Classroom Learning

Lectures

To prepare for each lecture, students were assigned readings. It was made clear to the students that lecture time would not be spent summarizing the readings, but would be used in active discussion and application of the readings. In order to facilitate student preparedness for class time, students completed and turned in a reading reflection from that I read prior to class time. By reviewing these forms prior to class, I could see if there were any overall trends of thought or questions that needed to be addressed in lecture. It also ensured that students came to class having completed the readings or learning activities and were ready to participate in class discussions.

The reading reflection included four questions: 1) Briefly describe three important questions answered by today's readings, 2) Describe your own personal reactions and/or experiences related to topics covered in today's readings, 3) Describe three ideas, concepts, or strategies from today's reading that you would like to discuss further, and 4) Describe any questions, concerns, or difficulties you have with today's assigned readings. These questions are reflective of Bloom's Taxonomy level remember.

Lectures took place in a synchronous online format twice a week via zoom. As stated before, both Dr. Wegner and myself had the goal of making class time as discussion based as possible. Our goal was that during class time, students would have learning opportunities within the understand, apply and sometimes analyze sections of Bloom's Taxonomy of Learning.

Example of a Lecture

The topic of the example lecture was family and professional partnerships. The specific assigned readings/podcasts for this day were:

• Robinson & Soto Chapter 6: Collaboration with Families Through School-Based AAC Services

• TWT Podcast Dana Neider

Example Lecture Powerpoint

Below is an example of a Powerpoint I created to facilitate class discussion on partnering with families. I selected this particular Powerpoint deck because it provides an example of 1) web based interactive student learning activities and 2) how discussion was facilitated online.

Web-based Interactive Learning Activities

Slide three gives an example of a learning activity that was created for use in the virtual classroom space. Because the topic of the readings centered on family and professional partnerships within the school setting, I wanted to frame the discussion time in the legal frameworks school professionals operate under. For this activity, students were provided with a hyperlink to the Individuals with Disabilities Education Act Statutes. They were then given the direction to spend five minutes independently (with the option of turning their cameras off) exploring IDEA by using the search function (control F) to search for the word "family' or "parent." After five minutes, they would come back to large group and share the most important take-away from what they read.

This activity aligns with The KU Center for Teaching Excellence's recommendations for using class time well by using reading activities and promoting discussion by allowing student to choose the topic of discussion. Student's choosing the topic of discussion also aligns with adult learning theory by promoting student selection of learning as the students were able to lead the topic of discussion.

Online Discussion Examples

In addition to the discussion opportunity after the reading activity, this class period included two other opportunities for rich discussion.

The first opportunity was centered on the assigned podcast. On slide five, you will note there is a hyperlinked Microsoft Word document. Students were provided the link to the document and asked to write two questions or comments regarding the content of the podcast. After all students provided questions or comments, students were given time to read each other's contributions and asked to initiate discussion based on a contribution of a peer. The peer review was important because reading other students questions helped students identify different perspectives of the podcast or allowed them see different opinions.

The second opportunity for discussion is on slide six. The students were divided into two breakout rooms, each with an instructor to help facilitate the discussion. They were instructed to discuss the ideas presented on slide six. After the allotted time, both groups returned to the main zoom space, and a designated spokesperson summarized the discussion from their breakout room.

Both of these activities align with The KU Center for Teaching Excellence's recommendations for generating classroom discussions.

Wrapping Up

Following the three opportunities for student engagement and discussion regarding the readings and extensions to the assigned readings, I provided a short lecture (slide eight and nine). In this short lecture I provided definitions of the continuum of approaches from professional-centered practice to family centered practice. I asked students to reflect on services they had observed or service delivery they had been involved with and place those services on the continuum. In slide nine, I provided resources for both continued learning and resources for introducing AAC to families.