Thanks to the group who met virtually this morning in an effort to learn news approaches to learner-centered instruction! I look forward to your posts as you reflect on the possible ways the 10-minute interview can enhance instruction. Let me know the tweaks you plan to make this valuable tool work with your specific students. Also, please let me know one idea to implement UDL into your classroom.
You all rock!
Hi, Mrs. Goldhammer! Thanks so much for taking the time to teach this training. I am not sure if I am in the correct spot, but this is where the link takes me. As for the interview, I have not completed it yet, but my goal is to do this when my traditional classroom begins again (whenever that is). I have done similar things, however. At the beginning of this semester, I had the students do "two truths and a lie" and I got to speak to some of them about themselves. For learner-centered technique, I can give my students choices about when they would like to take a break and explain to them how the material applies to them. AS for universal design, I like the idea of using topics that the students enjoy to teach them. This would benefit me, so I see it as a good idea. Additionally, for universal design, I can focus on the "why, what, and how" of the process. For example, in the representation category, I can encourage the student not to participate in negative self-talk.
ReplyDeleteBryce Wiley
Thanks Bryce! I hope you will find your exposure to learner-centered instruction and to Universal Design for Learning is transformative for you and your students.
ReplyDeleteThe following post is from Angelique Maguire from Illinois Eastern Community Colleges:
ReplyDeleteThe 10 Minute Interview Activity was discussed in our instructors' meeting and then we emailed the activity to our students. Some of them were unable to open the document so I then created a Google Form with the questions and sent it to the students for their feedback. I received feedback from 3 students. One of them called me to ask about specific questions for clarification and she noted that it is taking her longer than 10 minutes as well. :) I think this is a great "Getting to Know You" exercise and will continue to use this to engage our students at the starting of each semester.
That makes me wonder what the differences might be with doing the interview in written form compared to verbal. There's a give and take in the interview process that might be hard to capture in writing. Of course, you could always respond to students to start a dialogue, or even do the interview through chat!
DeleteI also think doing the interview in writing might be a good way of setting the stage for writing that's going to take place during instruction. If your classes include a lot of writing, this might be a low-stakes way of preparing students for that expectation as they work through a topic that is likely easier to write about than the traditional HSE essay question.
Thanks Angel! I appreciate you trying something new in challenging times! I am glad you found this to be a good activity to get to know students. As we discussed in our online session, and as you illustrated in your account, we need to be aware of accessibility concerns. All the best as you continue to find ways to connect to your students on a personal level.
ReplyDeleteI finally had the chance to use the 10-minute interview with a student this week. It was incredibly informative. The interview took much longer than ten minutes, about 45 minutes. I think many of my students enjoy conversation, at least from what I've experienced so far, so I would probably block off at least 45 minutes for the future. I was able to share in our team meeting a summary of what I learned in the interview about the student's preferred styles of learning, preferred method for sharing what they learn, their academic challenges, wants, needs, their interests. It helped us to think through how we might interact with this student to make them feel comfortable and supported, how we might design lessons to meet them where they're at (both in-class and online). I definitely plan to use this with incoming students in the future.
ReplyDeleteThe above post is from April T. Andry Rah'man, Instructional Coach, Adult Education, UIC Center for Literacy
DeleteApril,
Thanks for trying out the "10" minute interview! As you reflected, most teachers experience their learners anxious and excited to share. It is a powerful tool since it tells our learners that we care and want to do what we can to ensure their learning experience with us is successful.Thanks for thinking through how to make your students feel comfortable and supported, thereby promoting engagement. Thanks for sharing with your team!
Thinking about how to implement UDL in the classroom....
ReplyDeleteWe're restructuring the curriculum so that we use a combination of interdisciplinary project-based units and skill building lessons. Rather than thinking about these options as something that all students will HAVE to complete, we could give them the choice about which path they'd prefer as they move towards their goal of obtaining HSE certification.
Building on this, it might be a powerful means of providing options for student interest, sustaining efforts, comprehension, physical action, and expression & communication if we allow students to design their own projects. We could have options for the way students share what they learn and what the focus of the project is while providing guidance on the process students follow to move from project start to completion.
The above post is from April T. Andry Rah'man, Instructional Coach, Adult Education, UIC Center for Literacy
DeleteApril,
Thanks for considering choice and building choices into your curriculum. As we discussed in Foundations of Special Learning Needs, choice is essential to promote success. Choice also promotes moving our students towards independence. I hope you can check back on the SLN Blog to share some ideas of how you are integrating choice at UIC as you redesign your curriculum to be imclude UDL.
Sarah