IC-bG homework #1 – input needed by Oct 14th

Homework will be due the Wednesday before the next meeting.
DUE DATE: Weds, October 26th.

Workshop Handouts – for your reference

  • 01-IntroActivity – the activity where we moved from social issues stations to pedagogical approach stations.
  • ChalkTalk – explanation of the chalk talk activity we did at the end of the workshop.
  • UbDIC-bG – a brief description of backward design.

Homework #1: Introduction and Picking Courses

  1. Decide which course/module you will use as the focus of your work in the workshops. Will you use a social or civic topic?
  2. Post an introduction of yourself and the course you plan to work with on the blog. Please try to do this by Friday October 14th, so that people have a chance to comment.
  3. Post comments. Read the postings of members of our group. Comment on at least two other member’s postings. You can also use the blog as a forum to potentially link up with another participant to do a joint project, team teach or some other meaningful pairing. If someone posts a course you might be able to collaborate with, let them know.
  4. Reflect on the activities we did on Friday. How might you use any of the strategies we modeled today in your teaching? Do you have ideas for modifications? Was your TPI score reflected in the choices you made?
  5. Read the handout. This source provides a brief overview of the principles of backward design and why it is a good idea to “focus on the goal” before you design the course.
  6. Complete theDreaming of Faculty Developmentsurvey (on paper or online).

Next IC-BG workshop: October 28th, 2011
If you would like to be added to our google calendar, let me (Kim) know.

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2 Responses to IC-bG homework #1 – input needed by Oct 14th

  1. greggkaufman says:

    This is my second year with the ICbG group. I became interested in SENCER and the GC faculty ICbG workshop, as I am engaged in a national American Democracy Project civic agency initiative. The initaitve’s goal is to explore how civic learning can be incorporated across the curriculum. Consequently, I was pleased to recognize the congruence of both the SENCER and ADP goals.
    My academic field is theology with multiple masters degrees with an undergraduate major in political science. I spent over 30 years in community organizing work relative to proverty initiatives as well as leading four faith communities, one of which was developed in Carrolton, GA “from scratch” and another for 17 years in Princeton Jct., NJ, a church that significantly expanded in people, programs, and physical space. We started a pre-school program for children of homeless families that has been operating continuously for the past 15 years.
    I have been employed at GC for 7+ years originally as the Director of the Coverdell Institute and over the past three years as an instructor in the Department of Government and Sociology.I teach several courses that focus on the opportunities citizens have for shaping democracy. Last year, I used the ICbG workshop to design a GC1Y course, Public Deliberation that is directly related to a two-year research project led by the Kettering Foundation (Dayton, Ohio). The students in this course will have the opportunity to provide facilitation skills in several Milledgeville public fora.
    This year, I plan to utilize the workshops to help design a GC2Y course, Global Persepctives: The Relationship of Religion and Politics, the first proposal of which was unanimously rejected by the UCC! I would be happy to share this “failure” – I view it as the first strike in the pitch count with more pitches to come – and the committee’s critique. Rule #1 Learn by your failures! I am working with an ICbG mentor to re-draft the proposal.
    I found the chalk talk exercise helpful and plan to use it to debrief a class deliberation -Interim President Stas will join the class for the day – on the national debt. I look forward to learning more about planning courses “with the end in mind.” It appears to me that the UbD mirrors Bloom’s taxonomy by incorporating each higher order learning category into course outcomes, the cumulative effect of multiple separate learning activites and assignments.
    Best to all,

  2. We are happy to have you back, Gregg!

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