• Patti Huskin is an Associate Professor of Special Education in the Department of Teacher and Bilingual Education at Texas A & M University, Kingsville, since 2013.

• Serves as Program Coordinator and teaches both graduate and undergraduate special education classes.

• Has been a special educator for nearly forty years! • Teaching in Early Intervention, PreK-12, and higher

education.• Areas of specialization, research, and interest are

the scholarship of teaching and learning, disabilities studies, inclusion strategies, autism spectrum disorders, and teacher preparation.

• She is proud to support The Center for Teaching Effectiveness through ACUE, AVID, and instructional coaching.

• Has lived in and is certified to teach in 5 states! (California, New Mexico, Kentucky, Arizona, and Texas).

Dr. Patricia R. Huskin

MY FAVORITE ACUE TAKEAWAYS!

PATTI HUSKIN

TEACHER AND BILINGUAL EDUCATION

2A: LEADING A PRODUCTIVE FIRST DAY

• In this module, faculty learn how to plan for a successful first day of class or first week of an online module by:

• building a community of learners • and implementing active learning strategies to help students understand course expectations.

• To satisfy the module requirements, faculty must apply one or more techniques, such as creating an agenda/outline for the first-class session, developing an online orientation module, using an icebreaker or online introduction activity, or assigning a syllabus activity.

• Introductions, Icebreakers, Class Norms, Reciprocal Interviews (Expectations), and Syllabus Reconnaissance…

• First class meetings…• Syllabus, Schedule of Assignments, Questions About Our

Course• Blackboard orientation (particular to our course)• Class Norms and Reciprocal Interviews/Expectations

(instructor & students)…• Backwards Mapping (organization and planning activity)

• We revisit this a few weeks later… and revise

2D: MOTIVATING YOUR STUDENTS

• In this module, faculty learn how to motivate students by developing students’ appreciation for their discipline.

• Teach with PASSION!

• In addition, faculty learn to support student success through:• goal setting,

• incentivizing assignment completion,

• and using a variety of assessment and instructional strategies to meet varied learning needs.

• To satisfy the module requirements, faculty must apply one or more techniques, such as:• discussing their interest in the discipline in class or in an online video,

• establishing incentives for assignment completion,

• or teaching students goal setting.

2G: EMBRACING DIVERSITY IN YOUR CLASSROOM

• In this module, faculty examine how their own experiences have shaped their perspectives and the importance of valuing different viewpoints.

• In addition, faculty learn about the power of:• explicit and implicit messages (microaggressions, stereotype threat)

• and how to create an inclusive classroom or online environment,

• as well as a curriculum, that is representative of diverse student perspectives.

• To satisfy the module requirements faculty must implement one or more techniques, such as:• creating an inclusive classroom and online environment by ensuring your curriculum and course site reflects a diverse society,

• setting ground rules for productive discourse,

• managing or mitigating unconscious biases and microaggressions,

• and creating a syllabus that sets the tone for embracing diversity and inclusion.

3A: USING GROUPS TO ENSURE ACTIVE LEARNING

• In this module, faculty learn to implement the essential components of effective active learning, including:

• providing a rationale for the activity,

• promoting group interdependence,

• holding group members accountable,

• and collecting student feedback to identify strengths and areas for improving the activity.

• The module helps instructors implement three active learning techniques—Think-Pair-Share, Jigsaw, and Poster Teams—depending on the learning objectives they have set for their class session or online module.

• To satisfy the module requirements, faculty must implement one or more techniques, such as holding students accountable for their participation in group activities or implementing an appropriate active learning activity.

JIGSAW GROUPS

Provides students with opportunities to use and develop a variety of skills written communication active listening critical thinking verbal communicationteamwork collaborationdevelopment of visual aids

Students complete a visual presentation demonstrating their knowledge and understanding

Goals of this activity are:working collaboratively,

practicing presentation skills, examining the challenges of presenting, and providing information in presentation format to classmates and instructor

GROUP POSTER BOARD PRESENTATION

3B: USING THE ACTIVE LEARNING CYCLE

• In this module, faculty learn how to effectively plan and facilitate active learning in a large class.

• The module teaches faculty to use an active learning cycle to:• pique student interest,

• build foundational knowledge,

• and then require students to apply new concepts.

• In addition, the module includes techniques for using formative assessment and incorporating technology to inform and improve learning.

• To satisfy the module requirements, faculty must apply at least one technique, such as using cues to keep students on task, designing lessons according to an active learning cycle, or closing with an activity to hold students accountable.

3C: DEVELOPING EFFECTIVE CLASS SESSIONS AND LECTURES

• In this module, faculty learn:

• how to determine if the lecture approach is aligned to their learning objectives,

• develop well-organized and effectively-paced lectures or online micro-lectures,

• keep students engaged,

• and seek student feedback.

• To satisfy the module requirements, faculty must implement one or more techniques, such as opening with an interesting quote or question to pique students’ interest, providing skeletal notes, or chunking information into manageable segments.

