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Consider your current approach to notetaking from lectures/readings. What is working well for you and what is there that still needs improvement? Describe these using some of the ideas on notetaking in the facil guide. Career Competency: Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
How do your current notetaking strategies compare with the recommendations in the facilitator guide? Do your strategies have anything in common with Cornell, Matrix, Concept maps? Why or why not? Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”) and Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
What are some pros and cons of handwritten lecture notes? On balance, which do you think is best for you and why? Career Competency: Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
How has motivation affected how you study? What motivation barriers do you think ESP students might face? Are there any strategies that help motivate you that might benefit your students? Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”), Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”), Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”) and Diversity and Intercultural Awareness (“Demonstrate an openness, inclusiveness, sensitivity, and respect towards all people and understand individuals’ differences.”)
The facilitator guide lists factors that can reduce student motivation in workshops. Choose 2 that you’ve experienced and describe how they affected your motivation. Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”), Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”), and Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”)
What are 2 of the most important transferable skills you've learned in your academic discipline? Did your professors make these explicit at the time? If so, how? If not, how might your experience have been different if they had? Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”), and Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”)
Can you identify situations in which you have used surface/shallow learning? What about active/deep learning? How did these methods affect your learning? How did they affect your motivation? Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”), and Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”)
Having students simply “fill in the blanks" from a reading or lecture is generally not effective. Why do you think that is? What might be one better way to conduct lecture review in a workshop? Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”), and Community Engagement (“Demonstrates consideration of the welfare of [the workshop] community members in decision-making.”)
While reviewing controversial course material in your workshop, a student makes an offensive comment about the topic. Another student gets visibly angry and calls the first student a #$!*& bigot. What should you do in this situation? What steps could you have taken to prevent this situation? What could you do to ensure this workshop remains a welcoming space in future weeks? Career Competencies: Diversity and Intercultural Awareness (“Demonstrate an openness, inclusiveness, sensitivity, and respect towards all people and understand individuals’ differences.”), Leadership (“Assess and manage their emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.”), and Community Engagement (“Demonstrates consideration of the welfare of [the workshop] community members in decision-making.”)
Managing student behaviour is easier if you provide clear expectations and specific positive feedback. Explain how expectations, SPF, and student behaviour are related. Provide examples of SPF you could imagine yourself giving to students (1 for an individual, 1 for a group). Career Competencies: Leadership (“Assess and manage their emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.”), and Innovation and Collaboration (“Work within a team structure, and can negotiate and manage conflict.”)
Preventing student misbehaviour is easier and more effective than having to intervene once behaviour gets out of hand. Identify 3 prevention strategies that you think will come relatively easily to you, and 1 prevention strategy that you might find challenging. Explain each of your choices. Career Competencies: Leadership (“Assess and manage their emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.”), Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”), and Innovation and Collaboration (“Work within a team structure, and can negotiate and manage conflict.”)
How and when do you pick out the core concepts in a lecture/reading in your discipline? How do you decide what is “core” vs what is a supporting detail? Career Competency: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”)
Select one core concept from the course you’ll be facilitating and brainstorm at least 2 ideas for workshop activities you could use to review it. Use the guide or browse through the Activities channel in MS Teams. Career Competencies: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”), and Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”)
What are the benefits of workshops focusing on core content rather than trying to review the whole lecture each week? What are the advantages of integrating study skills with content review rather than providing generic study skills lessons that students can apply to any course? Career Competencies: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”), and Community Engagement (“Demonstrates consideration of the welfare of [the workshop] community members in decision-making.”)
Can you identify any instances from your own learning where you have used each level of Bloom's Taxonomy? If you have never reached a particular Bloom's level before, why do you think that is? Career Competencies: Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”), and Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”)
Identify a core concept in the course you’re facilitating and identify what students could do with that concept for each Bloom’s Taxonomy level. (See the Supply and Demand example in the section Introducing Bloom’s Taxonomy in Workshop.) Career Competencies: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”), and Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”)
Write a brief summary of the 5-minute video Bloom’s Taxonomy: Structuring the Learning Journey (see link below). Do you think facilitators and students would benefit from watching this video? Why or why not?
Describe a situation where a professor/course/assignment suited you but not a friend? Why do you think you and your friend reacted differently? How might this relate to variety and/or flexibility, the two pillars of UID? Career Competencies: Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”), Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”), and Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”).
Write about 2 points in the UID section that you found surprising, intriguing, or helpful and 1 point that you thought was unclear, irrelevant, or incorrect. Explain your reactions. Career Competencies: Diversity and Intercultural Awareness (“Demonstrate an openness, inclusiveness, sensitivity, and respect towards all people and understand individuals’ differences.”), and Community Engagement (“Demonstrates consideration of the welfare of [the workshop] community members in decision-making.”)
When have you experienced autonomy in your own learning? Discuss how choice and independence affected your learning and how you felt about the course/topic/assignment? Career Competencies: Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”), and Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”)
Why is it important to build autonomy gradually? Which of the methods in the guide is least familiar to you, and what questions do you have about implementing it in your workshop? Career Competency: Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”)
In your studies, do you typically read or otherwise prepare before your lectures? Why or why not? How does your experience change in lectures when you have prepared? (If you don't prepare for lectures, speculate.) Career Competencies: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”), and Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”)
How do you think you can introduce the concept of preparing to learn in your workshop to enhance learning? Review the "How" section of this principle and select the strategy that seems most realistic for first-year students? Explain why you chose that one. Career Competencies: Community Engagement (“Demonstrates consideration of the welfare of [the workshop] community members in decision-making.”), and Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
Describe the difference between “preparing to learn” activities and activities that help students to prepare for their assignments. Which of these activities do you think you would enjoy facilitating more? Explain. Career Competency: Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
Consider your own approach to studying for problem solving courses. In what ways does it resemble the “pyramid” approach? In what ways does it resemble the “dumpster” approach? Complete a concept summary for one small concept in the class you’ll be facilitating (see the section Concept Summary Checklist). You can upload a photo for this question if you like. Career Competencies: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”), and Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
Select a short problem/equation from the course you’re facilitating and write a dialogue to draw out an imaginary student’s thought process. See the section “Ask Students to Elaborate” for an example. You can upload a photo for this question if you like. Career Competencies: Discipline-Specific Knowledge (“Acquire knowledge related to academic discipline as well as job and/or industry-specific knowledge.”), and Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”)
Running an effective take-up involves much more than facilitators demonstrating their solutions on the board or students calling out their answers. Which take-up style do you think has been most and least effective for you as a student (Presentation, Small Group, Large Group, or Board Work Model), and why? If you have not experienced these, use your imagination! Career Competencies: Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”), and Research and Analysis (“Strategically applies knowledge and skills from experiences to new situations.”)
What are some benefits of taking lecture/reading notes? What are some barriers that prevent students from taking notes, and how might you go about persuading them to do so? Career Competencies: Leadership (“Assess and manage their emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.”), and Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
Most facilitators report changing their own approach to reading since first year. How would you describe the changes you’ve made to your students? How well does your current approach align with the advice in the guide? Career Competencies: Career Management (“Identify and articulate skills, strengths, knowledge and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth.”), and Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)
The facilitator guide includes a list of advice for students on how to annotate and underline effectively. Which point do you agree with the most, and why? Which point you disagree with and why? (If you don’t disagree with anything, write a question or two about the advice given.) Career Competency: Communication (“Explain information, ideas and opinions effectively in a clear and concise manner, both verbally and in writing.”)