Fall
2024, R546 Instructional Strategies for
Thinking,
Collaboration, and Motivation
Canvas: http://canvas.iu.edu/
Old
Course Website: http://curtbonk.com/bobweb;
Dropbox Resources 2021
HTML of Syllabus: http://curtbonk.com/Instructional-Strats-R546-2024.htm
Dates: August 31, 2024 to October 19,
2024 (Saturday recordings, 8:00 am-1:00 pm EDT)
IU-Bloomington: Section 33515 Online
Instructor: Curtis J. Bonk,
Professor, IST Dept.; Wright Education Building
E-mail:
cjbonk@indiana.edu; Homepage: http://curtbonk.com/
Instructional Assistants (each
will help with 2-3 optional synchronous sessions):
Vanessa Johnson: vanjohn@iu.edu; Dr. Sunmi Seol: smseol@stanford.edu; Emily Virga: evirga@iu.edu.
Course Description: Students
in this course will learn how to develop learning environments that stimulate
critical thinking and creativity, and that promote cooperative learning and
motivation. In addition, they will learn technology integration strategies. To
highlight method similarities and differences and to link theory to practice in
each area, scientifically researched strategies and programs will be
illustrated through hands-on activities. There is much experimentation and risk-taking
in this class. Everyone will learn dozens of instructional strategies; but,
more importantly, they will reflect on their overall teaching philosophy.
Course History and Intended
Audience:
Educators in all sectors are
struggling with wave after wave of educational change. Many recognize the need
for shifting their teaching philosophy to a more learner-centered or hands-on
approach. This trend is especially evident here in 2024; the age of STEM, competency-based
education, personalized instruction, problem-based learning, digital learning, Wikipedia,
TED-Ed, and MOOCs. Today, learners can be more self-directed. However, learners
often lack sufficient time and resources. In response, this course provides a
roadmap for those stuck in the murky swamp of paradigm change and educational
reform. Different versions of this course have been taught since 1991, with
videoconferencing added in 1996 and a HyFlex/blended approach in an
experimental classroom in 2021. Only once before, in 2009, has it been delivered
in a fully online format. Past
course participants have also included graduate students, corporate trainers,
instructional designers, administrators, private consultants, award-winning Fulbright
scholars, etc. This
course is intended for:
Ø
Graduate
students wanting to feel better prepared to teach, train, or learn something
new.
Ø
Corporate
trainers trying to embed practical strategies into their training workshops and
classes.
Ø
Higher
education professors seeking to enhance their instruction with innovative
teaching.
Ø
Instructional
designers interested in embedding thinking skills into software and other
media.
Ø
K-12
principals and other administrators hoping to integrate various educational
reform efforts.
Ø
Practicing
teachers searching for professional development opportunities for engaging
learners.
Ø
Private
consultants offering thinking skills or problem-solving workshops or training.
Ø
Visiting
scholars, Fulbright scholars, and other visiting guests who want to make a
difference.
Ø
Anyone
wanting to teach with educational technology; especially, AI tools and platforms.
Required Material: Bonk, C. J. (2024). Packet of
Course Handouts. (available FREE as a
PDF in Dropbox)
Bonk, C. J., & Khoo, E.
(2014). Adding Some TEC-VARIETY: 100+ Activities for Motivating and
Retaining Online Learners. Note: this is
a FREE e-book: http://tec-variety.com/;
http://tec-variety.com/freestuff.php
Khoo, E., & Bonk, C. J. (2022). Motivating
and Supporting Online Learners. Burnaby, BC, Canada: Commonwealth of
Learning. Free book available: http://hdl.handle.net/11599/4481 and
free course available: https://colcommons.org/welcome/coursedetails/8; https://www.colvee.org/;
EdTechBooks: https://edtechbooks.org/motivating_and_supporting_online_learners;
DOI 10.59668/699
Highly Rec’d Texts:
1. Gary A. Davis (2004). Creativity
is Forever (5th Ed). Dubuque, Iowa: Kendall/Hunt.
2. Sawyer, Keith (2013). Zig Zag:
The Surprising Path to Greater Creativity. Jossey-Bass.
3. Bonk, C. J., & Zhang, K.
(2008). Empowering Online Learning: 100+ Activities for R2D2. Jossey-Bass.
4. Bonk, C. J., & Zhu, M. (Eds).
(2022). Transformative
Teaching Around the World: Stories of Cultural Impact, Technology Integration,
and Innovative Pedagogy.
Routledge.
Bonk Book Library: I have an extensive set of books that
I can loan out to people near to Bloomington.