• The 10-2-2 Model

3D: PLANNING EFFECTIVE DISCUSSIONS

• In this module, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement in classroom and online discussions.

• The module helps instructors:

• effectively set expectations for participation (let your students know what you expect),

• explain the role of discussion for positively impacting learning (processing information),

• and develop an effective grading policy – Using RUBRICS.

• Give students your rubric for planning and organizing their assignments!

• To satisfy the module requirements, faculty must implement one or more techniques, such as sequencing questions to progress toward higher order thinking, developing a grading policy or rubric for participation, or assigning students a self-grading activity.

3E: FACILITATING ENGAGING DISCUSSIONS

• In this module, faculty learn activities they can use to launch productive discussions, including Hatful of Quotes (or Concepts), Sentence Completions, and Fishbowl techniques.

• The module also helps instructors balance student participation in classroom or online discussions and guidance for limiting instructor involvement in discussions.

• Strategies for “silence” and “talkers”

• To satisfy the module requirements, faculty must implement one or more techniques, such as using a Fishbowl activity, wait time, prompting, or providing strategic online feedback.

4B: USING CONCEPT MAPS AND OTHER VISUALIZATION TOOLS

• In this module, faculty learn how to:

• use concept maps and a variety of visualization tools to assist students in understanding complex concepts, principles, and ideas and the important relationships between them.

• CONCEPT MAPS

• VOCABULARY MAPS

• DIAGRAMS

• To satisfy the module requirements, faculty must implement one or more techniques, such as integrating visual tools in classroom or online presentations, asking students to use visual tools to answer questions, or teaching students to use concept maps to prepare for exams.

4D: USING ADVANCED QUESTIONING TECHNIQUES

• In this module, faculty learn how to plan a questioning strategy that prompts critical thinking.

• The module also helps instructors use advanced questioning techniques, like the Socratic Method, and activities for helping students develop their own questioning skills.

• Philosophical Chairs is another variation and Carousel Brainstorming is a fantastic group brainstorming activity prior to advanced questioning.

• To satisfy the module requirements, faculty must implement one or more techniques, such as using a taxonomy to appropriately scaffold questions, or assigning students a task that requires them to write their own questions.

SOCRATIC QUESTIONING

STRATEGIES-

• Philosophical Chairs-

• Collaborative activity assists students in deepening their understanding of a text, subject, or position.

• Like a debate format, but it focuses on dialogue rather than competition

• Builds on a prompt or position where contradictions exist.

• Students explore all positions through a collaborative process and exchange of thoughts and ideas.

GIVE ONE, GET ONE

4E: DEVELOPING SELF-DIRECTED LEARNERS

• In this module, faculty learn how to assist students in understanding and taking ownership of their own learning process.

• Techniques include:

• using cues to guide student learning,

• presenting and having students develop work plans for completing complex assignments,

• prompting self-reflection with rubrics or other grading guidelines,

• and making worked examples available for student view.

• To satisfy the module requirements, faculty must implement one or more techniques, such as sharing examples of prior students’ work, or using an exam wrapper.

5B: DEVELOPING AND USING RUBRICS AND CHECKLISTS

• In this module, faculty learn how to select a grading tool that aligns best to the assigned task and offers the type of feedback most helpful to students. • In addition, the module includes techniques for helping students understand how to use different grading tools to their benefit and helping instructors understand how they might use the data generated from grading tools to inform instruction.

• Rubrics, rubrics, rubrics….

• To satisfy the module requirements, faculty must implement one or more techniques, such as creating an assignment checklist, having students use a rubric to analyze sample papers, or analyzing rubric data.

5C: PROVIDING USEFUL FEEDBACK

• In this module, faculty learn how to offer students effective feedback. • Offer feedback that is SPECIFIC, CONSTUCTIVE, and MEANINGFUL…

• Provide consistent and frequent feedback to your students…

• In addition, the module includes techniques to help students more effectively use feedback for improvement and to help instructors leverage technology to increase feedback efficiency.

• Teach students to use and incorporate rubrics into their assignment planning, completion, and organization.

• To satisfy the module requirements, faculty must implement one or more techniques, such as providing timely feedback, conducting structured peer review sessions, or distributing handouts that address common errors.

5D: CHECKING FOR STUDENT UNDERSTANDING

• In this module, faculty learn how to:

• effectively check for student understanding by using quality questioning techniques and formative assessment strategies,

• including the One-Minute Paper or Quick Write,

• Muddiest Point,

• Calling on volunteers and “Cold Calling,”

• and effectively using “Wait Time.”

• To satisfy the module requirements, faculty must implement one or more practices, such as calling on both volunteers and non-volunteers, using wait time, asking students to clarify or expand on their responses, or implementing a classroom or online formative assessment technique.

GO OUT THERE AND TEACH AND BE AWESOME!!!

• Thank you for listening!