presenting a scenario? What if that instructor were to not point out this omission at the time that he or she presents that factual scenario? Lastly, what if that instructor were to present this factual scenario with only a short open-ended instruction, such as asking students in their groups to discuss the scenario and to themselves formulate some important questions that should emerge from the scenario? These deliberate omissions call upon the students to realize and identify that which they do not know, and that which they need to know in order to pose—and to make progress toward resolving—important questions that are quietly hiding within the scenarios. Under this approach, students would not only decide what is problematic within a factual scenario, but also what is problematic about what they do not know about that scenario. Although this teaching strategy of positing an incomplete scenario is arguably “messier” than a complete framing of the scenario and of the resulting questions by the instructor, the former is likely to often provide more realistic practice for the scenarios that students might encounter outside of the classroom and provide better opportunities for them to engage in deeper levels of critical thinking. After using this omitted fact strategy, it would be good for the instructor to clarify for students that his or her motivation was not to “trick” them, but to instead provide them with an opportunity to practice critical thinking in the everyday context of incomplete information. _______________________________________________

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Searching for the Somatic (week 2) by Dorothy Eisenstein - Monday, November 04, 2013 http://teaching.nmc.edu/?p=2426 My writings involve movement descriptions taken from my classroom. I am trying to bring the reader into a dance classroom to catch a glimpse of movement education. "Today we will start facing away from the mirror. Although the mirror serves as an important tool in teaching and learning dance, we want to also develop our "kinesthetic sense" or the knowledge that we receive through our senses. Let's begin with a standing circular stretch. Standing in a neutral position, inhale and stretch your arms overhead. On the exhale, reach both arms to the left and allow your torso to drop as you bend your knees. Relax the head and neck. On the next inhale, reach your arms to the right, bring the arms overhead, and lift the torso upright to the starting position. Now, on the next inhale we are going to add a moment of suspension before repeating the circular movement. Your suspension is an internal feeling of being lifted. Allow this momentary stillness to add suspense to the overall action of the phrase. This somatic experience is barely perceptible to an observer; however, it is critical to the performer to feel this sensation so that the circular stretch does not become a rote mechanical action. Let's repeat this movement. Once again, try to feel the suspension through your senses. Close your eyes and perform this movement without your sense of vision. What does the suspension feel like? Catch your breath and try again!" _______________________________________________

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Thinking Inside The Box by Brian Sweeney - Monday, November 04, 2013 http://teaching.nmc.edu/?p=2432 Thinking Inside The Box By Brian Sweeney I spent two years in Germany with the U.S. Army, providing bomb disposal support to highly classified missions. I would get a call telling me to get to an airfield within usually 6 hours, without being told where I was going or how long I would be gone. I kept a box next to the front door. It had $100 in Dutch Guilder, $100 in German Marks, $100 in French Francs, $100 in British Pounds, a clean t-shirt, socks, drawers, a bar of hotel soap, and three individual serving boxes of cereal. That was my box, and it was ready when I was told to go. I recently went on-line, and found a “Class In A Box,” a set of fiber optics expendables and tools to teach a class in fiber optic installation and repair. Someone has thought inside a box, and provided the necessary tools required to teach a class without having to scramble at the last minute to find the proper resources. I had a boss that was fond of using clichés as a substitute for independent thought. He often said that we needed to think outside the box. How is that done, or how do you even know if you are thinking outside the box, if you have no idea of what is in the box already? It is frustrating to the learners in the classroom to be told to think outside the box, when they enrolled in a course to learn what is in the box. Until they learn the basics of the topic at hand, they will not be able to expand that learning to more abstract concepts. I focused on, and knew without a doubt, what was in my box in Germany. I know exactly what is in my fiber optics Class In A Box. The question now is whether the learners in my classroom have reached the same level of understanding regarding the box they have been challenged to learn in my course. Sometimes you have to stay in the box, as uncomfortable as that may be, and as difficult as the subject may be, before climbing out and exploring what is on the other side of the box. _______________________________________________

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Lifetime Writing Prompt & Order of Magnitude by Taoufik Nadji - Friday, November 01, 2013 http://teaching.nmc.edu/?p=2422 Instead of telling the students what the concept of order of magnitude is, I let them discover its meaning through a writing prompt. Following is the prompt statement (derived from a Just-In-Time physics question), the students' results, & the lead up to the definition of order of magnitude and as a bonus the concepts of scientific notation and Significant Figures logically and naturally emerge.

