Day 5 - August 6, 2021

Theme: Show and Tell (Application in the classroom)

Questions to Ponder

  • What struck you from today's podcast, synchronous sessions, or readings? Any Aha's?
  • What three major things are we going to take away from this experience?
  • From our learnings this week, what can we apply right now?
  • Where do we go from here? How do we continue to support one another?

Interesting things we've shared for more information and learning

Tressie & Ezra podcast

Silverman, S. et al. (2021). What Happens When You Close the Door on Remote Proctoring? Moving Toward Authentic Assessments with a People-Centered Approach

QUBES (which Karen Cangialosi mentioned and is a great resource for Bio and Math stuff)

Science in the Classroom (which Rissa posted during a Zoom session and is an awesome resource for STEM)

Rissa's love for QM on full display: https://clarissasorensenunruh.com/2020/05/29/can-hell-be-measured-with-a-rubric/

Trauma-Informed Teaching

For students: https://traumainformedteaching.blog/2018/07/08/principles-for-trauma-informed-teaching-and-learning/, https://www.insidehighered.com/advice/2020/06/03/seven-recommendations-helping-students-thrive-times-trauma

For staff and faculty: https://quod.lib.umich.edu/t/tia/17063888.0039.301?view=text;rgn=main

Tanner Articles

Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE Life Sciences Education, 12(3), 322-331.

Owens, M. T., & Tanner, K. D. (2017). Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE—Life Sciences Education, 16(2), fe2. https://doi.org/10.1187/cbe.17-01-0005    

Schinske, J., & Tanner, K. (2014). Teaching More by Grading Less (or Differently). CBE—Life Sciences Education, 13(2), 159–166. https://doi.org/10.1187/cbe.cbe-14-03-0054

Performance vs. Learning

Three articles (ok five but the first two are just really important articles) differentiating performance and learning:

Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A Century of Grading Research: Meaning and Value in the Most Common Educational Measure. Review of Educational Research, 86(4), 803–848. https://doi.org/10.3102/0034654316672069    

Butler, R., & Nisan, M. (1986). Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology, 78(3), 210–216. https://doi-org.libproxy.unm.edu/10.1037/0022-0663.78.3.210

Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1–26. https://doi.org/10.1016/j.edurev.2013.11.002    

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254    

Lynch, R., & Hennessy, J. (2017). Learning to earn? The role of performance grades in higher education. Studies in Higher Education, 42(9), 1750–1763. https://doi.org/10.1080/03075079.2015.1124850

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