Course
Purpose, Approach, and Education 3.0 (or perhaps even Education 4.0):
Since
the early 1980s, countless reports have detailed the shift toward an
information-based economy and the need for a more technologically sophisticated
workforce. Life in 2024 is much different from 1984. The skills and experiences
required to succeed today are vastly different from three decades ago. A
modern-day workforce clearly demands skills such as creativity, flexibility in
thought, the ability to make decisions based upon incomplete information,
complex pattern recognition abilities, and synthesis skills. Such changes are occurring
faster than most organizations and institutions can adapt. They are also
accelerating massive transformations in teaching and learning environments
across sectors of education.
In
response to the emerging global marketplace, there has been a renewed interest
in innovation and creativity. It does not matter if one is in a public school or
higher education setting or in a military and corporate training environment. The
shift in perspective is the same. Everyone is seeking the Holy Grail and hoping
to become more inventive and productive than the next person or organization. Some
are labeling this new age “Education 3.0.” The markers of this time are
tinkering, making things, invention, connection, freedom, imagination, play,
collaboration, engagement, passion and purpose, finding meaning, and the open
exchange of ideas. Consequently, this class will begin with a dialogue of what
Education 3.0 represents. Each student will find his or her own sense of
meaning or philosophy in this course.
In
Education 3.0, people will no longer tolerate a curriculum that emphasizes the rote
memorization of facts over problem solving and creativity. Instead, innovative
instructors and trainers engage learners with more authentic and active
learning experiences. Even with such renewed interest and resources, most
teachers still lack the time and resources to adequately deal with the
proliferation of instructional practices and associated ideas regarding
educational change. This course—R546 on instructional strategies—can change all
that for you. The basic purpose of this course, therefore, is to attempt to
fuse motivation and cooperative learning into thinking skill areas such as critical
and creative thinking.
The
books and activities selected will enable us to understand coinciding trends in
education related to creative thinking, critical thinking, motivation, and
cooperative learning. In starting on this path, specific techniques and ideas
will be offered as well as implementation steps. Demonstrations and hands-on
experiences of various methods will be used to highlight method similarities
and differences. In addition, students will be exposed to ways to use
technology to increase student thinking skills and teamwork. Finally, advice
will be offered for getting started using these alternative instructional
strategies.
Course Objectives:
As a
result of this course, participants will:
· Understand the
commonalities and differences of creative and critical thinking.
· Feel comfortable
using dozens of motivational strategies and instructional techniques.
· List thinking
skill options for different types of learners and content areas.
· Design
innovative thinking skill activities as well as unique cooperative learning
methods.
· Develop a
personal synthesis and perspective on instructional strategies and pedagogy.
· Repeat all the
above objectives in a technology-enhanced, blended, or online environment,
including the use of generative AI technology platforms.
During
the course, enrolled students will be expected to:
· Complete the
required readings and actively participate in course activities.
· Write and
reflect on the subject matter.
· Search for and
share additional resources beyond the course materials provided.
· Develop and
share curriculum materials and course plans.
Weekly Modules and Course Sequence
Week
1. Aug 31 Education 3.0 and Strategy Review/Recap (R2D2, EC-VARIETY, AI
Pedagogy)
Week
2. Sept 7 Coop Learning Methods/Principles & Flipping the Class (Read
a creativity book)
Week
3. Sept 14 Critical Thinking Defined and Explained (Continue reading creativity
book)
Week
4. Sept 21 Critical Thinking Methods (Read 2nd book) (Due: 2 papers from Task #2)
Week
5. Sept 22 Creative Thinking Defined and Explained (take pics during the
week of creativity)
Week
6. Sept 28 Creative Thinking Methods (Share pics of you being creative
in the
prior
week)
Week
7. Oct 12 Motivation Defined and Explained (Read third book or a special
journal issue)
Week
8. Oct 19 Motivation Theory and Techniques (Due:
Final papers and Presentations)
Note
#1 on Readings:
During Weeks 1-3, I want everyone to read a creativity book. I recommend Keith
Sawyer’s Zig Zag book or Gary Davis’ Creativity is Forever book (buy
used). During Weeks 4-7, students are to read two 2 additional books or one
book and one special journal issue related to this class. I want you to read
books on critical thinking, creativity, cooperative learning, motivation, or
problem-solving. For doctoral students, at least one of these books or special
journal issues should be research-based or research grounded. Some recommended books
are listed below. I will bring these and many more to the optional synchronous
sessions for display.
Note
#2 on Collaboration and Teaming on Assignments: Students are
allowed to work in teams on any paper or project but the length of such papers
or presentations are, in effect, longer.
Note
#3 on Lateness Policy: Assignments have a 72 hour (i.e., 3 day) grace
period with no penalty.
