Comments for NSDA Learn

Comment on Collaborate by Doug Welton

Doug Welton — Sat, 06 Jan 2024 06:16:51 +0000

Students can review their flows with their ballots and reflect on whether or not they addressed the core or most important arguments in in the round.

Comment on Collaborate by Doug Welton

Doug Welton — Sat, 06 Jan 2024 06:13:45 +0000

Be anxious to fail so you can get better. Every day, work a little harder and grow a little more.

Comment on Collaborate by Doug Welton

Doug Welton — Sat, 06 Jan 2024 06:11:24 +0000

Immediate feedback is given as students perform their event. This is sometimes done in as a complete performance/debate, or in focused pieces. After tournaments, students complete a tournament reflection assignment where they focus on how they feel they did (start with what they feel they did well and then what they feel they could improve on), then they share judge feedback. Last they set goals with actions steps to achieve those goals. There reflections are reviewed at a later date by myself and/or captains.

Comment on Collaborate by Doug Welton

Doug Welton — Sat, 06 Jan 2024 05:58:01 +0000

I teach a Current Issues course. Sometimes current issues are very controversial. Students (and parents) often have strong opinions. It’s important to be able to work through ideas in a meaningful and constructive manner. I plan on using more Socratic method and personal reflections after discussions.

Comment on Collaborate by Celie Boswell

Celie Boswell — Sun, 31 Dec 2023 19:14:55 +0000

I really enjoyed the ideas shared in the suggested readings and resources for this unit. I particularly want to start with the open ended questions to help students contemplate their CONTENT and decide for themselves to what degree have they have used the cutting, splicing, hook and introduction exercises to create a unified presentation that both entertains and educates on the platform issue that inspired their choice of this piece at this time. Next, I want to incorporate “Two Glows and a Grow” with teammates to help students reflect upon their delivery/INTERPRETATION. Tackle what/content before moving on to how/performance so students will become self-reflective about the need to fine-tune their content as well as their delivery based upon feedback during the season.

Comment on Collaborate by Celie Boswell

Celie Boswell — Sun, 31 Dec 2023 18:56:27 +0000

My students are very bright and tend to be highly empathetic. One way to enhance understanding of Judges’ comments may be to have them participate in the process by watching Judges training videos and practice filling out ballots that address the very same criteria for their teammates and/or for themselves by viewing a recorded practice. When they have struggled to figure out how to communicate their reactions in an upbeat, encouraging manner under a time crunch during lunch, they may be better able to think about which specific criteria a judge is attempting to address and how to descern the intended spirit behind a vague or poorly worded response.

Comment on Collaborate by Celie Boswell

Celie Boswell — Sun, 31 Dec 2023 18:41:26 +0000

I have been meeting individually with each speaker to review ballots after each competition. I think I will create a Peer Evaluation process for lunchtime practices that mimics the one I use in my 9-week Public Speaking exposure class. We can probably spotlight 2-3 speeches per session and have teammates complete ballots on googledoc forms that are aggregated onto a spreadsheet for each speaker. I can meet with those students to discuss practice feedback. Students will benefit by learning from one another through both giving and receiving feedback.

Comment on Collaborate by Celie Boswell

Celie Boswell — Sun, 31 Dec 2023 18:22:54 +0000

I teach a 9-week exposure and confidence-building introduction to Public Speaking. To emphasize growth over grade, we participate in a three-level evaluation process. Students complete google-doc peer evaluations for every speaker during class. Results from every peer evaluation are aggregated on a spreadsheet that only the speaker and I can access. Students read and contemplate their peer evaluation spreadsheet results to complete a Peer Evaluation Summary Form for HW. Once they have reflected on input from their peers, students watch a video of their speech (recorded on their personal phone or computer) during class and complete a Video Self-Evaluation Form for HW that prompts feedback on the exact same criteria that I use on the instructor’s rubric. Only after students have participated in Peer Evaluation of every classmate and Self-Evaluation of their peer feedback and their own speech video do I give them my Instructor’s Feedback on the speech rubric attached to the assignment. Self Evaluations always require journaling on (1) specific areas of strengths and how they intend to build upon that success; (2) specific areas of weakness and how they offer opportunities for growth; and (3) one specific change/growth they will focus on for their next speech. Because students are consistently offering feedback to peers and responding to feedback from peers, they maintain a supportive, collegial atmosphere during class that celebrates success and focuses upon learning from one another rather than competing with one another.

Comment on Collaborate by Celie Boswell

Celie Boswell — Sun, 31 Dec 2023 17:43:38 +0000

I teach at a magnet school for the gifted that draws from 14 counties, which include rural, urban, and suburban districts that reflect substantial economic, racial, and cultural diversity. We strive to know one another as individuals who all bring value by sharing perspectives that are shaped by our lived experiences. One way we team-build is through taking myriad personality inventories and regrouping for activities based upon results from particular surveys — by Meyers-Briggs, Enneagram, Love Language, Literaray Archetype, Culture Trees, or other characteristics. These expansive exercises help us to experience commonalities among everyone in the room that transcend the ordinary demongraphics that may otherwise tend to separate people.

Comment on Collaborate by Celie Boswell

Celie Boswell — Sun, 31 Dec 2023 17:23:01 +0000

Socratic Seminars are my favorite form of assessment in my World Literature classes. Students complete tickets through which they prepare evidence-based responses to open-ended philosophical questions that address themes and contextualize social commentary raised by texts. Discussions include alternating inner and outer circles so all students are involved in all question-clusters regardless of which set their seminar group focuses upon. Discussions are organic, allowing students to lean on their prepared responses, but they also have opportunities to respond synergistically and grow in understanding as they learn from one another’s perspectives, prior knowedge, and experiences.