Teaching Learning Day (2018)

Adult Motivation -- relevance is very important

Teaching Naked

1. Build upon prior knowledge.. how know? Just ask them.
2. The average  human attention span typically maxes out around 15 min. 
3. Humans do not fully become self-regulating until around age 25.
4. Successful multi-tasking when two tasks require cognitive attention is not possible.
   See: Sana, Weston, Cepeda. "Laptop multitasking hingers classroom learning for both users and nearby peers" i Computers and Education, 62:24-31. 2013.  https://doi.org/10.1016/j.compedu.2012.10.003
5. Performance and Feedback are important.
6. Social interaction (Constructivism)
7. Recall promotes learning
8. Cognitive processing "processing" of learning material tend to resulrt in greater learning gains.

Solid basic formula:

1. Design instruction based on human cognition.
2. Build upon prior knowledge.
3. Leverage social learning opportunities.
4. Performance with feedback
5. Foster recall
6. Promote processing.

** Failure is important

Library Publishing Online Workshop #1

Library Publishing Curriculum
https://educopia.org/library-publishing-curriculum/

"Content"
Pre-Reading:  

• Narrative: Content Strategy:
  https://docs.google.com/document/d/1QWobQNcZ8GTC2twaGrNmfM560qWZx3mhAdBFh76gPqI/edit

• https://scholarlykitchen.sspnet.org/2012/11/27/strategic-planning-and-the-not-for-profit-publisher/ 

• https://ctb.ku.edu/en/table-of-contents/structure/strategic-planning/vision-mission-statements/main  

Drake Memorial Library's Mission and Values:
https://www.brockport.edu/library/about/mission.html(It is the reverse of what is taught in the workshop).


Homework: 

SUNY Brockport eBooks:

Vision: Empower our intellectual community in the creation of open access eBooks

Mission:

• Promote the scholarship of our intellectual community by providing a platform on which to publish longer pieces of scholarly and professional work.
• Support the creation and development of eBooks through clear communication of the editorial process, the copyright requirements, and the SBeB workflow.

Current Language: https://digitalcommons.brockport.edu/sunybeb/
SUNY Brockport eBooks considers for publication on The College at Brockport’s digital repository, for free and open access, quality work produced by:

• Brockport faculty and staff (current or emeriti)
• Brockport students (current or alumni)
• Authors/editors whose work relates to The College at Brockport or its neighboring communities

Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization

Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization 
by Cia Verschelden, 2017

Her summary (p. 59): "Poverty and racism rob our students of mental bandwidth so they have limited cognitive resources for learning. Poor people are physically and mentally less healthy than people who have adequate resources; they suffer the physical consequences of chronic stress.  People who experience racism every day experience similar stress and negative health outcomes. Physical and mental illness take up mental bandwidth, leaving less available for everything else, such as making good choices, being effective workers or parents, and learning."

If our students are struggling with these other issues, how can they focus effectively in the classroom?  What types of interventions might help make them more successful for graduation and their careers?

• Encourage a growth mindset instead of a fixed mindest 
• Neurobics (have students try something new that is a new experience to stretch their brain, and have them report how it felt to overcome their fear (e.g. going to a yoga class with a friend or eating alone in a restaurant)
• "not yet" vs "not" -- give feedback that they can achieve learning outcomes with more effort, instead of feeling "not good enough"
• Self-esteem vs self efficacy
• high-hope syllabi (my favorite thing):  instead of one long research paper, give students steps like topic proposal due, outline due, feedback on those, first draft with feedback, then finaly draft
• Belonging
• Affirm students' values
• Pecha kucha life reports (so they get to know each other)
• relationship building in the classroom
• Helping relationships, like peer mentors
• Academic and Social counter spaces
• Institutional structures and processes
• critical mass 
• images
• financial needs
• Conversations and actions 
• (above need to reflect the student body-- students need to see images of people who look like them, and a more diverse faculty)
• GSU's interventions
• Block scheduling
• Micro-grants to help students in poverty
• pre-session before the fall (like our EOP)
• Better academic advisement, dedicated advisors, over 800 "incidents" that can be triggered as needing help in the online system.
• "Supplemental instructors" -- students who act as peer mentors, on work-study
• Student learning communities
• "meta-majors"  e.g. STEM, arts and humanities, health sciences

Ready. Set. GOAL! Workshop

Ready. Set. GOAL! Workshop with Jill 

from Tastefully Simple

1.  For what do you feel most grateful? List at least 10.  (Choose a goal buddy)

2.  What are my top ten strengths?

3.  What do I really, really, really want to be, do or have?

• Financial
• Family & Friends
• Career
• Physical
• Entertainment
• Spiritual
• Mental
• My home

4.  What is my #1 goal?

          Select on thing from you really, really, really want list.  

5.  How do I want to feel in 12 months?

6.  Steps to my goal:

• Today's date
• What one thing do I really, really, really want?
• When will I accomplish this?
• Why do I want this? Why will my life be better because of it?
• How will I achieve my goal? What actions will I take?
• What are possible challenges, and solutions?
• Challenges .................................. Solutions
• Challenges .................................. Solutions
• What knowledge do I need?
• With whom do I want to work in order to achieve my goal?
• What actions do I want to take: Daily, weekly, monthly?
• Action   ......................................  Deadline .................  Complete
• Action   ......................................  Deadline .................  Complete

7.  My weekly Planner

• Dates
• Top three results
• Most important tasks
• Check your actions on Steps to your Goal
• Schedule tasks on your calendar