Innovations and Motivators
from the Master Teacher Seminar

One of the high points of the seminar was teachers sharing innovations that have worked for them in the classroom. Participants were encouraged to borrow any ideas that were shared and claim them as their own. Some of the innovations are shown below with the name and location of the teacher who submitted them, We hope you find something you would like to borrow.

Brenda Poole, Southside Virginia Community College

1. Collect as many different kinds of magazines, newspapers, pamphlets and any printed material that includes headline-sized type.

2. Distribute or have students select items.

3. Ask students to go through their selections and cut out striking letters, words, phrases, and sentences.

4. Once the cutting is completed, have students spread the words, phrases, etc. out on their desks and move them around as if it was a puzzle they were putting together.

5. After the students are satisfied with their choices, have them glue or tape the arrangement on paper, share the finished product with the class, and discuss rhyme scheme and other poetic terms.

Most students are now willing to try writing other forms of poetry.

PORTFOLIOS

Janet Laughlin, Danville Community College

In the administrative support field, excellent proofreading skill and the ability to follow instructions and work independently are crucial to success in the profession. In the first semester of keyboarding, I examine every document the student prepares, noting corrections and explaining why a document is prepared the way that it is. I also teach proofreading skills. Students place the perfect documents in a portfolio containing section dividers for each type of document, which they add to during their program of study, thereby building an office manual they can take with them on the job.

Students must move from an attitude of The teacher will find the errors and point them out to me to a professional attitude of I am responsible for my work and should never give my supervisor work containing errors. Therefore, in the second semester of keyboarding class, I examine nothing until the day the portfolios are due for grading. Students complete the assignments and review them with other students in the class, comparing the appearance of their documents, questioning why they differ, going back to the book to reread instructions, and proofreading each other’s work for typographical and formatting errors. This activity takes place the day before a test if not before. Portfolios are due the day of the test. Students feel responsible for their own work and also for helping other students make a good grade on the portfolio. They become far more independent and confident of their ability to critique a document and fix it before submitting to a supervisor.

QUICK REVIEW

Deborah A. J. Hamilton, Southside Virginia Community College

Students should count off 1-3 and form groups of three. One is a speaker, two the listener, three the recorder. The instructor chooses a topic or concept for review, setting a time limit from 1-3 minutes. The speaker must tell all he/she knows on the topic; the recorder takes notes, and the listener carefully listens. When the time is up, set another time limit of 1-3 minutes for the recorder to read back what he/she has written and the listener can correct, add to, or clarify subject matter.

This is especially effective when a quiz is given directly afterwards.

AN INNOVATIVE TESTING STRATEGY

Shirley Thomas, Blue Ridge Community College

The one innovation that my students consistently comment positively about is the extra time I give them when taking a one-hour test. In order to provide this extra time, I arrive at 7:30 a.m. and start administering the test to any student who wishes to begin the test at this time. Students who want/need less time enter the classroom quietly and begin the test when they are ready to do so. It is the student’s responsibility to decide how much time he/she needs to complete a test; however, all papers are collected at 9:30 a.m.

Those students who state that they get nervous while taking tests have said that the extra time allows them to calm down and think because they know they have as much as two hours to take a one-hour test. However, most students complete the tests in less than two hours. In fact, even my attention-deficit students finish well within one and one-half hours; and they, too, are appreciative that they are not the only ones who need more time to focus during a test.

EXAMINATIONS

Ternot MacRenato, San Diego City College

In my U.S. History class, I have tried a new system to administer exams that seems to work very well. I prepare enough lesson plans to cover two chapters; then I divide the class into study groups of four. I give each team a combination of multiple choice and essay exams. During the multiple-choice exams, they are allowed to use their notes. For one of the chapters, they take the exam together. (They don’t know which chapter it will be.) During the exam, they are allowed to talk, ask each other questions, and disagree with each other. Each member is responsible for his/her own answers. Each has a scantron to turn in at the end of the test.

I must admit that watching them take their test together is a most exciting experience. They are talking history. They are not talking about last night’s movie, or tonight’s date, or any irrelevant subject. Everything spoken is about the subject at hand. They are talking about each event, name, date on that chapter. They question and challenge each other. If students think they have the right answesr, they have to defend it, explain why they thinks so. This led one student to say this was the best part of the test.

A student from Liberia told me that his group did not want to go along with his choice and they got the answer wrong. Later when I went over the test with them, they apologized to him. I go over the test immediately after they finish, while it’s still fresh in their minds. If they feel strongly enough, they are welcome to challenge the correct answer. They are allowed to win if they are right. Then they take the second multiple choice exam and the essay alone.

