The following video, uploaded on March 17, 2011, is part of the Penn State University World Campus Faculty Development YouTube channel. This channel comprises of
In a short one minute interview, Cathleen Carosella, Reading and Learning Skills Coordinator of Indiana University, explains
Summarizing her main points, I certainly agree that, although asynchronous discussion can prove to be coordinately difficult, providing a rubric with clear expectations and then modeling those expectations is an extremely effective method to get students academically engaged.
Looking back on everything I had learned while studying for my teaching credential at CSU Long Beach, I remember that effective teaching strategies always involved modeling for your students. Since then I have seen that by modeling, students are least likely to get lost, are more focused on the task, and participate on a more personal level.
According to the blog, Smart Classroom Management, created by teacher and author Michael Linsin, being a great teacher requires detailed modeling. Linsin gives several guiding points for implementing modeling, which includes:
- Model every routine.
- Know what you want.
- Be one of them.
- Make it highly detailed.
- Add insignificant details.
- Speak sparingly.
- Make it longer.
- Have them follow you.
- Utilize helpers.
- Let them practice.
- Observe and verify.
It is my understanding that both Carosella and Linsin have outlined that the key to instruction, whether it is through online discussion boards or any other learning activity, requires an attentive teacher who participates and personally explains expectations.The act of modeling allows teachers to show their students their willingness to be involved in their learning.
These teachers, which I hope I can grow to emulate, take the effort to provide explicit instructions, act purposefully in the learning process, and and remain active guides who show examples of high expectations through self-demonstration. Although it may seem that the act of modeling requires more energy and labor from the teacher, I believe the results of the discussion will be more meaningful. And what is the heart of teaching if not to make learning more meaningful?
These teachers, which I hope I can grow to emulate, take the effort to provide explicit instructions, act purposefully in the learning process, and and remain active guides who show examples of high expectations through self-demonstration. Although it may seem that the act of modeling requires more energy and labor from the teacher, I believe the results of the discussion will be more meaningful. And what is the heart of teaching if not to make learning more meaningful?
For more information on PSU and its videos or Michael Linsin's blog, please click on the links below:
