Members'+Questions+of+Interest

Members' Questions of Interesttoc 3. How to engage the ‘quiet student’, that is, those who tend to be quiet even in small group discussions. This also relates to creating genuinely collaborative projects, class exercises, and discussion questions. 4. Assessment: how best and to what extent could we use student-to-student assessment of student learning? || 2. A second question that looms is whether I have enough to contribute to the process. Having been a supervisor, a mentor, and even a supportive peer for much of my career, I know the value of collaboration as a pathway to better practice and better morale. Yet, as a lecturer relatively new to the scene of higher education, will I know enough to work equally with a more experienced faculty colleague? 3. And finally, I am fascinated by the concept of collaboration among a group of people who have chosen autonomy in their profession. How will the process of cognitive coaching ease faculty members’ reluctance to open themselves and their teaching practices to the scrutiny of others? How is that all-important trust developed and nurtured? What lasting bonds will we form with colleagues across department, colleges, and subject areas as a result of this experience? And can those bonds enrich the University community as a whole? || 2. What are appropriate questioning styles? How do we formulate right questions? Is there a way to teach students how to ask the write question? 3. How do we assess if the teacher and students are on the same page, in other words, are on the right track? 4. How do we take into account cultural differences ? How do we know thinking is taking place? How do we measure differences in thinking? 5. What are some in class activities that enhance learning ? 6. Which teaching methods enhance thinking in students ? 7. What teacher behaviors enhance or impede student learning? 8. What teaching strategies would be appropriate to different styles of learners? What decisions are important to make? 9. How do you deal with difficult students? Ex students who think their perspective is right? Or students who want to take class time by focusing on one concept? 10. How do you improve the quality of instruction in a group of learners that have diverse learning styles 11. Technological skills? Is it important? Why or why not? Powerpoint how useful? 12. Where do you begin teaching in a class that has a group of students who are not prepared for the day’s topic? 13. Assessment? Formative or Summative? 14. Dealing with poor faculty evaluations? The significance of numbers on Student opinion polls? 15. How reflection and conversations with peers will help better our teaching via cognitive coaching? || __<span style="font-family: 'Arial','sans-serif';">Spring 2012: Working with student teachers and master students who are at various stages of career development. __ <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">1. In what state of mind are the student teachers during any give class and how does <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">that influence my choice of in-class activities? <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">2. What goals do I have for the course? What goals do my students have for the <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">course? <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">3. Over which aspects of their experience of apprenticeship do I have the most <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">influence? How can I best use these windows of opportunity to advance their skills <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">as educators and promote a deep understanding of the content I am teaching? <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">4. What options can I give them for to individualize assignments and still maintain my <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">sense of the integrity of the course? || <span style="font-family: 'arial','sans-serif'; font-size: 90%;">2. How to connect my current style of motivating, mentoring, and coaching that I use with my students, in and out of the classroom, to an “outcome” oriented technique. From the first day of class to the last, I set that stage of professionalism in the classroom, referring to students as professionals and empowering them in various ways. My approach works well with “lighting a fire” or “inspiring.” But, it is not something I plan; it is part of my personality and my way of interacting with others in general. Not that I want to remove the spontaneity from my style, however, I do think it would be beneficial to see how I can take this ability a step further by learning the cognitive coaching techniques. <span style="font-family: 'arial','sans-serif'; font-size: 90%;">3. <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">What options for research may be available in this area. Recently, I have made a decision to move toward research in teaching and learning. Most of my scholarship (aside from articles and presentations from my dissertation research), has been connected to teaching and learning and connecting students to the profession. For example, I just finished writing a three part series on evaluation techniques for our professional publications based on how I teach this topic in the classroom. I am one year from tenure and in a position that I want to discover aspects connected to my “passion” for teaching and learning || <span style="font-family: 'SKGTAD+ArialMT','sans-serif'; font-size: 90%;">What is the range of teaching strategies/styles (and how does this differ by department?) <span style="font-family: 'SKGTAD+ArialMT','sans-serif'; font-size: 90%;">How can I provide feedback on other's teaching and work with them to help them identify solutions? <span style="font-family: 'SKGTAD+ArialMT','sans-serif'; font-size: 90%;">How can I discover potential solutions when I identify areas of my own teaching that I want to change? || <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What unique benefits can be derived by working in a multi-disciplinary team toward improving our teaching? <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">How can the Cognitive Coaching Model be adapted for application in the classroom with student partnerships, particularly when teaching public speaking skills? <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">And what critical research questions can and should be addressed in using cognitive coaching among peers? ||
 * = Name || Members Questions of Interest ||
 * = ====Data Barata==== || 1. One area of planning challenge for me is how to plan to address various aspects of diversity in my classroom: leaning style, age, gender, class, ‘race’, ethnic, religious, motivational, major/area of concentration, etc especially in general education classes. How much of these could be addressed through effective planning and how? 2. Best ways to incorporate fast growing body of knowledge/literature into my lessons and courses in every subsequent semester? Just how much of it would suffice?
 * = ====Valerie Becker==== || <span style="font-family: 'Arial','sans-serif';">1. The big question I have about the role of Cognitive Coaching in my practice is whether it can help me become better at what I do; can I become a more reflective, less reactive teacher? In what ways will Cognitive Coaching enhance my perceptions and transform my teaching?
 * = ====Neelam Chanda==== || <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">1. What are techniques that could be used to teach critical thinking to students?
 * = ====Mimi Coughlin==== || <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">Questions relevant to different aspects of my work this year include: __<span style="font-family: 'Arial','sans-serif';">Fall 2011: Teaching an Academic Learning Collaborative with First Year Students __
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What is the big picture goal or vision for our ALC?
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">Why is this important to me? Why is it important to my colleagues?
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What skills for achieving this goal/vision are required of me?
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What skills for achieving this goal/vision are required of our collegial team?
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What skills for achieving this goal/vision are required of our students? How do we support their development of these skills?
 * 6) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">When we run into snags implementing our vision is there a pattern to the difficulty?
 * 7) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">Once the plan is in motion which elements of implementing it can be influenced to greatest effect?
 * = ====Elaine Gale==== || Why do we expect of ourselves (and others?) that as academics, we know everything we need to know--especially at the beginning of our careers? How can we value and connect "not knowing everything" with the process of learning and teaching? (paraphrased by Stoner) ||
 * = ====Carolyn Gibbs==== || Is the self-reflection of my teaching in alignment with student classroom experiences and student expectations? Do my reflective practices need to be refined? What does refinement look like? <span style="font-family: 'Calibri','sans-serif'; font-size: 90%;">How are my critical responses to student work received? How can the responses be adapted to be receptive to all types of students ||
 * = ====Marsha Jeppeson==== || # <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">How do we move others and ourselves to new ways of learning?
 * 1) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">How do we learn new ways of learning? What evidence do we have for application to university students and other adults?
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What are the collaborative ways to meet a wide range of learners within one context?
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">Are there strategies and ways of thinking that can be taught to first-years through seniors that are similar or can be easily modified?
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">How do we continually re-motivate self and others to shape our thinking and problem-solving abilities?
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">If there are strategies that can be taught to faculty and students, how do we use them in our current impoverished university environment?
 * 6) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">How can we develop ways of thinking that help us intellectually, emotionally and relationally? Can those ways be easily shared with others?
 * 7) <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What is the application of cognitive coaching for general well-being, resiliency, and healthy aging? ||
 * = ====Roni Jones==== || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Although I have learned a lot from [Garmston's and Wellman's] books, I have many questions about how to work most effectively one-on-one with individuals. I would very much like to be able to see and practice the skills of coaching to uncover the thinking of the teachers with whom I work. I often find myself moving too quickly into giving advice. I want to better understand the types of questions to ask to move my students through difficult situations rather than stepping in to give them answers. ||
 * = ====Lisa Jorgensen==== || <span style="font-family: 'Arial','sans-serif';">1. How to incorporate techniques that facilitate student’s abilities to individualize their leaning separately from what is being taught, and especially, from what they “think” I want them to know. It appears this process (through mapping – planning, reflecting, and problem-resolving) would offer suggestions for how I can “mediate thinking” to make this more available in student’s learning.
 * = ====Joyce Mikal-Flynn==== || <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">My questions involve the neuroscience of learning. I am a scientist and by nature want to explore in depth why and how we learn in an effort to fully understand and engage the learner. What part of the brain is implicated in learning, both long and short term? What part focuses on analysis and how do we push that function? How does the brain distinguish and process information in an efficient and effective manner? How does the brain decide what to learn? How can I facilitate what the brain already does - as an educator, how can I stimulate the brains response to learning? What are the differences in ages, gender, and culture re: learning? How can I assist in the learning process so each individual is able to challenge themselves and understand their enormous capacity for leaning? These are just some thoughts and questions I ponder in an effort to reach my students and make learning fun and effective for both teacher and learner. Understanding and bringing this to others-priceless! ||
 * = ====Juliana Raskauskas==== || <span style="font-family: 'SKGTAD+ArialMT','sans-serif'; font-size: 90%;">How can we get students to engage in more critical thinking?
 * = ====Gerri Smith==== || <span style="font-family: 'Arial','sans-serif'; font-size: 90%;">What teaching insights will be identified by working with a partner in a discipline other than my own?