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Presentation by
Professor David Duncan
Professor Elizabeth Wilber
2011 Stewart Distinguished Teaching Award
Recipients
Channeling Critical Thinking
Inward Outward
Critical Thinking
“Using the skills to explore, evaluate, express,
and engage in purposeful reasoning in order to
reach sound conclusions, decisions, positions,
and/or solutions.”
A Two-Left Assignment:
“Courtesies” of Professor D. Preface/
Using the
Document
Camera
Courtesies
Courtesy
Polite behavior/a polite gesture or remark/Generosity, esp. as a sponsor (The American Heritage Dictionary, p. 203)
List of Courtesies
1. Mini-Lecture/4MAT System/Provide info about Learning as it relates to doing research
2. Mini-Lecture/Myers-Briggs/Provide info about Personality as it relates to doing research
3. Mini-Lecture/Two-Left Assignment: Gathering Sources, Citing Sources, Annotating Sources, Summarizing Sources, and Writing Paragraphs
Two-Left Assignment
A Two-Left Assignment is a technique I use as
a “courtesy” to teach my lit students and
education majors HOW to develop research
skills and practices I cover in ENC 1102:
College Composition 2.
Two-Left Assignment
The Two-Left Assignment is so titled because
when applying the 4MAT Learning System,
teachers can look at each of the 4 Quadrants
and consider giving their students activities
that stimulate the left brain (analytical side of
the brain) and the right brain (creative side of
the brain).
Two-Left Assignment and Research
Doing research-related
work requires students, at
the beginning of the
process, to be in Quadrant
2. When doing research,
students use their left
brain because research is
not necessarily a creative
endeavor (from an
academic perspective).
Two-Left Assignment/Breakdown
The Two-Left Assignment is broken down into seven parts. The seven parts are based on the application of skills/knowledge students will need to be successful in doing any research-related endeavor. The parts are as follows:
1. Creating a Title Page
2. Citing Sources (MLA or APA)
3. Annotating Sources
4. Summarizing Sources(MLA or APA)
5. Paragraph Development
6. Creating a Working Bibliography (MLA or APA)
7. Creating Works Cited (MLA) or References (APA)
Critical Thinking: Using the skills
needed to EXPLORE The Two-Left Assignment requires students to
EXPLORE in that students must venture to
the library to locate sources (one
Internet/website, one book/not online, and
one encyclopedia/not online) in order to
prepare for writing their report about a
writer.
Critical Thinking: Using the skills
needed to EVALUATE
The Two-Left Assignment requires students to
EVALUATE sources to determine whether
the sources will be useful in helping them to
defend their thesis statement: _____ is a
writer that my classmates and others will be
interested in learning about.
Critical Thinking: Using the skills
needed to ENGAGE
The Two-Left Assignment requires students to be ENGAGED as they annotate each of their sources. Even their body language is apparent when annotating takes place. When annotating, students must take the time to make conscious connections to information they are reading, thereby connecting with the person who has written the source. A pencil or pen is used rather than a highlighter. Students are in a very reflective/inward place. New “academic territory,” indeed!
Critical Thinking: Using the skills
needed to EXPRESS
The Two-Left Assignment helps students to
EXPRESS themselves orally and in their
writing as they learn more about the subject
matter they are researching.
Final Thoughts
“Purposeful reasoning” takes place throughout the process of doing the Two-Left Assignment. It is evidenced by the Tentative Outline that is created---after students have annotated, summarized, and written their paragraph for each source. A pleasant experience in having students go into the “private place” in the research process is having them briefly discuss the life of the writer they have chosen. This is done as I take roll---keeping students engaged….or on their toes.
Student Testimonial
Brooke Carter
http://www.youtube.com/watch?v=mAwtyg
WszlI&feature=youtu.be
Our students must experience the usage of
critical thinking skills inwardly and
outwardly. …..
Collaborative Learning in SLS1501
Students
created and presented a PowerPoint slide show regarding what they identified as an issue or concern at Palm Beach State College.
proposed a solution to the concern and assessed the feasibility of that solution.
identified and contacted an “agent of change.”
performed and evaluated a role with specific responsibilities in the group.
evaluated the group experience by writing a paper in which they reflected on their experiences and anonymously graded their own group members.
Explore
If you could change anything about Palm
Beach State College, what would it be?
How would you go about making that
change?
Squirrels
Combining campuses
Parking
Food – selection
Hours – esp. on Fridays
Expense of books, fees, materials
Sports
Daycare for $1 day
Better selection of classes on campus, off
campus, and online
http://www.wordle.net/show/wrdl/4130655/Wilber_SLS1501_brainstorming
Group Choice List
Selection of classes (facilities need to be considered)
Video record all classes for absent students
Campus activities/clubs
Expense of books, fees, materials
Registration/advising – number of advisors, communication
Food – selection, vending machines
Sports/Better gym – have students been to ours?
