Here is the space where we will be conducting the pre-intensive discussion reflecting on the reading and posing lingering questions regarding the class reading.
Follow the following steps to achieve maximal success in this dialogue assignment:
Step 1: Post your original blog post (by Wed., Nov. 2nd).
Description: Answer the following questions related to the assigned reading (see Appendix 1, pg. 14 of the syllabus for a full description): 1) As a future counselor educator what is the most important thing you take away from reading these sections? Try to describe this in one to three sentences. 2) What is one lingering question you have from reading this section? This can be over any aspect of the readings.
Step 2: Back your original post up in Bb (by Wed., Nov. 2nd)
Description: For grading and documentation purposes we need a copy of the class discussion in Bb (and in case the server goes down). Use key board short cuts to do this by pressing "ctrl" and "a" at the same time to "select all" text, then press "ctrl" and "c" to copy the text. Next, log in to Bb, click on course content, click on the DB (under pre-intensive work) and press "ctrl" and "v" to paste the text into Bb.
Step 3: Write comments/Response Posts to two classmates (by Sun., Nov. 6th).
Description: Identify one lingering question to respond to from at least two classmates. Be sure to make it clear which lingering question you are responding two within your response post.
Step 4: Back up your response posts in Bb (by Sun., Nov 6th).
Description: For grading and documentation purposes we need a copy of the class discussion in Bb (and in case the server goes down). Use key board short cuts to do this by pressing "ctrl" and "a" at the same time to "select all" text, then press "ctrl" and "c" to copy the text. Next, log in to Bb, click on course content, click on the DB (under pre-intensive work) and press "ctrl" and "v" to paste the text into Bb.
Step 5: Respond to additional classmates (by Sun., Nov. 6th).
Description: Actively participate in class discussion by commenting on additional posts and engaging in discussion. You may earn up to a total of ten extra credit points doing this.
Step 6: Back up additional responses in Bb (by Sun., Nov 6th).
Description: in order to earn extra credit points, back up the additional response posts in Bb.
May the Lord bless this dialogue and your studies!
Dr. K
This is just a test to see if I am a contributer to this blog!!
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAlyssa and Nils, both of your messages came through. So, your tests were successful. :)
ReplyDeleteAlso testing. I am unfamiliar with blogging but understand the concept. Do we just cut and past our assignment answers/replies in this text box as one post or should we they be separate posting?
ReplyDeleteSection 1
ReplyDeleteA. The thing that I will take away from these chapters is the importance of the syllabus. Not just to connect accreditation standards and as, sure that they are being addressed, but also as a way to communicated warmth, provide a space for learning and invite students into the learning experience. The idea of writing a letter that communicates teaching philosophy while also inviting the students into the learning experience is a positive one, and something I would like to incorporate into the more standard syllabus.
B. What is the best way to establish a balance of authority and collaboration? The idea of giving the students a certain amount of choice in assignments and due dates seems like a good first step, but it seems like there would be more ways to continue the process through the semester.
Section 2
A. This section was every relevant to me right now, so it was difficult to choose one take away. The primary take away was looking at why students do not participate in class discussions and the multiple reasons to consider. My assumption at first was that the passive learning style deeply integrated. But reading additional reasons made me stop and consider trying some new techniques to engage students. The other but related take away was on making lectures more interactive, considering the multiple levels of learning. I liked the idea of adding learning goals to each lecture and integrating an activity to assess what was learned.
B. Homework tends to fall into a few narrow categories (tests, papers, reading) – what are more creative options for homework assignments for counseling students?
Section 3
A. The student- professor relationship had been a mystery to me. The counselor- client relationship is pretty clear cut but the student-professor relationship seemed more ambiguous. In the reading the examples (social media) and case study made the boundaries more clear. The issue of assumptions of relationship, rupture and repair helped clarify boundaries.
B. What is the best way to begin discussing the topic of race, ethnicity and culture in the classroom and what is the preferred timing to start this conversation?
Section 4
A. The six questions a teacher should ask themselves in regards to ethics and evaluating ones actions was thought provoking. I think these sic questions could be helpful to ask in many situations when working with students and clients.
B. What is the best way to communicate the importance of leadership and service to the counseling professions to students who are very busy and have full lives?