=================================================
Grades and Due Date:
Task
|
Grades
|
Due
date
|
Active
Participation or Course Reflection Paper
|
60
|
Due
each week or October 19
|
Reflection
and Personal Exploration Activity1
|
40
|
Sep
21 (+3 days grace)
|
Reflection
and Personal Exploration Activity2
|
40
|
Sep.
21 (+3 days grace)
|
Reflection
and Personal Exploration Activity3
|
40
|
Oct.
19 (+3 days grace)
|
Final
project
|
60
|
Oct.
19 (+3 days grace)
|
Total
Points
|
240
|
|
Grading Scale: I will use a 90-80-70-60 scale based on 240
total points.
240
= Total Points
225
pts = A
216
= A-
207
= B+
200
= B
192
= B-
183
= C+
176
= C
168
= C-
Sample of Course Related Books:
Creativity,
Thinking, Instructional Strategies, and Innovation Books
1. Bergin, Doris,
Lee, Lena et al. (2020).
Enhancing brain development in infants & young children.
2. Catmull, Ed
(2014). Creativity, Inc.: Overcoming Unseen Forces. Random House.
3. de Bono, E.
(2004). How to have a beautiful mind. Vermillion. (or Lateral
Thinking from 1990).
4. Dweck, Carol
(2006). Mindset: The New Psychology of Success. Random House.
5. Grant, Adam
(2016). Originals: How Non-Conformists Move the World. Viking.
6. Gronseth, Susie
& Dalton, Betsy (2020). Universal Access Thru Inclusive ID: UDL, Routledge.
7. Kaufman, S. B.
& Gregoire, C. (2015). Wired to Create: Unraveling Mysteries of Creative
Mind.
8. Lehmann, Chris,
& Chase, Z. (2015). Building School 2.0: How to Create the
Schools We Need.
9. Magiera, Jennie
(2017). Courageous Adventures: Navigating Obstacles to Innovation. Corwin.
10. Martinez &
Stager (2013). Invent to Learn: Making, Tinkering, & Engineering in the
Classroom.
11. McLagan,
Patricia (2017). Unstoppable You: Adopt the New Learning 4.0 Mindset.
ATD Press.
12. Michalko, M.
(2006). Tinkertoys: A handbook of creative-think tech (2nd
ed). Ten Speed Press.
13. Pink, Daniel
(2009). Drive: The Surprising Truth About What Motivates Us. Riverhead
Books.
14. Robinson, Sir
Ken (2013). Finding Your Element: How to Discover Your Talents and Passions.
15. Robinson, Sir
Ken (2015). Creative Schools: The Grassroots Revolution That’s Transforming
Ed.
16. Sawyer, Keith
(2013). Zig Zag: The Surprising Path to Greater Creativity. Jossey-Bass.
17. Tucker, Caitlin
(2020). Balance with Blended Learning: Partner with Your Students… Corwin.
18. von Oech, Roger
(2002). Expect the unexpected (or you won’t find it). Berrett-Koehler
Pub.
19. Wagner, T.
(2012). Creating Innovators: Making of Young People Who Change World.
Scribner.
20. Wagner, T. &
Dintersmith, T. (2015). Most Likely to Succeed: Preparing Kids Innovation
Era.
Motivation
and Adult Learning Books:
1. Anderson, Gina
(2021). Teaching Without a Degree: Luma Learning Lessons. Luma.
2. Baumeister, R. &
Tierney, J. (2011). Willpower: Rediscovering Greatest Human Strength.
Penguin
3. Barkley, Cross,
& Major (2005). Collab lrng tech: A Handbook for College Faculty. Jossey-Bass.
4. Brookfield S.
(2012). Teaching for Critical Thinking: Tools/Tech to Help Students Q
Assumptions.
5. Brookfield, S.
(2013). Powerful Techniques for Teaching Adults. Jossey-Bass/Wiley.
6. Dabbaugh, Marra,
& Howland (2019). Meaningful Online Learning: Integ. Strats. NY: Routledge.
7. Ferlazzo, Larry
(2013). Self-Driven Learning: Strategies for Student Motivation.
8. Major, Harris,
& Zakrajsek (2016). Teaching for Learning: 101 Designed Ed Activities.
Routledge
9. McCombs, B. L.,
& Pope, J. E. (1994). Motivating hard to reach students. DC: APA.
10. Reeve, J.
(1996). Motivating others: Nurturing inner motivational resources. Allyn
and Bacon.
11. Salmon, G. (2013).
e-tivities: The key to active online learning (2nd Ed).
London: Kogan-Page.
12. Sharples, M. (2019). Practical
Pedagogy: 40 new ways to teach and learn. NY: Routledge.
Big
Picture Books
1. Eyler, Joshua
(2018). How Humans Learn: Science and Stories Behind Effective College Tchg.