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An Argument Against Averaging Student Grades & Using the Killer Zero by Ryan Bernstein - Wednesday, October 30, 2013 http://teaching.nmc.edu/?p=2395

Averaging student grades is an inaccurate way of measuring what they've achieved in class. At the end of the semester, do you add up all the points a student has earned throughout the term and then divide that number by the total amount of points possible to determine the student’s overall score? If you do, I encourage you to stop and adopt the practice of analyzing trends in student performance to determine their final G.P.A. First, let’s use an analogy to explain why averaging is a disservice to our students. Pretend you’re a meteorologist charged with the task of reporting the average high temperature for 5 days in Traverse City during the spring term. On Monday you record a high of 59°, on Tuesday you record a high of 62°, on Wednesday a high of 63°, but on Thursday you drop the ball. You’re so busy with other obligations that you to forget to take the day’s high temperature. On Friday, you rebound strongly and record a high temperature of 65° - what do you do now? Do you add in a zero for the high temperature on Thursday like a lot of instructors would for a missing assignment? If you did, the average high temperature for the week would be about 50° and undeniably inaccurate. In this instance, adding in the “killer zero” falsifies your records and the same thing happens in the instructor’s grade book. Fortunately, there is a better option for determining the average high temperature for the week. Obviously, the temperature during this spring week was trending upward - the days got warmer as the week progressed. By analyzing the trend in weather, the meteorologist can safely say that Thursday was probably in the low 60s and the average high temperature for the week was probably in the low 60s too. Students are just like this meteorologist (they drop the ball, they have bad days, and they forget to turn in their work), but we, as instructors, can protect the sanctity of our grade books and even retain more students by avoiding the “killer zero” and analyzing trends in grades instead of averaging them together. A lot of my thoughts about this topic originated from Rick Wormeli's Fair Isn't Always Equal.

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Own It: Learn How to Learn by Deb Pharo - Tuesday, October 29, 2013 http://teaching.nmc.edu/?p=2392 When I look back on my college education I see class time spent listening to lectures and watching instructors work math problems on the board. Seldom, if ever, were we students given class time to think something through or work something out for ourselves. If connections were going to be made, they were going to be made on our own time away from the classroom and instructor. As an instructor, I try to give my students opportunities to understand the material we are covering during class before I send them home to try it for themselves. This is seldom appreciated by the students in my classes who seem to want to be spoon fed the material so as not to have to think hard about it. Following are some excerpts from an email I received from a student early this semester: “This is very frustrating for me because I am working really hard on this stuff but have no idea where to start a thought process, mainly because I have never seen this kind of material or examples of it.” “I quite simply can not learn this kind of complex math by reading a power point and then be given a problem to do with other frustrated students. I am not alone in these feelings, other students in the class feel the same. I can see some of the students sitting in the back seem to be able to do it, but most of us can not.” This is a good student, one of my best, but he does not like to have to figure anything out. His expectation for me is that I will show the class one of every kind of problem they might encounter in homework or on a test. He is unhappy that I ask him to think hard about it before I tell all the secrets. I know that the way I am teaching it helps my students to learn the material better than when I just showed a bunch of examples and asked nothing of them. At times, though (like when I got this email), I ask myself if it is worth it. It is easier to just lecture. The students are happier when I just lecture, even though their test grades are lower, go figure! But then I think back to my own education, how I truly owned it when I figured it out for myself, and that is what I want for my students. I want them to learn how to learn.

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In Search of the Somatic by Dorothy Eisenstein - Monday, October 28, 2013 http://teaching.nmc.edu/?p=2384

My writings involve movement descriptions taken from my classroom. I am trying to bring the reader into a dance classroom to catch a glimpse of movement education. "We will start with an inhaling breath. On the exhale, bring both knees to the chest. Feel the flexion in your hip sockets as you begin to rock side to side. Continue to breathe as you sense the sacrum making contact with the floor. On the next inhale, stretch your arms and legs away from each other. Feel the full extension through the body. Imagine that there is no endpoint to the stretch. Start to feel the energy emanating from your center to the limbs. Return to the flexed position on your back. Begin to feel the music support your movement. Listen to the tone and texture of the music as you slowly extend for the next sixteen counts. Now, repeat this pattern of flexion and extension on your own time. What does it feel like to extend without an endpoint? Allow the mind to focus on the breath. The breath connects the mind and the body. Reach out and feel alive!" _______________________________________________

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Active Learning: More Than Just Busy by Jeff Straw - Monday, October 28, 2013 http://teaching.nmc.edu/?p=2374

Many of our classrooms have been active for years, maybe decades. In a typical CIT course, for example, students interact with hardware and/or software almost every time they meet. But is doing enough to guarantee learning? Are students forming synapses - or are they just connecting dots?

Authenticity Students must connect if we hope to help them to learn. Memorization is not too hard, but unfortunately, it is rarely deep and facts are often fleeting. Because we strive for learning rather than just short-term recall, we need to help students sense personal value. One way is to place lessons in a familiar context. Finding a few scenarios that students share is usually feasible; we can talk of class registration, parking, Traverse City events, Sodexo meal plans, and so forth. However, since we don't know our students - not deeply, anyway, and certainly not all of them - we run out of fresh and stimulating ideas long before the end of the semester. Students tend to be open to the unfamiliar if they believe they will face similar situations in their future. They also connect when a project feels "real." Service learning and well-designed simulations work well, but both are risky - we must be ready with "plan B" if (more likely, when) something unexpected happens. Both also take tremendous energy to facilitate.

