Basic Skills in Complex Contexts

FIN Commons

Door Number One

Posted by Sean McFarland on March 8, 2009 in Equity, Fear, Identity, Learning Communities, Learning to Learn, Making Visible, Metacognition, Multimedia, Student Confidence, Student Voice, Video Evidence with No Comments


Door Number One offers introductory profiles of a dozen of the many Programs and Services offered at Chabot College. Students, Staff, and Faculty share their experiences and offer their perspectives about why these Programs and Services are so vital, and what students can expect if they just “Pick One.” And along the way, we see what it takes to successfully repel a Zombie Student Attack on Chabot College!

 

 

The creation of  Door Number One was generously supported by:

* SPECC (Strengthening Pre-collegiate Education in Community Colleges), a joint project of the Carnegie Foundation for the Advancement of Teaching, and the William and Flora Hewlett Foundation

*Chabot Student Services Funding for Retention Initiatives

*Chabot Enrollment Management Committee (CEMC)

*CLPCCD Office of Public Information and Marketing

Reading Between The Lives

Posted by Sean McFarland on March 3, 2009 in Developing Questions, Fear, Identity, Learning to Learn, Literacy, Making Visible, Metacognition, Reading, Student Confidence, Student Interviews, Student Voice, Video Evidence with No Comments


 

A long, long time ago, in a college about a quarter mile off Interstate 880…four students and a teacher, fueled by a SPECC grant, set out on an epic quest to ask the questions no one dared to ask about reading. Facing over 125 daunting student intake essays, 50 hours of intensive interviews, and trudging through 300 hours of post-production they emerged with a victorious 60-minute movie and restored freedom in the collegiate galaxy.

The Creation of Reading Between The Lives was generously supported by: SPECC (Strengthening Pre-collegiate Education in Community Colleges), a joint project of the Carnegie Foundation for the Advancement of Teaching, and the William and Flora Hewlett Foundation.

 

Release Form

Posted by Sean McFarland on February 26, 2009 in Making Visible, Technology, Video Evidence with No Comments


This is the release form to use when video taping anyone.

Video Release Form

Putting Together Student Teams

Posted by Sean McFarland on February 23, 2009 in Making Visible, Student Teams, Student Voice with 1 Comment


Choosing Your Teams:

Pick your team for a mix of skills. As we have said elsewhere, we think it is beyond crucial that at least one member of your student team have tech skills—esp. video editing—as well as general tech savvy.

The kinds of work skills you will want to look for in your student workers are the same you might seek in any job that involves working in teams. You will expect your student workers to: take responsibility, take initiative, show some maturity, keep drama to a minimum, etc.

What you might look for in student workers in terms of what they will bring to the Inquiry: we all have had the experience of having a student in our class that we think would make a great teacher, and we may have even told her so. That kind of student is what you are looking for here. They have “court vision”—to use a basketball metaphor–about the goings-on in a classroom—in other words, they have an awareness that is broader than simply their own place and actions in the class. They often offer insights about fellow students in the class. They are often the main person keeping a group activity moving in the right direction. They have insights about education and may see the big picture culturally and socially in regards to where education fits. They seem empathetic. Don’t despair about finding this kind of student; they aren’t that rare. After all, you yourself were just such a student! Read the rest of this entry »

Survey of Students’ Metacognition and Reading

Posted by Katie Hern on February 18, 2009 in Literacy, Metacognition, Pre/Post, Reading, Surveys with 1 Comment


The attached article from the Journal of Educational Psychology includes a useful survey instrument for assessing students’ metacognitive awareness of their own reading strategies. This easy-to-use tool provides feedback to both students and faculty about how students are approaching their academic reading. The survey and scoring rubric are included in the appendix.

Assessing Students’ Metacognitive Awareness of Reading Strategies

About FIN

The Faculty Inquiry Network’s (FIN) purpose is to support professional development which includes: conducting faculty inquiry; revisiting basic skills assumptions; interpreting and integrating data; accessing student voices; developing students as co-inquirers; making visible; using technology for teaching and learning; creating and supporting new initiatives, curriculum and program development; constructing educational tools using digital media; and hosting dialogue around student and faculty learning.

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