Session Materials

Notes from Group Discussion

Interact with Students by Name

Each day, assign a student to hand out the name tents. This helps students learn one another's names. If students are late, the assigned student can place their name tents in empty spots. Bonus: This can encourage students to show up on time so they can choose their seats.
"The more I know about a person, the better I remember their name." For initial introductions, ask students to share whey they taking the program and/or class.
Make sure you can see each students' face every time you take attendance.
Greet every student by name in every class session - keep using names throughout the quarter.
Provide students with questions to ask a partner on the first day and then have students introduce their partner to the class.

Check In Regularly

Include a check-in quiz on Canvas. Ask students what is working and what is not. Assign points to completion of the quiz.
Ask at the beginning of the quarter: What are the best and worst classes you've taken? What did you do in those courses? What did the teacher do?
Use group projects as an opportunity to check in (and to have students check in with one another and themselves). Students design a living schedule of individual and group responsibilities and milestones that they continually update. As the instructor, use this during individual check-ins. Students will then use the plan to write their reflection at the end of the project, using "I" statements.
Collect weekly feedback online - provide prompts (e.g., related to concepts covered that week, how they are doing in class). Weekly check-ins provide feedback that leads to flexibility. Assign points?
Take students on a campus tour and show them the resources available.

Schedule Required One-on-One Meetings

Vary based on your class. For example, using lab time versus building in time to lecture classes versus use of office hours versus use of online.
Create a Slack or Discord Service channel or use another platform used by your students to communicate with them where they are most engaged.
Check in individually with each student, unannounced, during class time.
Keep it low key - just a conversation.
When using lab and class time to work individually with students, manage demands on your attention and time by:
- Creating a sign up list on the board
- Setting a timer for five minutes with each student (they can sign up again if they need more time)
- Directing students to help each other - "Ask three then me."
Use class time by requiring all student to be present for the first part of class (e.g., 1.5 hours) and hold a "regular" session, then use the last part of class (e.g., 1 hour) to meet with folks who signed up for a 10-15 minute time slot in advance. Do this on consecutive days to have enough time for all students.

Follow-Up

Because we ran out of time and the meet the requirements of the AACPP MOU, continue sharing your experiences and challenges related to Practice Paradox in the discussion forum that follows. In addition to the discussion forum, submit an assignment from one of your winter classes before and after editing it with the Transparency Framework.