2. Kirschner, Paul
& Hendrick, Carl (2020). How Learning Works. Routledge.
3. Palmer, Parker
(2007). The Courage to Teach: Exploring a Teachers Life. Jossey-Bass
4. Perkins, David
(2009). Making Learning Whole: How 7 Principles of Tchg Transform Ed.
5. Zhao, Yong and
friends (2019). Education is a Terrible Thing to Waste, Teachers College
Press.
Class
Tasks: (I) Active Involvement; (II) Reflection and Personal Exploration
Activities; and (III) Final Project
Task #I. Active Participation or Reflection Paper (60 points). Demonstrations
of strategies, sharing resources and ideas, participation in optional and recorded
synchronous Zoom sessions on Saturday mornings (except for September 22 which
is a Sunday) (optional), questions via email, etc.
Those
attending most of 6 of the 8 synchronous Zoom sessions will automatically receive
all 60 points. Those attending 5 zoom sessions must write a 2 page single
spaced reflection paper on the recordings, class activities, handouts, etc. Those
attending 4 zoom sessions must write a 3 page single spaced reflection paper on
the recordings, class activities, handouts, etc. Those attending 3 zoom sessions
must write a 4 page single spaced reflection paper on the recordings, class
activities, handouts, etc. Those attending less than 3 zoom sessions must write
a 5 page single spaced reflection paper on the recordings, class activities,
handouts, etc.
Task #II. Reflection and Personal Exploration Activity Options (90
Points--Pick any 3; see grading rubric in Dropbox):
Note:
Two of these tasks are due September 21 (Week 4 meeting) and the other one is
due October 19 (Week 8 meeting). Examples of these tasks can be found in
Dropbox or at the Bobweb Web site. These tasks have been designed for you to go
deeper into a theory, theorist, topic, concept, strategic approach, or issue. I
want you to become a budding expert on some aspects of this course. Grace
period (72 hours). Note: newer task ideas are in red below. If you try one or more of them, please give
me feedback on improving, enhancing, expanding, or integrating them.
Option
A. Curriculum Brainstorm (40 points)
In
this option, I want you to spend 1-3 hours all alone brainstorming (perhaps in
a closet with a flashlight) all the possible ways you could use critical and
creative thinking and motivational techniques and cooperative learning in your
job setting (page 1); or, how AI tools might generate pedagogy to help you
teach utilizing those instructional strategies. After attending a few classes, you
will spend more time personally ranking these ideas and reconfiguring your
original 3-4 lists. For example, you might sort your ideas into categories or
prioritizations that are useful to you this coming year (page 2). Next, I want
you to reflect and jot down notes on this list and how it changed (page 3—single-spaced).
You can find examples in Dropbox of high quality curriculum brainstorm tasks
from prior years. I will give feedback on this 3-4-page assignment related to
your (1) creative, originality, and insightful ideas, (2) coherent and complete
reflection, (3) practical relevance to this class and your future, and (4)
impact and related matters.
Option
B. Super Thought Paper (40 points)
The
exploratory thought paper allows you to summarize some of the thinking you have
been doing as a result of this class or book that you have been reading related
to this class. Your super thought piece or book review will be a 2-4 page (single-spaced)
exploration and explanation of a thinking skill, motivational strategy, or
cooperative learning technique or idea that you have been contemplating or
reading about or perhaps how Generative AI can be used in any of these forms of
teaching or in an innovative pedagogical way. This is not mindless idea
doodling, but, instead, is a way to coherently explore something that
"inspires" you at a deep level. Your Super Thought Paper will be assessed
for: (1) insightfulness, originality, and creativity, (2) impact, (3) strong
logic, flow, and coherence, and (4) completeness and depth of thought.
Option
C. Education 3.0 Philosophy Paper (40 points)
In
this option, you are to define what Education 3.0 means to you. Please back up
your claims with 5-10 references. I also want you to describe your teaching or
instructional philosophy. What instructional principles and guidelines do you
view as vital? What does an effective learning environment look like in light of
this class? Stated another way, what have you learned in this class that has
altered or perhaps transformed your philosophy of teaching? Perhaps it entails
an emphasis on flipping the classroom? Or perhaps it is allowing learners more
time for exploration and creativity. Be sure to list at least ten guiding
principles and describe how at least 4 of them would be operationalized. Be sure to
turn in a 2-4 page single-spaced paper. These educational philosophy papers
will be assessed
for: (1) insightfulness, originality, and creativity, (2) relevance,
practicality, and potential impact, (3) strong logic, flow, and coherence, and (4)
completeness and depth of thought.
