Hello, I am a teacher assistant who has a discussion section which I use to teach students and explain in details material that the professor went over in class. half of the academic quarter passed, now I need to write an assignment for the board explaining to them what my educational plan is for the second half of the quarter (the remaining 5 weeks), and how students will benefit from this plan. The paper should reflect how my implementations helped, and will help students to learn. Please make sure to use ALL the sources provided as those are material we are expected to use to write this paper.
bggn500_bisp195_week5_slides.pdf
bggn500_bisp195_week2_slides.pdf
tanner_2007_cbe_life_sciences_education_6_251_1___1_.pdf
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Consider: What can you do as an IA to engage your
students in productive and equitable learning?
Social Comparison
Assessment of self relative to others
social media
advertising
learning ???
[1] Festinger, L., 1954.
social groups
Group Exercise
● In your groups (assign 1 person to be a reporter), brainstorm and come up with answers
to these questions:
1. Identify a social comparison that could occur in your classroom.
2. What are 2 positive ways and 2 negative ways this could impact learning (such as
participation or performance)?
?
Abilities
Learning
Social comparison
Social comparisons affect learning
Students that compare their abilities against classmates who get good
grades tend to have better academic performance [2]
BUT
Social comparison concern (feeling inferior in knowledge and participation)
negatively impacts students’ retention in the course, and their final grade [3]
Learning
[2] Blanton, H., 1999.
[3] Micari, M. & Drane, D., 2011.
Social comparison
???
Interventions for social comparison concern
10 week course, 33 small groups, survey:
Social Comparison Concern Questions
.
I sometimes leave
the workshop
feeling like I am the only one who
doesn’t understand the material
well.
I feel different from other people in
this group.
If I made a mistake in front of others
in the group, I would feel
embarrassed.
[4] Micari, M., Pazos, P. 2014.
How can you reduce social comparison concern?
https://padlet.com/ucsdinclusiveclassroom/8
bqjfi9sxejd
Design a growth mindset statement or intervention to reduce
social comparison concern. Submit to padlet through the link
I sometimes leave the workshop feeling
like I am the only one who doesn’t
understand the material well.
If I made a mistake in front of others in the
group, I would feel embarrassed.
I feel different from other people in this
group.
https://padlet.com/ucsdinclusiveclass
room/8bqjfi9sxejd
What other strategies have you used in your classrooms to
reduce social comparison concern?
Recap
• We all have different identities and these can affect
how we learn.
• Social comparison can positively or negatively
influence learning.
• Growth mindsets can be used to overcome potential
challenges of social comparison in the classroom.
The different teaching strategies in
today’s class
Case studies
padlet
Your lead facilitators
Please feel free to email us with your comments
and/or questions!
Justin Shaffer Ph.D. ([email protected])
Christa Trexler, Ph.D ([email protected])
References
1. Festinger, L. (1954). A theory of social comparison processes. Human
relations, 7(2), 117-140.
2. Blanton, H. (1999). When better-than-others compare upward: choice of
comparison and comparative evaluation as independent predictors of
academic performance. J Pers Soc Psychol, 76, 420-430.
3. Micari, M., Drane, D. (2011). Intimidation in small learning groups: The roles
of social comparison concern, comfort, and individual characteristics in
student academic outcomes. Act Learn Higher Ed, 12(3), 175-187.
4. Micari, M., Pazos, P. (2014). Worrying about what others think: A socialcomparison concern intervention in small learning groups. Act Learn Higher
Ed, 1-12.
A tale of two instructors: Different student outcomes
•
Two physics instructors in small courses or sections
•
Same inquiry-based curriculum with interactive learning activities
p < 0.05
Puntambekar, Stylianou, and Goldstein (2007) Journal of Learning Sciences 16: 81-130
BGGN 500 BISP 195 | 14
A tale of two instructors: Interactions with students
What might the two instructors be doing differently?
Puntambekar, Stylianou, and Goldstein (2007) Journal of Learning Sciences 16: 81-130
BGGN 500 BISP 195 | 15
A tale of two instructors: Interactions with students
Section 1
Section 2
Better student outcomes
Not as good student outcomes
Puntambekar, Stylianou, and Goldstein (2007) Journal of Learning Sciences 16: 81-130
BGGN 500 BISP 195 | 16
Brainstorm: What can we do as TAs or tutors?
First think and write on your own:
Think and write
Based on what we have discussed so far, what
could you do as an IA in your discussion or lab
section to engage your students in productive
and inclusive learning?
