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Like many of us, I spent a lot of time over the summer reading and thinking about generative AI chatbots and what they might mean for my teaching, especially since most of my courses involve a lot of writing. Could ChatGPT answer my prompts? Did my assignments encourage students to put in thought and effort, or was I making it easy for them to farm out their work to a bot? |
Tidbit – TTT
Something that may be of interest
Tidbit- To understand AI, you need to engage with AI
I recently facilitated an AI-focused session for the GLCA (resources, including the recording, can be found here). Out of nearly 300 registrants, about 60% reported being very familiar or somewhat familiar when asked to rate their knowledge of generative AI based on exposure through reading, podcasts, webinars, etc. Interestingly, 63% of registrants reported no experience or limited experience using generative AI such as ChatGPT, Bing, or Bard.
Tidbit- Four Questions to Ask to Promote Student Learning
“There is no dumb question.”
“Take risks.”
“Reach beyond the comfortable to learn new perspectives and skills.”
Have you ever used those phrases or similar with your students? I know I have. But do I promote a learning environment that supports my claims and encouragements? Not always.
The article 4 Questions to Ask to Promote Student Learning by JT Torres gives us four simple questions to ask ourselves to ensure our learning environment aligns with our encouragement.
Tidbit – Communicating with students
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Tidbit- Pointers for student PowerPoints
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Many of us are having student presentations by this time of the semester. Many of these will involve PowerPoint or similar presentation programs. Consider sharing these simple-to-use infographics with your student to help them up their PPT game.
- You can start with this infographic for the basics
- Do you think they’re good with the basics? Have your students level up with this infographic which includes things to avoid and tips on cleaning up images.
Tidbit – Dynamic lecturing
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In the last TTT, I shared that I lecture. In this round of resources, we see a slight variation that I strive for called dynamic lecturing. The goal of dynamic lecturing is to get the learners more involved.
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Tidbit – lecture
Let me be honest – I lecture. While I intersperse active learning activities throughout, a large portion of my course content is presented through lectures. But how do I know if my students understand? Are they picking up what I am putting down?
- You can start with this infographic to consider the basics of effective lectures, including clear examples, sequencing, activating prior knowledge, and chunking.
Tidbit – muddiest point
Many of us use the formative classroom assessment known as the muddiest point, allowing learners to share the material or idea they least understood. Unfamiliar with the practice or want to take it to the next level?
- You can start with this infographic to learn the basics.
- Are you already using the muddiest point? Take it to the next level with this infographic.
Tidbit – Searchable active learning activities
Are you looking for some active learning ideas? The Active Learning Library is a free online resource that lets instructors browse over 40 learning activities and filter them according to their goals and interests. For example, instructors can search for activities that provide formative feedback, support small group engagement, build metacognitive skills, or don’t take too long to prepare.
Tidbit- The Junk Drawer CV
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Tidbit – The Junk Drawer CVI just finished my senior review. After the fact, I realized I forgot to mention a significant activity that slipped off my radar. Had I used a junk drawer CV, I might have caught my error. In Support of the Junk, Drawer CV describes how to create a document that is an easily accessible file tucked in your storage drive to record high points and low points in your career endeavors. |