Option
D. Expert or Scholar Review (40 points)
Sometimes
an instructional approach or thinking program is synonymous with the inventor
or creator of that program. In this option, I want you to review the work of a
scholar in this field. For instance, you might read about the person who
invented a popular instructional technique or series of techniques or who
authored a famous book, such as Sir Ken Robinson, Edward De Bono, or David or
Roger Johnson from the Cooperative Learning Center. You might send that person (or
someone who has developed similar programs or strategies) a letter asking for additional
information. For instance, you might want to see what else exists on a topic,
find out how teachers are using a thinking skill program, write to competing
researchers for research reports, or something similar. It is the exploratory,
inquisitive nature of the task that is prized here, not what you actually do. In
addition to orally reporting what you found out, you must turn in a 2-4 page
single-spaced summary of the work of this person. Be sure to include what you
did, why you chose this activity, what you gained from it, any resources
received, and a copy of your letter(s). You might place an appendix in the
paper outlining that person’s life. Your expert review will be assessed for:
(1) insightfulness, originality, exploration, and creativity, (2) relevance,
practicality, and potential impact, (3) strong logic, flow, and coherence, and (4)
completeness and depth of thought.
Option E. Award-Winning Teacher, Fulbright Teacher, Visiting Scholar
Interview(s) (40 points)
In
this option, I want you to interview one or more award-winning teachers, Fulbright
teacher participants from previous years in R546 (as Dr. Bonk for a list of
names and emails), or current visiting scholars in this class this year. Ask
them how the ideas of this class are carried out in their country, region of
the world, or classroom. Just how are they using or planning to use creative
thinking, critical thinking, cooperative learning, motivation, and/or
technology integration (including generative AI like ChatGPT) when they return
home or how have they incorporated them already? Ask the visiting scholar(s),
expert teacher(s), or Fulbright visitor(s) some questions about what they are
learning in this course. How can their use of these approaches be improved? How
might they use the ideas of this class in their own classes? How do the
respective ideas of this course link together? What is especially beneficial or
intriguing about this course? In your 2-4 page single spaced paper, you are to summarize
what you found out. You might also make some recommendations to the expert. Your interview
review will be assessed for: (1) insightfulness, originality, and creativity, (2)
relevance, practicality, and potential impact, (3) strong logic, flow, and
coherence, and (4) completeness and depth of thought. You might
include an appendix with the transcript of an interview that you conduct as
well as your interview questions. You also might share your paper with the
expert teacher. If you do, please include their response and feedback as an
appendix for 2 bonus points.
Option
F.
Book or Special Journal Issue Review (40 points)
Review
a book or special issue of a journal related to this class (including one of
the books you decide to read). It can be a book or special issue that is
practical, research-oriented, or theoretical. What are the key points or
findings of the book or issue? What are the strengths and weaknesses? What are
future trends? How will you apply some of the ideas from this book? You might decide
to compare and contrast two books. An option of this would be to write a
rebuttal to an existing review or critique as if you were the author. You
should turn in a 2-4 page single-spaced review. Your book or special journal issue
review will be assessed for: (1) insightfulness, originality, and creativity, (2)
relevance, practicality, and potential impact, (3) strong logic, flow, and
coherence, and (4) completeness and depth of thought. If you do a book review
and publish it or post a piece of it to Amazon and share the link with me, you
can gain 2 bonus points.
Option G. R546 “Making Impact” Book Review (40 points)
Dr.
Meina Zhu and I have an edited book published in 2022 with Routledge that has
chapters written by previous students of the R546 class. This book was going to
be called “Making Impact.” The publisher changed the title to: Transformative Teaching Around the World: Stories of
Cultural Impact, Technology Integration, and Innovative Pedagogy. There are around 40-45 short stories (1,000
to 3,000 words) written by award-winning Fulbright teachers and former IU
students around the globe who have enrolled in my R546 course on instructional
strategies for critical and creative thinking, collaboration, motivation, and
technology integration. Most are now back in their countries. Readers of this book will hear stories from outstanding
teachers in 22 countries such as Mexico, India, Morocco, mainland China and
Taiwan, Bhutan, Papua New Guinea, Thailand,
Cyprus, Singapore, Finland, Botswana, New Zealand, Yemen, Saudi Arabia, Yemen,
Rwanda, Costa Rica, Kazakhstan, Israel, Uzbekistan, Korea, and the USA. These
authors tell emotional, educationally powerful, and highly impactful stories of
transformative changes in their classrooms, communities, and countries. Many of
their stories relate to the use of innovative technology during the pandemic as
well as global technologies for international exchanges and collaboration among
K-12 students in different countries. What are the strengths and
weaknesses? What are future trends? How will you apply some of the ideas from
this book? In this option, you are to write a 2-4
page single-spaced summary of this book. If you do a book review and publish it
or post a piece of it to Amazon and share the link with me, you can gain 2
bonus points. Be brave. Be bold. Be innovative! Your book review will be assessed
for: (1) insightfulness, originality, and creativity, (2) relevance,
practicality, and potential impact, (3) strong logic, flow, and coherence, and (4)
completeness and depth of thought.