When everyone in your group is done writing:
1.
Come to consensus for your ideas
2.
Discuss and explain why you think some
Pair and discuss
strategies might be more effective
BGGN 500 BISP 195 | 17
Resources on TritonEd
BGGN 500 BISP 195 | 18
Course announcements
BISP 195
•
Last reflection due on TritonEd
BGGN 500
•
Last reflection due on TritonEd
•
Journal club next week: Please read paper before
our seminar and be prepared for discussion!
BGGN 500 BISP 195 | 19
Before we go
Your full name and PID
1.
Names of people in your group
Write down one thing that you learned today that you plan
to implement in your discussion or laboratory section
2.
Explain why you think that your plan will be effective in
helping students learn
3.
Write down any other questions that you may have about
learning, teaching, and your section
Turn in the index card for contribution credit
BGGN 500 BISP 195 | 20
Professional ethics
and learning cycles
1. Pick up a color index
card in the order of
Hometown
Favorite course
What you would like to be called
(preferred pronouns, any other info)
the stack
2. Make a name tent
using the index card
3. Sit in groups of 2-4
with the same color
Favorite food
Adjective your best
friend would use to
describe you
Plan for today
2
Biology
Teaching
knowledge
strategies
3
Metacognition: Thinking about
thinking and thinking about learning
1
Evidence and
research
BGGN 500 BISP 195 | Week 2 |
2
Word association: What comes to mind?
What are some words that come to
mind when you hear the word integrity?
What are some words that come to
mind when you hear the phrase
academic integrity?
BGGN 500 BISP 195 | Week 2 |
3
How do we define academic integrity?
The courage to be
honest, respectful, responsible, fair, and trustworthy
even when tempted not to be
1.
Start in groups of 2-4 people with the same color name tag
2.
Discuss what students can do to uphold academic integrity in relation
to your color item
3.
Discuss what you as instructional assistants can do to uphold
academic integrity in relation to your color item
Fundamental Values of Academic Integrity, International Center for Academic Integrity
BGGN 500 BISP 195 | Week 2 |
4
How do we define academic integrity?
The courage to be honest, respectful,
responsible, fair, and trustworthy even when
tempted not to be
1.
Form new groups with 4-5 different colors
2.
Discuss what students can do to uphold
academic integrity in relation to all five
color items
3.
Discuss what you as instructional
assistants can do to uphold academic
integrity in relation to all five color items
Fundamental Values of Academic Integrity, International Center for Academic Integrity
BGGN 500 BISP 195 | Week 2 |
5
How do we define academic integrity?
Students
Instructional assistants
Honest
Respectful
Responsible
Fair
Trustworthy
BGGN 500 BISP 195 | Week 2 |
6
What to do when we see potential violations?
Action mnemonic for instructional assistants
•
Assist your instructor in understanding and enacting the Policy
•
Ensure you know what the Instructor considers academic misconduct
•
Inform your students class and assignment specific rules
•
Observe and report suspected or even suspicious cases of misconduct
•
Use your best judgment
•
And sometimes, you have to know you’ve done your best
Tricia Bertram-Gallant, Academic Integrity Office, UC San Diego
BGGN 500 BISP 195 | Week 2 |
7
What to do when we see potential violations?
Instructors must report cases of suspected academic misconduct to the AI Office
•
Instructional assistants are critical actors in this since they are usually the
first to identify cheating
The Policy exists to support faculty and ensure due process for students
The entire infrastructure exists so we can:
•
Leverage the situation as a teachable moment
•
Create a culture of integrity where cheating is the exception and integrity is
the norm
Tricia Bertram-Gallant, Academic Integrity Office, UC San Diego
BGGN 500 BISP 195 | Week 2 |
8
Minute to “mend” it: Sexual harassment prevention for IAs
1. A student routinely compliments you about your appearance, hair, clothes, and body.
Is this sexual harassment?
2. A student in your (discussion or lab) section emails you a very personal and intimate
message stating “I want to [blank] you.” What should you do?
3. Students in your (discussion or lab) section like to go to Rock Bottom for cold ones
on Fridays after section. They invite you to join them. Can you go? Should you go?
4. A student in your (discussion or lab) section comes to office hours but spends the
whole time talking about their love life and other personal problems. S/he also asks
for your advice. “Do you think I should break up?” or “What should I do now that
my parents are getting divorced?” How do you respond?
5. Your course faculty invites you to a concert at House of Blues. You are under the
impression that other IAs are also going to the concert and sitting together. You
agree to go, then you realize that the course faculty does not intend to invite any
other IAs. Just you. What would you do?