BIO-POEM

Susan Coffey, Central Virginia Community College

Students write this bio-poem in class (it takes about 5 minutes). Their bio-poems can be used as explorations of and insights into the self and self-concept, a way to introduce themselves to a partner and small group, or as part of a self-introductory speech to the whole class.

The simple directions and a sample bio-poem of Miss Piggy’s are provided below:

Directions: Complete a bio-poem. You may share this poem, so choose your descriptions carefully.

Bio-Poem Formula

LINKING SKILLS AND CONTENT

Betsy Maynard, Spartanburg Technical College

Teaching Strategy Title: Writing to Learn Mathematics

Students are asked to write a paragraph explaining how they would algebraically rearrange a formula.

Teaching Strategy Design/Implementation:

Time Allotted:

The assignment is given as an out-of-class assignment. The assignment could be made during one class period and taken up during the next class.

Student Response:

Students do well on this activity. They demonstrate an understanding of the mathematical concepts involved in the activity and also the behaviors associated with written communication.

AMERICAN DREAMERS

Eugenia A. Hooker, Spartanburg Methodist College

Introductory Sociology students tend to begin the course with an individualistic approach in their considerations of social issues and society. The challenge is to provide the tools to enable them to grasp a more structural, sociological perspective.

I have used American Dreamers, a 70-minute TNT program, to introduce the concept of social stratification. This fast-paced program offers an interesting variety of movie clips illustrating aspects of the American Dream along with interviews with many people about their interpretations of the Dream. During the viewing, the students take notes in order to write an essay which includes information they have gathered about the meaning of the American Dream, means by which it can be achieved, potential obstacles to achievement (personal and structural), and their own American Dreams. One of the primary points of this exercise is to let them discover the balance between personal qualities that are desirable for the Dream to become a reality and the realization that there are structural elements of society that promote inequality. This is also a way of combining media, critical thinking, and writing into the same exercise.

POSTER PRESENTATIONS

Mike Kennamer, Northeast Alabama Community College

The Idea:

Scientific assemblies of medical professionals often allow researchers the opportunity to highlight their findings through poster presentations. This format allows those who are unable to present to the full assembly, the opportunity to disseminate their findings in a setting that allows for much direct interaction and feedback.

Application:

The process is simple. I assign poster presentations once each term. Assignments are made on a very specific topic that will be studied later in the term. Students are asked to create a static display on one standard sheet of poster board and be prepared to discuss their topic at length. At the appropriate time in the term, we hang the posters around the classroom. Students are then given the opportunity to make a presentation on their topic (using their poster as a prop), and other students are encouraged to ask questions and interact with the presenter. We sometimes invite guests and other students to attend the presentation. After presentations are over, we display some of the posters in the hallway and, when appropriate, place some in affiliated health care facilities.

Results:

How does this benefit the students? I believe it gives them the ability to stretch by using and developing the following skills:

1. Research skills (5 references are required)

2. Computer skills

3. Public Speaking/Communication

4. Creativity

5. Grammar, writing, and spelling

6. Critical thinking skills

7. What other skills can you think of?

Conclusion:

While poster presentations may seem like a very trivial part of a student’s program of study, the skills that are developed in the process may have significant and long-lasting effects.

G.I.F.T.S. PRESENTATION

GET THE POINT(S) WITH TEAM WORK

A Classroom Strategy for Building Team Skills

and Improving Student Outcomes

Lynn Dale, Spartanburg Technical College

Problem: In the advanced accounting courses, those offered in the second year, there is a tendency for strong students to become stronger and weak students to become weaker and possibly drop out. In many occasions these weak students have the aptitude to be successful but do not possess the level of study skills required to reach that aptitude.

Solution: It became apparent that if the strong students served as models, or mentors, the weaker students would further develop their study skills and, as a result, become more successful. While working together, students are exposed to the advantages and limitations of group efforts and will have the opportunity to develop positive team skills.

Process: Teams of three to four students will be appointed during the first week of class. Members are selected based on their results in previous related courses, with each team having the same strong/weak ratio. These teams will formulate a class preparation process that will include study time, homework and project completion time, and test preparation time. Each team will be required to keep a calendar/log of meeting times and length, problems/concerns addressed, and tasks completed. Each team will select a leader, recorder/encourager, and a checker. The leader will direct the assignments, identify needed materials, and ask for direction from the other members. The recorder/encourager (one or two individuals) will record and report assignment results to the team and the instructor and make sure that each member contributes. The checker will determine the understanding or each member and keep the team on track. Teams will turn in a calendar of events every five weeks and will have the opportunity to earn extra points towards test and exam grades as follows:

A. Teams whose test average is 80 or above will receive 5 points per member.

B. Teams whose individual scores are ALL 80 or above will receive 5 points per member.

C. The team with the highest test average above 80 will receive 5 points per member.

Summary: Though apprehensive at first, students soon became comfortable with the task and accepted their assigned roll on the team. Within five weeks of the course, it became apparent that the weak students were acquiring the study skills of their mentors. Students displayed a new respect for one another, and it was quite pleasing to see individual students become a team utilizing the skills necessary to be successful in the job market today.

