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| wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] – old revision restored (2022/01/26 03:36) 138.197.181.193 | wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] – old revision restored (2022/01/26 03:35) 138.197.181.193 | ||
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| * How to teach persistence/ | * How to teach persistence/ | ||
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| - | ===== Readings ===== | ||
| - | |||
| - | * [[http:// | ||
| - | * [[http:// | ||
| - | * [[http:// | ||
| ===== Ideas ===== | ===== Ideas ===== | ||
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| ===== Suggestions ===== | ===== Suggestions ===== | ||
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| - | ==== Topic: Subtle Cues in W&L Culture ==== | ||
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| - | There are cues in W&L culture that help suppress women' | ||
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| - | === Use of the term " | ||
| - | |||
| - | * " | ||
| - | * reluctance to use the term " | ||
| - | * first-year vs freshman -- faculty say freshman and then correct themselves | ||
| - | * message from the faculty | ||
| - | * "How old are you?" -- you're a woman | ||
| - | * Get students to think about | ||
| - | * competence -- more competence with women | ||
| - | * girl is damaging in a work environment | ||
| - | * not so much in a social environment | ||
| - | * but school is your work | ||
| - | * work-appropriate language | ||
| - | * correct every time | ||
| - | * alternative names " | ||
| - | * individual conversations with students to correct them | ||
| - | * group of " | ||
| - | * active thinking while you're talking | ||
| - | * more general approach to how to talk in the real world--insurance of success | ||
| - | * sound smarter and competent--not like babies | ||
| - | * How much do you intervene when you overhear these conversations? | ||
| - | |||
| - | General anti-feminism culture | ||
| - | * hesitation to use the word " | ||
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| ===== Action Items ===== | ===== Action Items ===== | ||
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| ===== Teamwork Notes from 11/6 ===== | ===== Teamwork Notes from 11/6 ===== | ||
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| - | **Action Item:** Bring Lynny back in the winter term | ||
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| - | ==== Team Assessments ==== | ||
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| - | * work as motivation to step up | ||
| - | * intermediate deadlines for evaluations | ||
| - | * Lynny' | ||
| - | * rank order for contributions | ||
| - | * how well prepared -- 5-pt scale | ||
| - | * how much contributed | ||
| - | * how cooperative | ||
| - | |||
| - | ==== Handling Challenges in Team ==== | ||
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| - | * learning how to navigate difficult team decisions | ||
| - | * how much should I (as faculty) intervene? | ||
| - | |||
| - | * why do people contribute? | ||
| - | * when things are uncertain and we don't know who can contribute best to the group goal, we rely on some social status characteristic, | ||
| - | * no relationship between dominance and competence | ||
| - | * status is a way of coordinating people' | ||
| - | * how do you break the typical social status organization? | ||
| - | * competence is higher than status | ||
| - | * every part is important but different | ||
| - | * can't necessarily assign a leader with adults | ||
| - | * valuing different types, culture | ||
| - | * bring people in | ||
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| - | Issue from student: "I had to take over everything" | ||
| - | * Help student to let it go | ||
| - | * Alternative: | ||
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| - | ==== Organization of Work ==== | ||
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| - | * working on different parts is harder to coordinate | ||
| - | * **jigsaw method** | ||
| - | * break up students into teams | ||
| - | * each assigned a role within that team | ||
| - | * all in that role talk together | ||
| - | * rotating jobs? is that possible? | ||
| - | * easier to manipulate first-year students | ||
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| - | ==== How Lower-Status Can Gain Leadership/ | ||
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| - | * Frame suggestions so that they are listened to | ||
| - | * show you are willing to sacrifice for the group: | ||
| - | * "I think it's going to be better for the group ..." | ||
| - | * "Is the best solution for the group?" | ||
| - | |||
| - | * give off aura of leadership | ||
| - | * Give lower-status person more responsibility | ||
| - | * assign extra questions | ||
| - | * research this extra thing | ||
| - | * shows that they have extra competence | ||
| - | * they have this knowledge -- go listen to them -- stack in their favor | ||
| - | * could be from a previous course | ||
| - | * from office hours help session -- experts for the problem, for that moment | ||
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| - | ==== General Tips ==== | ||
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| - | * attempt to get every person to say something the first day of class | ||
| - | * if they don't say something the first day of the class they are unlikely to say something the rest of the class) | ||
| - | * allow " | ||
| - | * pass the marker to students | ||
| - | * encorporate group rewards, individual rewards, combination | ||
| - | * tell anecdotes about your own good and bad team experiences | ||
| - | * tell them about how not working together fails | ||
| - | * Lynny' | ||
| - | * put in an effort | ||
| - | * frame the teamwork | ||
| - | * how this is good for their own success, resume, ... | ||
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| ===== Discussion/ | ===== Discussion/ | ||