6. You notice that some of the students in your (discussion or lab) section use the
expression “That’s so gay” very often. What would you say?
ophd.ucsd.edu
BGGN 500 BISP 195 | Week 2 |
9
Where to go
Sexual assault
CARE at SARC, Student Services Center, Suite 500
858-534-5793, [email protected]
•
CARE staff are confidential
Bias, harassment, and discrimination
ophd.ucsd.edu
Assault or other crime
Police department
858-534-HELP (4357) or 911
On TritonEd
BGGN 500 BISP 195 | Week 2 | 10
5E learning cycle
http://bscs.org/bscs-5e-instructional-model
Engage
Integrity vs. academic integrity
Explore
Jigsaw activity
Explain
Report out and mini-lecture
Elaborate
Application to sexual harassment
Evaluate
Collect reflection writing at the end
BGGN 500 BISP 195 | Week 2 | 11
5E learning cycle
*
*
Science Educator (2007) 16: 44-50 | * p < 0.05
BGGN 500 BISP 195 | Week 2 | 12
Teaching strategies that we used today
Strategy
Learning communities
Inclusive classroom
Name tags
Encourage community building
Help diverse students get to
know one another
Jig-saw
Encourage collaboration
Students start with different
“expertise” and share
Random calling
Engage students constantly
No preference based on
instructor’s implicit biases
Scaffold
Provide steps for students to
Does not assume students can
develop their own thinking
guess what you are looking for
Gallery walk
Learn from one another’s ideas
Everyone can have a voice
Learning cycle
Promote learning
Promote inclusive learning
BGGN 500 BISP 195 | Week 2 | 13
Teaching strategies that we used today
Strategy
Discussion
Laboratory
Name tags
Early in the quarter and
Early in the quarter and
throughout the quarter
throughout the quarter
For different parts of a problem
When students analyze data
or a challenging problem
especially complex ones
Any time you ask questions or
Any time you ask questions or
are looking for participation
are looking for participation
Scaffold
All the time
All the time
Gallery walk
Students comment on one
Students comment on one
another’s solutions to problems
another’s data or figures
All the time
All the time
Jig-saw
Random calling
Learning cycle
BGGN 500 BISP 195 | Week 2 | 14
Resources on TritonEd
BGGN 500 BISP 195 | Week 2 | 15
Before we go
Your full name and PID
1.
Names of people in your group
Write down one thing that you learned today that you plan
to implement in your discussion or laboratory section
2.
Explain why you think that your plan will be effective in
helping students learn
3.
Write down one thing that you would like to learn more or
have questions about what we discussed here today
Turn in the index card for contribution credit
BGGN 500 BISP 195 | Week 2 | 16
CBE—Life Sciences Education
Vol. 6, 251–258, Winter 2007
Feature
Approaches to Biology Teaching and Learning
Cultural Competence in the College Biology Classroom
Kimberly Tanner* and Deborah Allen†
*Department of Biology, San Francisco State University, San Francisco, CA 94132; and †Department of
Biological Sciences, University of Delaware, Newark, DE 19716
INTRODUCTION
Your words and actions can make a difference.
(Center for the Integration of Research, Teaching, and
Learning, University of Wisconsin)
We would, of course, all like to think of ourselves as being
“culturally competent.” Any biologist looking at these two
words themselves would rightly presume that they understand the phrase. General definitions of the two words are as
follows:
Cultural: of or relating to the arts and manners that a
group favors; denoting or deriving from or distinctive
of the ways of living built up by a group of people; of
or relating to the shared knowledge and values of a
society (www.dictionary.com)
Competence: adequacy; possession of required skill,
knowledge, qualification, or capacity (www.
dictionary.com)
As a general phrase, “cultural competence” can often
conjure for the unfamiliar reader a vision of a person who
is fair, just, and open, a person who is nice, someone who
is a good person at heart. Cultural competence, however,
goes far beyond the everyday meanings that its component words invoke, and it is an active area of scholarship
and professional development, especially in the training
of K–12 education and health care professionals (Diller
and Moule, 2005; Klump and Nelson, 2005; National Center for Cultural Competence [NCCC], 2007). In fact, one
would be hard pressed to find a medical, pharmacy, or
nursing school or a precollege teacher preparation program that does not devote significant curricular time to
developing cultural competence among their trainees.