Section 5
A. The topic of giving written feedback was very helpful. Especially the three points to: expressed in learner actions, contingent on and responsive to student needs and perceived as non-judgmental. I especially liked the idea of using the frame work of Solution focused Therapy for student evaluation: complimenting, exceptions, scaling, coping questions and feedback.
B. How do teachers handle situation where possible cheating has been brought to their attention – the scenario is likely but not for certain?
Just making sure I am an approved contributor! Thank you.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIt looks like we are getting the hang of this.
ReplyDeleteSection 1
ReplyDeleteA. One thing that I took from this section was how was the example of the concepts of developing goals and interventions within the syllabus. The part that really resonated with me was regarding how much that process looks like a treatment plan. This really helped me understand how to look at a syllabus for my own learning as well as for instructing students in the future (Svinicki & McKeachie, 2014).
B. One lingering question that I have from this section came from the West, Bubenzer, Cox & McGlothlin, 2013) was in their discussion about using a variety of fonts and layouts. I question how much of this should be considered and even appropriate.
Section 2
A. In the West et al (2013) text I really liked the idea of the Bafa Bafa game when addressing multicultural comprehension. I have never heard of the game but look forward to implementing it with training my team of crisis clinicians.
B. When discussing problem based education and the idea that “problem solvers will seek and learn whatever knowledge is needed for successful problem solving” (Svinicki & McKeachie, 2014) I wonder if how we can prevent the problem solvers from overshadowing those who are not problem solvers.
Section 3
A. I really enjoyed the section in the West et al (2013) text that discussed how the student and teacher relationship should appear similar to the relationship between counselor and supervisor. I also liked how the section addressed the boundaries are easily understood by counseling students because of their previous training of the expectancies between supervisor and supervisee.
B. One unanswered question that I have after reading Chapter 13 in the Svinicki & McKeachie (2014) text is regarding dealing with students who have emotional reactions to sensitive topics. While I understand that not all of these potential reactions can be controlled for I wonder if there should be more discussion prior to the open conversing of these topics to help with prevent emotional reactions.
Section 4
A. In the Svinicki & McKeachie (2014) text I really enjoyed the section in chapter 22 addressing the ethical understanding of encouraging the free pursuit of knowledge. This section really impacted my thinking as the understanding of having an ethical responsibility to encourage the free pursuit of learning. A large part of why this affected me is because through all my education I seldom run into a teacher who puts a large emphasis on this.
B. While our professional vita contains some of the items outlined in chapter 9 in the West et al (2013) text I wonder if there are any future plans to mandate this on our doctorate program.
Section 5
A. I thoroughly enjoyed the entire section in the West et al (2013) text. This section really gave me a new perception of the purpose of homework. Often times I believe that I fall into the cultural view of homework and not the profession educator view of the assignment.
B. One of the lingering questions that I have left from chapter 10 of the Svinicki & McKeachie (2014) text is regarding the sections on grading. My question is why there is not more movement towards a pass/fail type system. More specifically why that is not in higher levels of learning such as in the doctorate programs. For me I would see it as either you understand or you do not.
References:
Garzon, F. & Hall, M. (2012). Teaching Christian integration in psychology and counseling:
Current status and future directions. Journal of Psychology and Theology, 40 (2),
155-159.
Malott, K., Hall, K.H., Sheely-Moore, A., Krell, M., & Cardaciotto, L. (2014). Evidence-
based teaching in higher education: Application to counselor education.
Counselor Education and Supervision, 53, 294-305.
Svinicki, M., McKeachie, W. (2014, 14th or later edition). McKeachie's teaching tips:
Strategies, research, and theory for college and university teachers. ISBN:
9781133936794
West, J., Bubenzer, D., Cox, J., & McGlothlin (2013). Teaching in counselor education:
Engaging students in learning.
Pre-Intensive Blog Assignment
ReplyDeleteAll summarizing statements and resulting questions are in reference to the assigned readings of Svinicki and McKeachie (2014) and West, Bubenzer, Cox and McGlothlin (2013).
Reading Section 1, McKeachie’s ch. 1-3 and West et al.’s chapter 2
A. As a future counselor educator, I found value in the explanation that an effective syllabus should ideally encompass both concrete communication about the course content and expectations in addition to a setting forth a style that motivates and engages the students. These concepts shifted my idea of a syllabus being a very detailed outline of a course to a vision that is far more collaborative.