Repetition Unless learners are exposed to unusual or intense stimuli, most learning does not happen during the first exposure to new material. I aim for three or more distinct student interactions for each significant concept. Are we (am I?) creative enough to design a variety of activities that drive home a new topic without making it feel repetitious? It's challenging! Boredom is the enemy! Occasionally we can add excitement - we can share our stories, our passions; we can be "up." Sometimes we can even bring cookies.

Cognition Do students learn better when they contemplate their learning? That's a topic for next week... _______________________________________________

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Video Games and the Learning Process by Brian Sweeney - Friday, October 25, 2013 http://teaching.nmc.edu/?p=2362 When I first learned to play Monopoly, we had the pressed cardboard game area, the small pieces (I always wanted the car), and the rulebook near in case we needed to check if someone was playing fair. We read the book, set up the board, dealt the money, and began to play after understanding most of the rules. We read, understood, and then attempted to play the game. Jump forward 35 years to the age of the video game. Without reading any instructions, my kids open the box, put the cartridge in the game console, and begin to hit buttons to see what will happen next. If they fail, they hit reset, and try again. Eventually, they master the game through a process of trial-and-error, plus some hints from the web if they get stuck in a game. In teaching math related courses, I find that the trial-and-error mentality cascades into the homework solutions. A learner in the class will manipulate the numbers, look in the back of the book, and check their answer. Any learner, given a few numbers, will eventually put them into their calculator in the correct order and get the correct answer. That does not mean that the method for arriving at the solution is correct. I find it a challenge to convince them that getting the right number does not always mean that the concept was understood before, during, or after completing the problem. I encourage them to show their work, so that I can follow their thought process. I am looking for ways to evaluate whether the learner is actually using a logical process to arrive at a solution. Some subjects are not easy to determine if they have actually learned the topic of the day. In the electronics lab, it is a little easier to determine. The small puff of smoke from a circuit board indicates that at least one of their processes needs to be reexamined and changed prior to the next learning activity. _______________________________________________

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Audio Recording Feedback to Students by Gary Klotzbach - Friday, October 25, 2013 http://teaching.nmc.edu/?p=2332

Often there are time constraints in providing detailed and individualized feedback to a large number of students regarding their class participation or a particular assignment. An audio recording can facilitate your provision of this feedback and allow you to explore critical thinking nuances that might take much longer to type out. An audio recording can be embedded within a PowerPoint screen by simply opening up PowerPoint and doing the following. Click on Insert at the top of the screen, then click on Audio at the far right of the toolbar, and then click on Record Audio in the drop down menu. A small box will then appear that will let you record by clicking on the red circle; you may also pause the recording or, by clicking on the arrow, listen to what you have recorded. When you have completed your recording, click on OK and a speaker icon will appear on the PowerPoint page. This PowerPoint page can then be uploaded into Moodle using the feedback option within an assignment; the student can then, by clicking on the speaker icon, listen to your individualized recording.

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4 x 4 x 16 = Ice Cream! by Mark DeLonge - Wednesday, October 16, 2013 http://teaching.nmc.edu/?p=2236 We are inviting instructors at NMC to create 4 new pieces of writing for 4 straight weeks. Each piece of writing should be at least 16 sentences in length and should be focused on teaching and learning. “That’s it?” you ask.

But wait, there’s more! If we have just 10 instructors participate in the 4 x 4 x 16 challenge, we will then have 40 new pieces on teaching and learning from our very own NMC experts. You. Our hope is that then some of the participants will then want to continue sharing their thoughts and ideas even after the challenge is over. We also hope that others will be inspired by the new writing and want to share some of their ideas. An It’s Contagious type of thing...

But wait, there’s more! To sweeten the pot both literally and figuratively, we are able to offer some very cool gifts and prizes. The first week, all those that create a new piece of writing will be rewarded with a pint of Ben and Jerry’s ice cream delivered to their office. That’s right, Ben and Jerry’s! The weeks to follow will include gift certificates for coffee and lunch out at a place downtown.

But wait there’s more! We will be using the new teaching.nmc.edu site to write and share your new blog posts with the NMC community. The new blog posts will be indexed, searchable, and can be shared with others outside of NMC too. We can train you on how to become a blog-master in less than 10 minutes. Just let us know about a convenient time. The challenge starts this week. Your first piece of writing should be complete around Monday, October 28th. This will allow the challenge to be complete around the 18th of November, a week before Thanksgiving.

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Want to know what 16 sentences looks like? You just read about 20 sentences.

So what do ya say? Want to give it a try? Let Mark DeLonge know that you would like to sign up with an e-mail (mdelonge@nmc.edu) or a phone call (995-1962). Thereâ&#x20AC;&#x2122;s ice cream involved! Thanks to Yavapai College for the idea. What's your favorite flavor of Ben and Jerry's ice cream? Share it using the comment feature below.

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