We Are All Educators Workshop Kris Markman, Ph.D., Director of Organizational Learning, Harvard Library David Havelick, Sustainability Manager, Harvard Office for Sustainability Margaret Wang, Ed.M. Candidate, Harvard Graduate School of Education
2 ZOOM Norms ▪ Keep your video on. ▪ Mute when not talking. ▪ Be engaged and present. ▪ Feel free to get up for breaks, but we also have break time integrated!
3 Chat Box ▪ Why? For TECHNICAL SUPPORT. ▫ ▫ For other questions, please use the “ Raise hand ” function to have an opportunity to ask verbally since we want this as interactive as possible!
4 Non Verbal Feedback & Raise Hand Function ▪ Don’t forget to unraise your hand after you have been called on. ▪ Why? ▫ For our large group discussion, please use the “ Raise Hand ” function and wait to be called on.
5 Our Purpose Through the “ We Are All Educators ” workshop, we aim to help YOU effectively work with student to creative effective learning experiences outside of the classroom by ▪ Increasing student motivation ▪ Aligning expectations ▪ Promoting learning
6 Workshop Agenda Part 1 (April 3): Part 2 (April 10): Create learning Describe methods for ● ● objectives for supporting student co-curricular learning learning during ● Create/apply projects assessments for Apply strategies for ● co-curricular learning developing Analyze assessment metacognition ● data for future ● Demonstrate skills in program giving effective improvement → feedback to students Move to Part 2 (April cross the 10) project/program life-cycle.
7 Review Part 1 Homework Part 1 (April 3): ● Create learning objectives for co-curricular learning ● Create/apply assessments for co-curricular learning Directions: 1) You will be put into a new breakout room. 2) Each person will have some time to share their own project or program as well as their learning objective + assessment. 3) If there are any questions/problems you ran into during this activity, feel free to share out. 4) We will hear any lingering questions during the main session.
Creating Learning Objectives For Co-Curricular Learning
Creating Assessments For Co-Curricular Learning
Analyzing Assessment Data For Co-Curricular Learning
11 Rubrics Give students feedback on ▪ their learning progress ▪ Guide meeting notes ▪ Collect observations Guide peer feedback ▪ ▪ Guide feedback from external stakeholders
12 Student Reflection, pt. 1
13 Student Reflection, pt. 2
14 Student Reflection, pt. 3
Describing Methods for Supporting Student Learning For Co-Curricular Learning
16 What is metacognition? Metacognition is “ thinking about thinking ” ; awareness of one’s own learning process. Students are more motivated when they take ownership of their own learning. It also helps them become life-long learners. There are also other strategies other than using rubrics. ▪
17 Strategies
18 Activity 4: Adapt to Support 1) Your facilitator will share the screen with support strategies. 2) Discuss in your break out groups how you could adapt some of the strategies to your own projects/programs. 3) Prepare one reporter to share 1-2 applications.
19 5 minute break!
Giving effective feedback across project/program life-cycle For Co-Curricular Learning
21 Why is feedback so Austin’s important? Butterfly Video
22 THINK: Take a few minutes to reflect in your professional life: ● What is an example of feedback that was NOT helpful? What made it not helpful? ● What is an example of feedback that was helpful? What Think, Type, made it helpful? Share TYPE: After reflection, the facilitator will prompt you to type in the chat: a) What kind of feedback was NOT helpful? b) What kind of feedback was helpful?
23 Effective feedback enhances learning. You will have access to a repository of feedback strategies, but let’s focus on a couple: How to give Clear feedback connects to the learning objectives. ▪ ▪ Promote metacognition: ask students to evaluate first. effective Give feedback in a way that is not embarrassing and ▪ promotes growth mindset. feedback in Share success strategies from past and solicit student ▪ CCL ideas Downplay direct instruction: choose words that motivate ▪ the students to reflect on the problem they face: What caused the challenges/problems? ▫ ▫ What are action plans/strategies forward?
24 Feedback Role-Play Effective feedback: Student - David ▪ Enhances learning. You are a student who just received a student sustainability ▪ Connects to learning objectives. grant. You are excited because you want to make actual changes ▪ Asks students to evaluate first. on campus. Your project proposal included eliminating single-use ▪ Not embarrassing. plastics on Harvard’s campus and your project is focused on ▪ Promotes growth mindset. replacing all single-use plastics on campus with reusable items. ▪ Uses previous examples. You are preparing to meet with your supervisor to discuss next ▪ Downplays direct instruction steps. Adviser - Kris You are an adviser for a very motivated student. In fact, she emailed you yesterday with more details on her project plan. Her project plan is to eliminate single-use plastics on Harvard’s campus. You know that this might be complicated given the time constraints, resources, and bureaucracy in the Harvard ecosystem. There are just a lot of moving pieces that the student needs to consider. She might need to narrow her scope. It is the first meeting after the student submitted the project proposal. How will you start off a meeting that will last 30 minutes? How can you give feedback so that the student refines the proposal to fit within one semester, and lead to an actionable recommendation by the end of the project period?
25 Debrief Activity 1) In your breakout room, the facilitator will share the screen with the scenario. 2) Discuss: a) If you were the student, how would you have felt? b) If you were Kris, how would you have given feedback differently? 3) Prepare one reporter share 1-2 possible improvements.
26 Feedback Role-Play Debrief Effective feedback: Student - David ▪ Enhances learning. You are a student who just received a student sustainability ▪ Connects to learning objectives. grant. You are excited because you want to make actual changes ▪ Asks students to evaluate first. on campus. Your project proposal included eliminating single-use ▪ Not embarrassing. plastics on Harvard’s campus and your project is focused on ▪ Promotes growth mindset. replacing all single-use plastics on campus with reusable items. ▪ Uses previous examples. You are preparing to meet with your supervisor to discuss next ▪ Downplays direct instruction steps. Adviser - Kris You are an adviser for a very motivated student. In fact, she emailed you yesterday with more details on her project plan. Her project plan is to eliminate single-use plastics on Harvard’s campus. You know that this might be complicated given the time constraints, resources, and bureaucracy in the Harvard ecosystem. There are just a lot of moving pieces that the student needs to consider. She might need to narrow her scope. It is the first meeting after the student submitted the project proposal. How will you start off a meeting that will last 30 minutes? How can you give feedback so that the student refines the proposal to fit within one semester, and lead to an actionable recommendation by the end of the project period?
27 Summary Part 1 (April 3) Part 2 (April 10) Create learning Describe methods for ● ● objectives for supporting student co-curricular learning learning during ● Create/apply projects assessments for Apply strategies for ● co-curricular learning developing Analyze assessment metacognition ● data for future ● Demonstrate skills in program giving effective improvement feedback to students cross the project/program life-cycle.
28 Online Repository https://green.harvard.edu/ Learning Objectives ▪ ▪ Assessments ▪ Rubrics ▪ Metacognition and student support strategies ▪ Feedback strategies ▪ Project scoping documents ▪ Stakeholder mapping Logistical Framework Matrix ▪ ▪ Systems thinking documents ▪ … . What else?
29 Reflection Tell us a specific example involving students in which you believed your program, project, or job was “ successful, ” whatever that may mean to you. Now, craft this story around student learning. Take a few minutes to reflect and type this out as a private message to David. We will ask for shareouts only from those who are comfortable doing so.
30 Thanks! Any questions? Post-Workshop Survey
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