B. A lingering question: As a result of reevaluating my idea of what an effective syllabus must contain, I wonder how an instructor can most effectively strike a balance between including "warmth" in the syllabus, while also being appropriately concise? It seems as if the syllabus is too bogged down with an instructor's visionary statements, it may distract from the more concrete elements that need to be communicated.
Reading Section 2, McKeachie’s ch. 4-6, 14-16, West et al.’s chapters 3-6
ReplyDeleteA. The overall take home message from this section is that being knowledgeable and even prepared to deliver a thorough lecture is not enough to guarantee student engagement, even if reading and discussion are assigned or attempted. Strategies to help guide students’ reading, prepare for discussions, and maintain attention during lecturing were helpful to learn. Underlying all of these strategies to engage students is the necessity of the student having a certain level of motivation to learn the material, however, which can be an ongoing barrier for some.
B. A lingering question: A common problem with lecturing is trying to cover too much material. Another common problem is maintaining focus throughout the lecture. With these two common problems, how can a teacher ensure that enough material is covered, but avoid an hour-long monologue, overloading the students? Do the benefits of inserting active learning experiences throughout lecture time outweigh the cost of perhaps 25% of lost lecture time?
Reading Section 3, McKeachie’s ch. 11-13, West et al.’s chapters 10, 12, Garzon & Hall (2012)
ReplyDeleteA. There was so much information about cultural considerations, teacher-student relationships, and motivation, that it is honestly difficult to bring forth one highlight that struck me as important. Personally, I view student motivation as an essential factor in the learning process so much that without it, I question the effectiveness of even the most brilliantly thought-out teaching plans. I found great value in reading about the different motivational theories, strategies to use to increase motivation, and about how multicultural diversity considerations affect motivation and the teacher-student relationship.
B. A lingering question: Striving to be culturally sensitive is an effort that must be present in counseling, supervision, and education. However, I wonder about the experience of trying to broach race, ethnicity, and culture in situations in which the minority client or student is offended by the topic being broached, perhaps citing that they are, “color blind.” Does anyone have insights about the best way to respond when inadvertent offenses such as this occur?
Reading Section 4, McKeachie’s ch. 20-22, West et al.’s chapters 1, 9, Malott et al. (2014)
ReplyDeleteA. I appreciate the concept of emphasizing strategic learning among students, particularly through facilitating goal setting, self-reflection, self-awareness, and ability self-regulate executive control processes. The idea of helping students create a management plan for completing a course is a great idea that develops strategic learners and also parallels the idea of a collaborative treatment planning in counseling.
B. A lingering question: Are counselor educators, particularly under CACREP, likely to be required to adopt teaching strategies and to format curriculum with language that reflects the use of best practices and EBT tenets?
Reading Section 5, McKeachie’s ch. 7-10, and West et al.’s chapters 6, 11
ReplyDeleteA. Testing students can take many forms, each of which has distinct advantages and disadvantages that need to be considered, with attention given to the test’s ability to evaluate the course’s goals as well as to promote learning. Essay questions are advantageous by encouraging more complete studying and engagement of the material, especially if scoring can be made more consistent with the use of grading rubrics. Another evaluative method that stood out is the Solution Focused Evaluation approach, empowering each student to be the expert on their own learning experience and contribute to the evaluative process.
B. A lingering question: With more diverse methods of evaluating students, is maintaining a traditional grading scale more difficult? What is the best way to ensure that appropriate grades are consistently assigned to work that may be subjective (projects, group work, and embedded assessments)?
References
Garzon, F. & Hall, M. (2012). Teaching Christian integration in psychology and counseling: Current status and future directions. Journal of Psychology and Theology, 40 (2), 155-159.
Malott, K., Hall, K.H., Sheely-Moore, A., Krell, M., & Cardaciotto, L. (2014). Evidence-based teaching in higher education: Application to counselor education. Counselor Education and Supervision, 53, 294-305.
Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Belmont, CA: Wadsworth.
West, J. D., Bubenzer, D. L., Cox, J. A. & McGlothlin, J. M. (Eds.). (2013). Teaching in counselor education: Engaging students in learning. Alexandria, VA: AmericanCounseling Association