Designing Your SAIL Session Target date is the finals week Wednesday or Thursday. Lara wants to present more. Lara Expect to start at 5 minutes past hour. Materials needed: Notecards, big paper (11 x 17)?, tape, handouts. Jigsaw cards. Whiteboard markers. Sierra Dawson, Human Physiology and OPAA Lara Fernandez, SAIL Julie Mueller, Teaching Engagement Program

Quick Introductions: Name, department, which SAIL camp Lara. Done with this by 10 min after workshop start.

Workshop goal: Design your SAIL session Objectives: Design with the campers in mind. Design using the 5E model Design so the activities meet your goals What to expect today: Active experience! Engaging in the kinds of activities you might use with your campers. Opportunity to start design process. Sierra, 3 minutes.

What is SAIL? Who: Lower income or First generation or Students of color Goals: Help students… Know they belong on campus; Spark excitement about lifelong learning and higher education; Realize this is doable! Lara. 5 minutes, done by 9:18. sharing who they are, that she does outreach. They choose to apply, it’s free, etc. Have these on whiteboard while people work on their plans.

What do campers want? Imagine you are a camper Small group discussion, role play What are you hoping for? Consider: How old am I? Why am I here? How else might I be spending this week? What do I want to get out of this camp? Am I looking forward to it?/Do I need some convincing? What do I think is the difference between camp and school? What are my fears? Sierra, with Lara adding in things that have been missed. 7 minutes (done by 25 min after workshop start). Have them work in table groups, which need to assign a spokesperson who will “be the camper” when reporting out. 3 minutes to envision campers 4 minutes to role play report out.

What works? Examples. First group: Read activity and consider Jigsaw What works? Examples. First group: Read activity and consider How is the session organized? What kinds of activities are used? How would it look to a camper (what are they doing)? What stands out about the pedagogy? Second group: 1-minute summary of results from first group and consider What do the activities have in common? Julie. 30 minutes total. (Done 55 min after workshop start) First section 15 minutes (5 minutes to read; 10 minutes to answer questions), Second section 10 minutes (need to strictly keep to 2 minutes per person for report out – bring a bell or something to ring to move them forward). 5 minutes for “real time writing” to draw out their answer to : what do the activities have in common (on document camera).

Organizing your session: the 5E Model Engage Explore Explain Elaborate Evaluate List 5E’s on your notecard Align flow of session with learning cycle For more detail: Tanner, K. D. (2010). Order matters: using the 5E model to align teaching with how people learn. CBE-Life Sciences Education, 9(3), 159-164. http://www.lifescied.org/content/9/3/159.short Julie. 10 minutes for 5E’s section.

Organizing your session: the 5E Model Engage Explore Explain Elaborate Evaluate Learners become engaged through use of short activities that promote curiosity and elicit prior knowledge. Example from jigsaw group? Julie. 10 minutes for 5E’s section. Initiates the learning task. Make connections to past learning experiences, expose prior conceptions, generate anticipation of content to be explored, and organize learners’ thinking toward the learning outcomes. Example: Dorothee’s beginning, R’s microscope activity.

Organizing your session: the 5E Model Engage Explore Explain Elaborate Evaluate Learners grapple with a problem and attempt to construct their own preliminary understanding. Example from jigsaw group? Julie: Involves open-ended exploration of real phenomena, followed by discussion about learner discoveries, ideas, and questions that arise. Provides a common base of experiences for learners to develop current concepts, skills and processes. Examples: Kirby freewrite, Dorothee getting students to tell Cinderella

Organizing your session: the 5E Model Engage Explore Explain Elaborate Evaluate Introduction of terms and framework for understanding problems and concepts. Guidance toward deeper understanding. Example from jigsaw group? Julie: Does this need to be a didactic lecture? NO! Encourage learners to explain concepts and definitions in their own words. Ask for justification (evidence) and clarification from students. Provide formal definitions, explanations, and new vocabulary. Use learners’ previous experiences as the basis for explaining concepts. Examples: R gets students to explain surface tension

Organizing your session: the 5E Model Engage Explore Explain Elaborate Evaluate Challenge and extend learners’ conceptual understanding and skills. Apply skills to novel contexts. Example from jigsaw group? Julie: Armed with new ideas, learners apply new knowledge and skills to solving a problem or meeting a challenge. They develop deeper and broader understanding of concepts, and further develop thinking skills. Examples: Shane’s adbusting activity, Sara’s expt.

Organizing your session: the 5E Model Engage Explore Explain Elaborate Evaluate Opportunities to reflect on and demonstrate understanding or mastery of concepts and skills that have been explored. Example from jigsaw group? Julie: Hear this word and think of a test that teacher imposes on student. Doesn’t have to be a test! Opportunity for students to reflect on their learning and compare new ideas to alternative explanations. They make connections and construct new conceptual frameworks. They use meta-cognitive skills to analyze how they arrived at their current understanding. Examples: ?

Things to keep in mind Might not have time for all 5E’s, but Don’t stop after Engage and Explore Activate campers’ brains beyond just listening Keep “lecture” to 10-12 minutes Why is this interesting? Julie. Done with this by 65 min after workshop start. If using PowerPoint, consider tossing in an animation or two that you might not normally use.

Dive in! Experiential learning Work with your group Choose an engaging activity from handout How could you use that activity to teach the learning objective? Explain how atmospheric CO2 causes ocean acidification. Compare and contrast consequences of sea level rise for societies. Identify changes in personal behavior that will reduce our carbon footprints. Sierra.  20 minutes, done by 1:25 after workshop start. Quick share out at end.

Develop a plan for your SAIL session: Goal Objectives Activities Work on your own or with a partner Start with your goals/learning objectives. 5E Model to plan order of session. Be creative! Experiential learning Julie. 15 minutes, Done by 1:20 after workshop start. Get show of hands to assess where people are in the planning stages. Have on doc cam list of things successful activities have in common.

It’s so meta… This workshop was organized using the 5E Model! Write on notecard what we did for each E: Engage Explore Explain Elaborate Evaluate Minute paper Julie. 5 minutes, done by 1:45 after workshop start, goal to end by 10 minutes to the hour.