Lab – more tutors (subject?), online labs
Hours – esp. on Fridays, bookstore, etc.
Parking
Navigating campus (just ours or all?)
The two student group PowerPoint
presentations showcased later illustrate
the range of topics.
Macro – increasing the number of “seats”
in online classes
Micro – video recording lectures/classes
for absent students
Engage
Students contacted an “agent of change,” someone who could effect the proposed change.
For example, students contacted via email or met with Dr. Sass, Dean Willey, Dean MacLachlan, Sidney Beitler, and Eissey Campus Media Services, among others.
Each group received a response from these agents of change.
The outcome is that students learned the college administration is interested in student concerns, and the students became excited at the idea of enacting change.
Agent of Change Response From: Sass, Sharon [[email protected]]
Sent: Wednesday, December 01, 2010 11:48 AM To: Clark, Robert L Subject: RE: Online class selection and process Robert, A very timely email. We have been discussing this same issue and will bring it to the Academic Deans Council at their January meeting to see if we can resolve some of the issues you raised. Thank you. Sharon A. Sass, Ph.D.
Express
Students created a PowerPoint presentation and presented their findings to the class.
Each group was responsible for narrowing the focus of the presentation.
Within the presentation, students were asked to ◦ define the issue
◦ determine how to approach the proposed change
◦ consider the pros and cons of making the proposed change, including: costs involved; impact to students, faculty, administration, staff, community; and impact to facility
◦ consider whether their proposed solution was feasible
Student Testimonials
These students breathe life into our lessons.
Robert Clark
Brenda Echols
Brian Leavy
http://www.youtube.com/watch?v=8vLpGObm8wQ&feature=youtu.be
Full testimonial:
http://www.youtube.com/watch?v=dhhS5y6vRQU&feature=youtu.be
Any student who attends class will have access to review the class at their convenience.
Any student who misses class with a valid reason will have access to review class.
Emergency back-up plan when “life happens”
Outstanding for studying and reviewing
A self-critique for students and professors
Course credibility—material covered and not covered
Can charge students who missed a flat price to view missed class
Students/Teachers who do not want to be video taped.
How would sound and video quality be?
Students must have access to a PC.
IT issues—ex. Maybe the day a student missed the cam was down.
Downfall of classroom social interaction.
Approximate cost is $1,000 per classroom-total of $114,000 to do all classrooms at PBSC.
Annual web lecture fee for university is $5,000-$6,000.
Every classroom will need a web cam and microphone installed.
Pros & Cons – Looking Forward After implementing our recommended changes
Pros Cons
Create continuity among all 4 campus locations. With all 4 campuses linked together, onsite testing/location issues would be eliminated
Increased cost to PBSC for providing a “Distance Learning Czar” who would act as a liaison between each campus dean
Increased enrollment of non-traditional students
Cost is passed along to online students. Good for PBSC, not for students
Parking congestion could be relieved on campus
Decreased traditional enrollment
Easier scheduling for online students
Great flexibility for students to learn around their busy schedules
Conclusion Our recommendation:
Unify online programs by implementing an Online Czar
Increase the online class offering in general education classes:
Double the number of student slots in 2 key areas:
Upper Level Math
Literature
Double the number of student slots for essential courses
Critical Thinking in Nursing
Information Technology
Group Note: We started this as a class project. But after speaking with campus administrators, we may be the impetus of real change.
Evaluate
The reflection paper afforded students the opportunity to think critically about working with a group and their participation within a group.
“As an individual and Group Leader I should have been more assertive to the group about narrowing the topic earlier.” --Robert Clark
“What made this project rewarding was the interaction with fellow classmates, faculty, and the knowledge gained about courses and resources offered at PBSC.” --Brenda Echols
“Personally for me this project was very rewarding because I was elected leader and I got to coordinate a project again as I did for so many years in the military. Marco did reel me in once or twice when I was making decisions about the project without getting everyone’s input. This was due to my military background and helped me to adjust back into coordinating a civilian project versus a military project. The group to me as a whole was outstanding.” – Brian Leavy
Conclusions
The result of participation in this project is
students
◦ learned how to work in a group
◦ have become experts in an aspect of their
college education
◦ have learned to whom they should address
their concerns
◦ feel fully vested in their college experience
because their voices were heard
Thank You!
The Douglas and Virginia Stewart Foundation
Palm Beach State College Foundation
Prof. Lois Pasapane for bringing 4MAT to the college.
Gail Tome in the Career Center for her work with Meyers-Briggs.
Laura Dugan for title graphic.
Suzanne Gut for suggesting the initial topic to Elizabeth.
Our students!
Final Thoughts
Bottom line
Projects online
Any questions?
Contact
Site for projects: www.palmbeachstate.edu/stewartaward.xml
