The lcc at bc

transcript

THE LCC AT BCSession II

Mea Culpa (or you have to fail in order to

learn)• We have a problem with really understanding how to

assess project based learning without either inflating

grades or not rewarding students sufficiently for their

efforts.

• pairing assessments with LCC

• Cross-Curriculum in the classroom and its involvement in

LCC. Specifically dealing with Art/Music involvement in

other subjects.

• Specific goals and objectives and explanations as to why

we are performing the tasks we are asked to perform.

• Introduce your partner to the group!

Mea Maxima Culpa

• Differentiate Instruction,

• Techniques you use regularly that prove to be effective for your students.

• Read ahead or introductory functions for newly hired faculty members.

• Need more EXAMPLES of LCC..... Give us a hands on project.

• As an English teacher, I would like more information about assessing a LCC environment. I would love to do more but find it difficult being creative in assessing.

• More information actively relating to different types of learning-centered assessments, ESPECIALLY actual models from other schools

• Examples that are more focused depending on what subject is being taught.

• more examples of how to create student centered projects

• Working in the classroom.

Important Questions

• What exactly do we mean by LCC?

• How do I best assess group work?

• What is reflection and how does it work?

• What can I do to evolve as an LCC teacher?

• What are some quick IT fixes I an import to get student

working on their own?

• How can I break up the daily lecture cycle?

The LCC

• Makes student more accountable for learning.

• Involves less lecture and note-taking.

• Involves more project-based learning.

• Is collaborative.

• Is Reflective.

• Has room for student design.

• At its best, engages students in their own learning in ways

they never thought possible.

Group Work at BC

I assign group projects:

Not nearly enough

not enough

about enough

Keys to Good Group Work

• Manage the group make-up.

• For each session, even in a multi-session project, assign

something tangible.

• Wander the room. Use videotape. Coach.

• Get participatory grades posted fast. Contact parents of

reluctant student VERY early.

• Praise in public. Redirect in private.

Traffic Jam

Group Project One

• Arranged at Harkness sized tables, faculty members will

build Google-blogs (one per teacher) that can be up and

ready to go by the morning.

I assign reflection

never/rare

usually

sometimes

very often

Ways to Assign Reflection

Breaking Up The Lecture

Google Saves

• Use your new google ID’s to learn about the power of

Google Drive for your classroom.

The Power of VideoTape

• Shoot lots of video of your class, especially when they are

working.

• Have students do some editing of the work.

• Have students do at keast one video-reflection in a term.

• In terms of practical application for a college preparatory

school, the LCC simply gives students more work to do in

the classroom on a day to day basis.

• Traditionally, the college prep school demanded a fairly

serious amount of homework from its students. In school

students typically listened to lectures, participated in class

discussion or completed worksheets. The worksheets

tended to be drill oriented.

• By contrast the LCC is a place where students are

responsible for doing more active work.

• Use worksheets so that students produce something

tangible while in class.

• Have students design class handouts.

• Have students write sections of the test or quizzes.

• Break up a lecture with short periods for paired or small

group discussion.

• Break up a lecture with 30 or 60 second “write to learn”

essays.

• Ask that students keep a folder/notebook in which they

store work and complete reflection assignments.

• Have students do some kind of reflection two or three

times a week.

• Create some longer term group projects with both in-and

out-of-class assignments.

• In the sciences use more labs.

• Instead of one or two “presentations” during a year, ask

students to do multiple short presentations throughout the

• Use authentic assessments. To get course-specific

examples, just google your discipline and the term

“authentic assessments” or join a listserv at your

professional organization.

• Create a class wiki.

• Have students videotape lots of classwork. Save video to

a wiki.

• Have students use the cameras on the cellphones to

shoot stills. Then ask them to write short explanatory

annotations for the image.

• Challenge yourself, particularly if you are veteran

teachers. We vets will tend to return to things we like,

assignments and units that make us feel comfortable.

Disrupt your own routine by doing some kind of teaching

you typically would never do. You never know when your

whole career may pivot!

• Start blog and have students use the comment section.

• Design activities that do not need to be tested. That is, we

know students have a certain degree of mastery just by

doing the assignment. Example: have everyone write

something in Google Drive and share it via a link.

(Reminder: mastery is not a one and done thing…have

students repeat things until the activity is second nature.)

The lcc at bc

Education