Option
H. One Super Summary Search (40 points)
In
the Super Summary Search, you might conduct a library search (preferably online)
on a topic within motivation, critical thinking, creative thinking, cooperative
learning, or pedagogy related to technology integration (including generative
AI) that you find important (this must include at least 10 articles (for
doctoral students, at least half of these must be research-based articles). For
instance, you might be interested in cooperative learning in K-12 classrooms;
or, more specifically, cooperative learning in environmental science
classrooms. If that is your topic, you would search through the research and
practice literature on this topic (let's say for the past 3-5 years) and then
create a personal bibliography on this topic for your later use. I would like you
to categorize the articles somehow (e.g., according to research or practice,
task, age-groups, domain, time required, etc.). In addition, I would like for
you to write a one paragraph summary for about 3-5 of these articles, wherein
you summarize the article and discuss its importance to the field and to
yourself and your colleagues. You will turn in the following items to me: (1)
bibliography of the articles found listed in important categories/topics and
(2) 4-5 brief summary abstracts. I will look for the following in your work: 1.
completeness and depth, 2. impactfulness of the project, (3) insight and relevancy
to class and topic selected, and 4. coherent analysis and categorization. Unless
I ask, I do not need copies of any of the articles you select though you might
include the first pages of every article.
Option
I.
Research Dig (40 points)
Unlike
the Super Summary Search which also includes practical articles, in this
option, you are to canvass the research literature on a topic related to this
class. Perhaps this will lead to a dissertation, master’s theses, or research
project. You must find at least 15 articles on a topic and read at least half
of them. In your paper, you should describe how you found your articles and
essentially describe the state of the research? What are the general findings? What
are the strengths and weaknesses or limitations? Where are the open issues,
questions, or gaps on this topic and how might you research this area? What are
future trends? Also, how will you apply some of the ideas from this work? You
should turn in a 2-4 page single-spaced review. This will be evaluated for (1)
logic and organization, (2) completeness/depth, (3) originality and insight,
and (4) relevance and practicality.
Option
J. Program or Strategy Review (40 points)
Find
a method for teaching thinking skills, cooperative learning, or motivation, or
a problem-solving program or other heavily researched methods (e.g., reciprocal
teaching, cooperative scripts, etc.) and review or synthesize that approach and
its applicability to learners who you currently or someday might teach. What
flaws or limitations are apparent? What are the strengths or potential uses of
the program? You might ask a teacher how he or she would actually use it in the
classroom. You also might investigate the literature related to generative AI
related to one or two of these topics. You are to turn in a 2-4 page
single-spaced review of this program or approach. These papers
will be graded for (1) relevance, logic, and organization, (2) completeness and
depth, (3) originality and insight, and (4) impact and practicality.
Option
K.
Job Application Paper (40 Points)
Here,
you are to write a 3 page single-spaced paper where you evaluate one or more perspectives,
strategies, or approaches from the perspective of an educational setting,
issue, or problem of importance to you (preferably your current or past job). For
example, the paper might be titled, “My life as a cooperative learning teacher
in a competitive classroom.” Or… “How generative AI might augment teacher
pedagogical skills and experimentations. Like all
good papers, it should have a descriptive title, some kind of thesis statement,
and a conclusion. Since this is not a library research paper, you do not
necessarily need to use any reference resources other than the text and class
discussion. These papers will be graded for (1) demonstration of understanding
of the idea or strategy, (2) relevant application of it to some educational
setting or context and impact, (3) insights and creativity, (4) coherence, organization,
and completeness.
Option
L
Case Situations or Problems (40 Points)
Write
3 case situations or vignettes related to your current or most recent job
setting (each will be about one page long single-spaced). In these cases, you
will point out the situation or problem in 1-2 paragraphs as well as the key
questions or issues. Next, you will detail the concepts that relate to this
class. Finally, you will provide a resolution based on your course readings. If
anyone shares their cases with co-workers or peers and gets feedback on them,
you will get 2 bonus points provided you attach this to your work. Your paper
will be graded for: (1) sound solution and overall demonstration of understanding
of idea, strategy, perspective, or approach, (2) case richness/detail, (3)
coherence and organization of the paper, and (4) relevance, practicality, and potential
impact.
