http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/ Thu, 09 Sep 2010 22:43:52 +0000 hourly 1 http://wordpress.org/?v=3.0.1 http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/comment-page-1/#comment-32157 Hillary Tue, 15 Apr 2008 15:55:04 +0000 http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/#comment-32157 Shocking, right? ;-) Well, I'm not sure where in cyberspace my comment disappeared to, but I was interested in the challenge David threw down towards the end of his posting. Specifically, how we measure or demonstrate "micro level" growth, like collaboration or enhanced mentorship. It reminded me of when I taught Literacy at an elementary school & we had one teacher trainer who taught the 5 year-olds a prompt: "Can you say more?" After a read-aloud of "The Hungry Caterpillar," for example, they'd talk to each other about the book and press, "Can you say more?" Some students didn't even understand what they were saying, but it got them in the habit of extending their partner conversations. Not only is this technique entertaining, but it seems like a good model, too. How can we press students to "say more" about how they're being helped, or what their needs are, what they've heard before, or what they still don't get? The same goes for faculty colleagues and fellow fellows, too, I'd suppose. What kinds of strategies for substantial questioning can be built in, alongside diagnostic assessment data? Shocking, right?
Well, I'm not sure where in cyberspace my comment disappeared to, but I was interested in the challenge David threw down towards the end of his posting. Specifically, how we measure or demonstrate "micro level" growth, like collaboration or enhanced mentorship. It reminded me of when I taught Literacy at an elementary school & we had one teacher trainer who taught the 5 year-olds a prompt: "Can you say more?" After a read-aloud of "The Hungry Caterpillar," for example, they'd talk to each other about the book and press, "Can you say more?" Some students didn't even understand what they were saying, but it got them in the habit of extending their partner conversations.
Not only is this technique entertaining, but it seems like a good model, too. How can we press students to "say more" about how
they're being helped, or what their needs are, what they've heard before, or what they still don't get? The same goes for faculty colleagues and fellow fellows, too, I'd suppose. What kinds of strategies for substantial questioning can be built in, alongside diagnostic assessment data?

]]> http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/comment-page-1/#comment-32038 Agnieszka Sun, 13 Apr 2008 00:59:34 +0000 http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/#comment-32038 Hillary is speachless! Hillary is speachless!

]]> http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/comment-page-1/#comment-31964 Hillary Fri, 11 Apr 2008 15:14:46 +0000 http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/#comment-31964 http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/comment-page-1/#comment-31886 Agnieszka Wed, 09 Apr 2008 19:09:08 +0000 http://cac.ophony.org/2008/04/08/institutional-growth-at-blsci-1997-2007/#comment-31886 WOW, thanks. WOW, thanks.

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