ICE BREAKER

Susan Lockwood, Chattahoochee Valley Community College

To introduce students to one another at the beginning of a quarter, the teacher passes a bowl of M & M’s around the class and asks the students to take as many as they wish but not to eat any until told to do so. Then the teacher asks students that have a green M & M to tell their major in addition to their name. Students who have a red M & M are asked to give another piece of information, such as their career goal, a favorite book, etc. And the teacher continues asking for bits of information until he/she has covered all the colors of M & M’s. Finally, the students can enjoy a sweet treat by eating the M & M’s.

COLLEGE COMPOSITION COMMENTARY

Phyllis Fleming ( borrowed from Joe Wycoff, Indiana)

Patrick Henry Community College

During the course of this semester, you will be asked to read newspapers and magazines. I will expect you to find three (3) small articles each week. These articles should be clipped out of the newspaper or magazine and kept in a folder which you bring to class. You need to note your source (name of magazine or newspaper and publication date). EXAMPLE: Newsweek, August 25, 1997

These articles do NOT have to be about earth-shattering events. These articles are those that strike a cord in you emotionally, intellectually, practically. I will supply examples for you.

Ask yourself the following questions about any article you clip:

What do YOU think the significant point is in this article? Use specifics to explain.

What is the larger truth ? What does this article tell you about people, our society, etc.

Where ELSE in society do you see a similar course of action, conduct, attitude, etc.?
EXAMPLE: education, business, politics, government, family, etc.

Tell a personal story that relates to YOUR observation. You may compare or contrast.
EXAMPLE: family, friends, school, jobs, church, etc.

Give US some ADVICE, based on what you have said above. This is your chance to be profound.

The rationale for this exercise to help you see synecdoche (connections) between school and the real world. I want you to see the micro (little picture) and the macro (big picture) of issues, events, attitudes, actions, etc. I want you to be able to transfer your connections to what you read, write, and speak.

These articles and their connections will be springboards for writing and speaking assignments.

THE GREAT AMERICAN CROSS-COUNTRY MOTORCYCLE RUN

Laurette Ghee, Southside Virginia Community College

This activity is designed to precede a reading of the Prologue to Chaucer’s Canterbury Tales. This activity can also be used with Gulliver’s Travels. First, collect brightly colored magazine pictures of odd, interesting-looking people of all ages. Each picture should contain only one person. Explain to the students that they will be reading about a pilgrimage from London to Canterbury made by a group of people back in the fourteenth century. Before the students begin the actual reading, however, they will construct their own imaginary, present-day trek from beautiful, downtown Burblink, California, to the wild Chatahoochie River in Tennessee. The government plans to dam the river early next year, destroying much of its primitive beauty. The participants in the run, who must travel by motorcycle, want to see the river one last time before it is tamed. Other cyclists will be picked up at various points along the way.

Divide the class into groups and give each group one or two pictures. Explain that each of the persons pictured is a participant in the Great All-American Cross Country Motorcycle Run. Each group must give a name to the participant whose picture they have and fill out an entry blank for the trip. The entry blank can be made up by the students and should include such items as age, sex, marital status, number of children, hometown, weight, hobbies, occupation, religion, insurance company, state of health, and reason for joining the trek. After students have the entry blank filled out, they should fit all of the information into a short prose description which one member of each group will read aloud to the class.

After the descriptions have been read to the class, solicit students’ ideas on such matters as the kinds of problems the travelers would encounter, how they would entertain themselves along the way, and which travelers would get along and which would not.

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While not everyone can attend the Virginia Master Teacher Seminar, innovations can be shared on our individual campuses in department meetings, faculty meetings, or during in-service days. If you would like to share some of your innovations or motivators for possible future publication in Inquiry, please send these by e-mail to either Janet Laughlin ( jlaughlin@dc.cc.va.us ) or Phyllis Fleming ( phflemp@ph.cc.va.us ). We look forward to borrowing and sharing the expertise of the VCCS master teachers.

Janet T. Laughlin is an Assistant Professor of Administrative Support Technology at Danville Community College. She earned her Bachelor’s degree in Business Administration with a Business Education Specialization from Palm Beach Atlantic College, West Palm Beach, Florida, and her Master of Business Administration from Averett College.

Phyllis Fleming is an Assistant Professor of English composition and public speaking at Patrick Henry Community College where she has been teaching full-time for two years. Previously, she taught English, speech, and drama at Tunstall High School. Phyllis was also an adjunct instructor at Patrick Henry Community College for eight years.