Yet, the term cultural competence is rarely found within
the vocabulary of most practicing biologists and university-level biology teachers, and its relevance to biology
may seem questionable. However, given the limited
progress that has been made in diversifying the sciences
DOI: 10.1187/cbe.07– 09 – 0086
Address correspondence to: Deborah Allen ([email protected]).
as a discipline, the time has come for us to consider the
implications and importance of cultural competence
within the biological sciences, especially in the context of
our teaching in classrooms and laboratories. So, what is
cultural competence? Why should biologists care about it?
What are common pitfalls that reveal our lack of cultural
competence? And what are some teaching strategies that
we can all use to continue to increase our cultural competence? Here, we attempt to address these questions and
to connect readers in the biological sciences with insights
from other disciplines that may aid them in striving for
cultural competence in their own college or university
classrooms and laboratories.
INTRODUCING CULTURAL COMPETENCE:
WHAT IS IT?
The term cultural competence is by most accounts less than
two decades old, and a multitude of formal definitions can
be found, depending on whether it is being discussed in the
realm of K–12 education, clinical practice, or workforce diversity. A general definition that would seem to apply to
most any realm of human interaction is as follows:
Cultural competence is a term used for the ability of
people of one culture to understand, communicate,
operate, and provide effective services to people of
another given culture, or in other words, crossculturally. The term is fairly recent but has become
widely used in education, social work, and
healthcare regulatory compliance within the United
States, to discuss acceptance of persons from an
array of diverse backgrounds and cultures.
(Wikipedia, 2007)
Specifically in education, cultural competence is highly
focused on how effective a teacher is for those students
who do not share the same personal characteristics or the
same cultural background of that teacher. These characteristics include gender, ethnicity, religion, country of
origin, or sexual orientation, to name a few. For some
biologists, the concept that one’s own cultural background ever influences one’s teaching may come as a
© 2007 by The American Society for Cell Biology
Downloaded from http://www.lifescied.org/ by guest on October 15, 2015
251
K. Tanner and D. Allen
surprise. In particular, for those (including us) who come
from the dominant culture of privilege in this country,
that is, the white, upper middle class, it can be hard to
even recognize your own culture, because it is so pervasive and dominant. In her book Other People’s Children:
Cultural Conflict in the Classroom, Lisa Delpit eloquently
describes and challenges the culture-blindness that is pervasive in our society:
We all carry worlds in our heads, and those worlds
are decidedly different. We educators set out to
teach, but how can we reach the worlds of others
when we don’t even know they exist? Indeed, many
of us don’t even realize that our own worlds exist
only in our heads and in the cultural institutions we
have built to support them. It is as if we are in the
middle of a great computer-generated reality game,
but the “realities” displayed in various participants’
minds are entirely different terrains.
(Delpit, 1985)
Given that we each have cultural boundaries and often
cultural blindness, then the role of teachers, in any context,
is to escape those constraints and to build awareness of their
own cultural assumptions, stereotypes, and expectations of
what is the norm, so that they can effectively teach those
who do not share their own cultural terrain. In their 2005
book Cultural Competence: A Primer for Educators, Jerry Diller
and Jean Moule state:
Put most simply, it (cultural competence) is the
ability to successfully teach students who come from
different cultures other than your own. It entails
mastering certain personal and interpersonal
awarenesses and sensitivities, learning specific
bodies of cultural knowledge, and mastering a set of
skills that, taken together, underlie effective crosscultural teaching.
(Diller and Moule, 2005)
Regardless of the professional context in which cultural
competence is being considered, there is widespread agreement that cultural competence is acquired neither quickly
nor casually, but rather requires an intentional examination
of one’s thoughts and behaviors in the classroom throughout one’s career (National Mental Health Information Center, 2007). All of these definitions of cultural competence
emphasize the role of awareness, reflection, and continued
change in striving toward cultural competence. In fact, the
first step toward becoming culturally competent is realizing
that you probably aren’t.
So, how might one recognize what cultural competence
looks like in practice, specifically in the context of teaching?
In their 2005 report Research-based Resources: Cultural Competency of Schools and Teachers in Relation to Student Success,
Jennifer Klump and Steve Nelson from the Northwest Regional Educational Laboratory describe six common teaching approaches identified through research studies that are
used by culturally competent and responsive educators (see
Table 1, adapted from Klump and Nelson, 2005). The first
three of these teaching approaches— engaging students in
active and hands-on learning, developing a climate of cooperation and community in the classroom, and knowing students and differentiating instruction to meet their needs—
could be considered just good science teaching practices,
ones that have been highlighted by many biology educators,
including ourselves (e.g., Tann ...
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