AI Option: Adventurous students might ask ChatGPT
to solve their cases. If you do this, please reflect on the solution(s) that
ChatGPT or some other platform provided. You will get 2 bonus points for asking
a generative platform or system for their solution. And you could ask two or
three different platforms (e.g., ChatGPT, Claude, Microsoft Copilot, Gemini,
etc.) and compare them.
Option M. Action Plan to Make Impact (40 Points)
I
want you to operationalize your thinking and learning in this class so that you
can make an impact in your teaching, training, or in society at learn. What are
your plans and next steps? What are you going to commit to? Will you create
special activities, courses, programs, and curricula or a whole new type of
school or university? Just where and how do you hope to make an impact with the
R546 content. If
possible, think big. Be bold. Be creative. Please share this with at least one
colleague, friend, or family member and include their response or feedback in
an appendix (worth 2 bonus points). You should turn in a 2-4 page single-spaced
review. This will be evaluated for (1) logic and organization, (2)
completeness/depth, (3) originality and insight, and (4) relevance and practicality.
Option N. Instructional Strategy Comparison to
Make Impact (40 Points)
You might compare
yourself to the ideas, stories, or teaching philosophies from 3-4 of the
authors in the new book: Transformative
Teaching Around the World: Stories of Cultural Impact, Technology Integration,
and Innovative Pedagogy. In what ways is your approach similar
and different? Have you attempted similar instructional strategies in your
classroom? Please share this with at least one colleague, friend, or family
member and include their response or feedback in an appendix (worth 2 bonus points).
You should turn in a 2-4 page single-spaced review. This will be evaluated for (1)
logic and organization, (2) completeness/depth, (3) originality and insight, and
(4) relevance and practicality.
Option O. Technology Integration Pedagogies Action
Plan (including AI in Education) (40 Points)
In
this option, I want you to create a Technology Integration Pedagogies Action
Plan (TIPAN) for integrating technology in instruction (including AI tools, resources,
and ideas) for the next 1-2 years. In your TIPAN, you could briefly detail each
instructional strategy, the intended content area, the most applicable grade(s)
or age level(s), and the context or setting of use. With your 2-4 page paper and
list of strategies and you might create a visual overview such as a timeline
for implementation or overriding model or framework that guided your ideas. This
plan could be designed for yourself or for others in your current or intended workplace.
Please be specific where possible. Your paper will be assessed for: (1) insightfulness,
originality, and creativity, (2) relevance, practicality, and potential impact,
(3) strong logic, flow, and coherence, and (4) completeness and depth of
thought.
Option
P.
Combination or Extension of Above Options (Note: needs approval) (40 Points)
In
this option, you can combine 2 or more of the above options (e.g., a book
review and author/expert interview). Please run your combination idea by the
instructor first. You might also suggest extending one of the options in a new
direction (e.g., a book review or expert interview that you attempt to
publish).
Task #III. Final Project Options (Pick one—Due October 19):
Master’s
students I recommend Option A, E, or F below (red
= a new task option).
Option
A.
Presentation/Description of Curriculum Unit or Idea (60 points: this can be
team taught)
For
master’s students, the key class assignment here is the development of a
curriculum idea or unit on critical or creative thinking, motivation, or
cooperative learning for a content area that you teach or would like to teach
someday. Here, I want you to specify the materials to be learned/studied,
targeted age group, learning objectives, instructional plan, time length,
method(s) used and procedures, and anticipated assessment procedures (about 4-5
single spaced pages total). Note that the topic of this unit or lesson is up to
you. I would ask that you present your curriculum ideas to the class with at
least one class handout so that we all benefit from your efforts; the normal
time allotment is 8-10 minutes for individuals and 15-20 minutes for teams. During
your presentation, you can be as creative as you want to be.
Grading
criteria for your curriculum unit presentation and paper include:
1. Organization of
the ideas and presentation (logic, flow, length, practiced).
2. Topic stimulation
(active engagement of audience).
3. Usefulness of
materials (clear, practical, handy, relevant, informative, handout(s) provided).
4. Knowledge of the
topic (expertise, good ideas, insights).
5. Scope of plans &
curriculum impact (goals clear, important, appropriate, significant, doable).
6. Uniqueness (creative
spark, catches attention, has chance to explode, something different).
Typically,
presenters are provided with immediate feedback from other students as well as
from me. I have collected tons of examples from previous years to share with
you--see Dropbox or the Bobweb Web site for some of these previous units. For
many students, this assignment is typically the highlight of the course.
Option
B.
