This showcase provides opportunity for out College of Education and Human Ecology (EHE) Graduate Teaching Associates (GTAs) to discuss their personal teaching methods and practices with those who are interested.
The 2017 Buckeye Teaching Showcase will take place on March 24th from 4:00PM to 6:00PM in the Creative Arts Room at the Ohio Union.
Graduate students, undergraduate students, and faculty who are interested in participating in engaging discussions about teaching are invited!
Below are our 2017 presentation topics and presenters:
T
he Why’s and How’s of Synchronizing Online Communication
Presented by Irina Kuznetcova, Educational Psychology
I’d like to talk about how teachers can use synchronous and asynchronous online resources to boost the sense of social presence and promote student collaboration – two things that are critical for online learning and yet are hard to achieve. Particularly, I will talk about how to set up online synchronous conferencing with students on a regular basis, what software can be used, how to structure conference communication and tasks, and what are the pitfalls and benefits of this approach. I’d also like to say a couple of words about using GroupMe instead of emails and how this adds to communication quality.
Helping Students Embrace and Learn from Failure
Presented by Marissa Green, Educational Psychology
In today’s schools, failure is often given a negative connotation, which leads students to develop lower self-efficacy and give up on learning content that is difficult or challenging. However, research has shown that if we can help students recognize that their failures are simply learning experiences that can help them improve and succeed in the future, they are more likely to develop resilient self-efficacy, and persist on difficult tasks in the future. This talk will focus on that research, and help teachers understand how they can foster students’ resilient self-efficacy.
The Power of a Teacher’s Voice: Where’s the Line Between Authenticity and Indoctrination?
Presented by J. Kessa Roberts, Educational Policy
In this table talk, we will explore how much of our own personal opinions/beliefs we, as educators, should share with our students. Due in part to the “captive nature” of schools, teachers hold significant power over their students. Even when a teacher has the best of intentions, he/she can inadvertently wield that power in ways that may hinder the intellectual and/or personal growth of students. Also, however, educators are often told to “be authentic” in their teaching. With a desire to be authentic, teachers may want to share their thoughts on a particular issue. Does sharing one’s personal stance on a topic exploit the power dynamic present in a classroom and perhaps lead to indoctrination of students? Is it better for teachers to keep all personal beliefs/opinions to themselves? Is there a way to balance authenticity and indoctrination? Should policies dictate what teachers are allowed to share with students? Come join this table talk to discuss these questions and more!
Facilitating Discussion Through Targeted Questioning Strategies
Presented by Julia Novakowski, Philosophy and History of Education
Using specific strategies used to construct questions, the author will construct multiple frameworks for facilitating engaging classroom discussion through the use of targeted questioning strategies.
Google Folders for Planning, Assessment, and Collaboration
Presented by Mike Nelson, Learning Technology
This presentation will walk teachers through the many uses of Google folders and how they can be used to support planning, assessment, and collaboration. This will be a practitioner-based talk where I show how I have used Google folders in the past to improve my teaching. Specifically, I will show how they can be used to organize documents for a class in a way that allows for easy access and if desired, participation from numerous groups. Regarding assessment, I will demonstrate how shared folders can be treated like a formative assessment tool that provides a type of news feed, making it easy to monitor what students are working on. Finally, I will elaborate on the use of these folders to house numerous types of group projects and other collaborative activities. Throughout the presentation, I will give examples of how I have used these features in my personal teaching.
Principles, Duties, and Goods, Oh My! Considering a Synthetic Ethical Framework
Presented by Jamie E. Teeple, Philosophy and History of Education
In my table talk, I will discuss Kenneth Strike and Jonas Soltis’ (2009) suggested framework for ethical deliberation and action in (but not limited to) contexts of teaching. I will present and explain a visual interpretation of their framework (which they do not provide) and suggest and elicit ways in which it could be amended and possible incorporated into teacher education initiatives.
Reconfiguring STEM Education for Egalitarian Aims
Presented by Jamie E. Teeple, Philosophy and History of Education
In my table talk, I will discuss the dominant conceptualization of STEM education and its putative relationships to the aims of state-capitalism. I will argue that STEM education should be extricated from these aims and oriented instead toward aims that foster egalitarian social, economic, and ecological conditions. I will provide examples of several possible “state-critical” STEM education courses practicable at the high school and undergraduate levels and seek constructive critique from my peers regarding their efficacy.
The Ri
ght Pace: Formative Assessment as a Driver of Instruction
Presented by Naima Khandaker, Educational Psychology
Prompting Self-Regulated Learning in the Classroom
Presented by Anna Brady, Educational Psychology
Teaching students to self-regulate their learning can lead to increased retention of course content and increased achievement. During this table talk, we will discuss the basic aspects of self-regulated learning. Then, we will discuss how to apply self-regulated learning to teaching. Specifically, I will focus on how teachers can design assignments and activities that encourage self-regulated learning.
Creating a Positive Classroom Climate
Presented by Kelsey Ross, School Psychology
aught an education course at Ohio State for three semesters now; this semester is my fourth. Based on my experience, I have identified strategies to create a positive classroom climate. The first is my strategy for getting to know all students’ names by the second class. In the first class, I have students write their full name on a piece of paper. I pass around my phone and have students take selfies with their name signs, which I study later. My second strategy is my getting to know students activity. I ask students to bring a valued item to the first class. Then, they share about the item they brought. In the past, students have brought in pictures of family, trinkets, and special clothing items, and I learn a lot about the student based on their explanation. My third strategy is describing our classroom culture in lecture 1 and allowing students to contribute their ideas. My fourth strategy is asking for course feedback halfway through, so I can adjust/tailor the course.