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Life of the Mind_Olsen
- 1. Discussion Leader Session Taimi Olsen Associate Director Tennessee Teaching and Learning CenterAugust 8-9, 2011
- 2. The Tenn TLC: The Tennessee Teaching and Learning Center Faculty Transforming, Leading, and Creatingengaged student learning Email us at: tenntlc@utk.eduwww.tenntlc.utk.edu Follow our blog at tenntlc.blogspot.com!
- 4. Learning outcomes: To build community through common reading. To establish their identity as UT first year students. To connect with the Ready for the World enhancement program. To experience a college-level group discussion for the first time.
- 5. Remember what you were like when you were 18?
- 6. Activity One: Warm Up On your paper, write some thoughts for two minutes: Is it okay to take and use something from someone if it didn’t hurt them and if it had the opportunity to benefit all humanity? This could be stories, thoughts, physical or intellectual products) for the benefit of others? Take 5 Minutes: Pair up, introduce yourself, and share your thoughts with your partner. These thoughts will be the basis for further discussion.
- 7. Follow-up question (optional) How does this happen in the book, and what other examples can you think of where people have used another's intellectual products to produce something for themselves?If your students are participating, you could move on to whole group discussion.
- 9. Creating a Quick Debate You need a clear question which is phrased in a way that provokes a yes / no response (with the possibility of a ‘maybe’ response as well!) Students hear the question, then divide into two teams. There are some options that could work better if you have good attendance* They are given a brief amount of time to prepare opening remarks. Then, allow each team to give opening remarks and each team a chance to respond. Make sure everyone knows the time limit Determine who will judge.
- 10. Debate Stay in your role as a student. Set up a short debate between two tables. Prepare for a few minutes, then start. Ask for a volunteer from the tables to be a judge. One table is affirmative and the other is negative. Take 5 minutes to prepare your answer to the following question: Does Rebecca Skloot exploit the Lacks?
- 12. Whole Class Discussion As you reach the last third of class (or perhaps earlier), and you have done enough activities that every student has gotten involved, You can move class into general discussion from this point with some assurance that everyone who wants to contribute will talk. Take a minute and look at the LOM Faculty Guide. Also, review the TennTLC publication on guided discussion.Questions?
- 13. Dismissing Class Before you dismiss—and certainly before you sound like you are dismissing (a sure sign that they tune out and pack up)—ask students to answer three questions on a card. This brings closure to their thoughts: What did you think about today? What point was most interesting? What is one comment you wanted to add but didn’t? They should turn these in to you—they don’t need to be signed. Before they do, ask for a few people to volunteer to read their answers! Then you can thank them and send them out the door with best wishes.
- 14. Dismissing Class Give them some suggestions for getting involved in volunteer work at UT Team Vols: http://web.utk.edu/~teamvols/ Visit “Volunteers Rock the World” to get ideas: http://www.utk.edu/readyfortheworld/rock/ Visit the Volunteer Fair this fall.
- 15. Thank you for attending and for filling out the assessment. The PowerPoint and handouts are linked off of the LOM Faculty webpage: http://tenntlc.wordpress.com/life-of-the-mind/ You may contact me at tolsen@utk.edu
Notes de l'éditeur
- REMINDER: POWERPOINT WILL BE ON THE WEBSITE AND EMAILEDAlso—content aimed at faculty; students will need questions toned down a bit (not psychic discomfort)Later, point out that I didn’t answer questions or redirect studentsWhat if someone hasn’t read? Arrange groups so that they are spread out
- We’ve had a wonderful discussion with Cynthia Peterson. Now, what can we accomplish in 50 minutes of class—faced with a group of 18 year olds? All of them are nervous. Some have read the book and thought deeply. Others, not so deeply. Some have skimmed chapters, read a few chapters, or read only a synopsis. What is our job?
- Which one of these four is your focus?The first three are already in progress, simply because they are here at the discussion, participating, and ready to participate in other activities.You can start class with name tents or name tags or simple introductions but be sure to write down names and where they are. I think it’s easier if you have name tents. Use their first names as much as possible.They know each other—Remember that faculty who report having class discussion with students have been discovered to talk 80% of the time. Be aware of this and work on getting them to talk to increase their engagement.Ask them if they heard the author and what did they think?Make some comments about their creative projects. Bring one or two in to show them (or bring your ipad or laptop. Don’t mess with projection—keep it simple to avoid issues)Ask them what they know about UT as a research institute. What kind of research goes on here? These are unstructured warm-ups. If most of the students are quiet, move immediately onto a structured warm-up!Your goal is to get every single student in the room to contribute at least once—either out loud or on paper.
- You are now a class of first year students. I want you to think back to that point in your life and ‘be’ your inner 18 year old. We’ll have our discussion class with some exercises and respond to them as you would when you were young and in college.
- This is a “think, pair, share”It allows time for students to think and interact before they are called on by the teacherthis takes 10-20 minutes
- Point out our ‘how to’ sheet on guided discussion.
- At this point, we have modeled ‘group work’ and if you have a full 25 students, this might be a useful way to conduct get your discussion started.We’ve introduced a question for students to free write (allowing everyone to participate), they have done “think, pair, share” and we moved into guided discussion.
- If you have a lot of students, you can create multiple debate teams and let them run individually (simulaneously)You could create a fishbowl around the debate. The debate team is in the middle of the room, facing off. The rest of the students are on the outside, observers and judges of the debate.
- Obviously, we have already discussed this as a ‘loose’ or unscientific question—however, debate questions need to have a yes / no side. And this one is on par with their level.When you are done, I’ll ask