Research Proposal on Instructional Strategies or R546 Content (60 points)
Doctoral
students might focus more on research ideas and select Option B. For instance,
you might conduct a pilot test of an instructional approach. Alternatively, you
might observe and code the teaching techniques used by one instructor or a
series of instructors. Or, you might observe a student “think aloud” as he uses
a learning strategy or technique. Instead of that, you might perform action
research in a course that you are teaching. For instance, you might try out
cooperative learning, or, more specifically, a cooperative reading technique
like reciprocal teaching or cooperative scripts. Alternatively, you might investigate
how AI-based pedagogical activities are being implemented in your organization
or institution. Please turn in a maximum of 10 single-spaced pages, exclusive
of references, appendices, chats, and tables. The research proposal should
include a title page, introduction, review of the literature, method section,
results and discussion (optional), and references.
Option
C.
Grant Proposal Related to R546 Content (60 points)
Perhaps
you are working for a center that needs grant money. Here is a chance to help
out. After thoroughly reading a topic area related to R546 in some way, draft a
proposal for a grant to a government agency or a foundation. You (and your boss)
choose the funding agency, title, and monies needed. Include the purpose and
goals, ideas, timeline for the project, ramifications or implications, budget,
and other items required in the grant. An extensive
literature review with associated research questions should ground your
proposal. Please turn in a maximum of 10 single-spaced pages, exclusive
of references, appendices, charts, and tables.
Option
D.
Teaching and Learning Center (or similar) Creation Proposal (60 points)
Write
a proposal to create a teaching and learning center with a focus in an area
wherein you are interested. This proposal must be related to R546 content where
possible and should include strategies and ideas for critical or creative
thinking, cooperative/collaborative learning, motivation, or technology
integration or AI in education pedagogy. Start with a rationale for the center.
Names and ideas related to specific R546 instructional strategies must be
highlighted. These proposals can be internally written such as to a university
or school district or externally written such as to a government agency or
foundation. Include a rationale and purpose for center in your proposal as well
as goals or targeted plans, strategies that you hope to implement (very
important) and how you might train for them, a timeline, a budget, stakeholders,
space needed, resource needs, etc. Please turn in a maximum of 10 single-spaced
pages, exclusive of references, appendices, charts, figures, and tables. Be
specific, practical, unique, and inspiring in your design. This is a particularly
hard option to provide specifics. Be careful. A general overview will not
suffice. If you select it, please be creative!
Option E. Make Your Own “Making Impact” Book (60 points)
Dr.
Meina Zhu and I edited a book in 2022 published by Routledge based on this
class with around 40 former R546 students with 1,000 to 3,000 word stories. This
book of personal stories of teaching is intended to show how these former
students are making an impact in their countries based on ideas that they
learned in this course. The book title is: Transformative
Teaching Around the World: Stories of Cultural Impact, Technology Integration,
and Innovative Pedagogy. In
this option, you are to create your own edited book or personally authored book
based on instructional strategies for critical and creative thinking,
collaboration, motivation, and technology integration or AI pedagogy. I prefer it to be
an open access book. You might want to use Pressbooks since that tool is free
and open at IU. Note that you can also put your Pressbook link in your resume.
For this assignment, you should have at least three chapters. In total, it
should be a minimum of 5,000 words (not counting references and appendices). Include
a 1-page single-spaced reflection paper on what you learned from this Pressbook
or open textbook activity. Describe what you learned from the task including
specific course concepts and ideas mentioned in your book. Feel free to
collaborate on this task. Note: It is hard for me to anticipate the word count
on this task. In effect, the 5,000 word minimum is a guide or suggestion; not a
hard and fast rule.
Grading
Scale from Options B, C, D, or E (Note 1 (low) to 10 (high) for each of the following
criteria):
1.
Review of the Problem, Issue, & Literature (interesting, relevant, current,
organized, thorough)
2.
Relevancy (linked to content of the course, connections to course, fulfills
task expectations)
3.
Implications/Future Directions (important, generalizability, options available,
research focus)
4. Overall Richness of Ideas (richness of information,
elaboration, originality, uniqueness)
5. Overall Coherence (clarity, unity, organization,
logical sequence, synthesis, style)
6. Overall Completeness (adequate info presented, fulfills
task, no gaps/holes, precise, valid pts)
Option
F.
Other: Student Determined Equivalent Related to R546 Content (Note: needs
approval)
Note:
In this task, you can do whatever you want related to this class. For instance,
you might create a new course website, design an interactive online glossary, produce
a super summary video of R546 course-related content, record a series of
podcast shows, design a guidebook or series of tutorials of how to embed
Generative AI into one’s instruction (i.e., instructional strategies for
critical and creative thinking and collaborative learning for AI in education),
or craft some other useful product for this class. When done, you are to write
a 1-2 page single spaced reflection paper about your project and what you learned
from it. Grading criteria will depend on the project selected. I look forward
to seeing your creative efforts. The sky is the limit!