A keynote presentation by Michelle Pacansky-Brock shared at Mohave Community College's Learning and Teaching with Technology Expo.

1. “Can’t You Just
Lecture to
Me?”
Strategies for Supporting
Reluctant Students when
Implementing New
Pedagogical Models
Michelle Pacansky-Brock
www.TeachingWithoutWalls.com
Twitter: @brocansky
brocansky@gmail.com
Image by Interrobang, CC-BY-NC-SA 2.0

2. Your
Goody Bag!
http://tiny.cc/Lecture

3. Images copyright Laurie Burruss, used with permission.

4. Image by: dbeck03 on Flickr

9. This is not what you expected.

10. by Lunda DiRimmel on Flickr

12. Check In

14. Images copyright Laurie Burruss, used with permission.

15. Learning 2.0 is
teaching with emerging technologies.
Pedagogy
How tool(s) supports
your learning
objectives.
Mechanics Student
How to use
tool(s). Success
Community, scaffolding,
supporting diverse
needs, continuous intake
of feedback.

16. teaching wi! emerging technologies
the golden rule
If you don’t believe your
students can do it,
you’re right.

17. building a foundation for
Student Success
1. Community
2. Privacy
3. Access
4. Scaffolding
5. Feedback

18. building a foundation for
Student Success
1. Community
2. Privacy
3. Access
4. Scaffolding
5. Feedback

19. By Thomas Hawk on Flickr

20. What is
community?
By Thomas Hawk on Flickr

21. what is
community?
articulate
&
model

22. Develop and share
community
groundrules.
Sample Community
Groundrules
http://goo.gl/sfD6d

23. community
groundrules
1. What is a commmunity?
2. As a community member, you agree to...
3. Additional Groundrules...(student code of conduct)
4. What happens if a member violates a groundrule?

24. safety
trust
By Thomas Hawk on Flickr

26. ingredients for
Student Success
Community
2. Privacy
Access
Scaffolding
Feedback

27. by Phil H on Flickr

28. by respres on Flickr

29. Student Privacy
1. Understand each tool’s privacy options.
2. Inform students who has access to their
contributions.
3. Have student agree to these conditions.
4. Demonstrate the learning benefits.
Student Privacy
Tips (PDF) 5. Offer options.
http://goo.gl/nVGP0
6. Do not share grades.
7. Stress the importance of logging out.

30. Conditions of Participation
what you need to know about
social media & privacy
In this class, you will be expected to use a variety of social media tools. This will
involve creating free accounts on several sites and making contributions with them.
Openly inform The guide below indicates the privacy settings that will be used for each tool in
this class. You will be asked to agree to these conditions in the first week of the
students about who class through an online survey.
will have access to VoiceThread Google Twitter
their work. Docs
Overview of Has full spectrum Has full spectrum All tweets are public
of privacy options: of privacy unless you use a
the tool's secure, semi- options: secure, protected account.
privacy private, and public. semi-private, and
public.
setting
Student Privacy options.
Tips (PDF) Privacy Secure. The Semi-private. Public. If you use
http://goo.gl/nVGP0
VoiceThreads in Content is only Twitter to participate
settings used which you will viewable by in our backchannel
in this class. participate are those who have in this class (an
viewable only by the link to the encouraged but
members of our site. Will not be optional activity),
class. found through a your tweets will be
web search. public. Protected
accounts will not
work.

31. 5. offer
options
• Not comfortable • Select an image that
sharing a portrait and/ represents something
or full name? about you
• Use a first name/last initial
or pseudonym

32. ingredients for
Student Success
Community
Privacy
3. Access
Scaffolding
Feedback

33. Do My Student Have the
Required Equipment?

34. Are Campus Labs Equipped to
Provide Access to Tools?
Is There a Mobile App?
Is Content Accessible to All?

35. Survey Your Students!
Week One
Identify access gaps.
Identify special accommodations.
Evaluate student feelings/attitudes.

36. Survey Your Students!
Week One
Identify high-risk students.

37. • Google Form ➡
• Survey Monkey
Assess student needs,
access to technology,
feelings/attitudes.
Student Survey
Template
http://goo.gl/pjEd9

38. Privacy Tip #3!

41. In one word, describe how you are feeling about this class.

42. In one word, describe how you are feeling about this class.

43. In one word, describe how you are feeling about this class.

44. ingredients for
Student Success
Community
Privacy
Access
4. Scaffolding
Feedback

45. learning
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.

46. learning
students
actual potential
development development
level level
instructor
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.

47. learning
students
actual potential
development development
level level
instructor
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.

48. learning
students
actual potential
development development
level level
instructor
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.

49. learning
students
actual potential
development development
level level
instructor
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.

50. • Account creation, familiarization of tools. Identify high risk
Week 1-3 students and follow up. Include low risk activity/ice
breaker. This is a challenging period!
Week 3-4
Weeks 5-8
Weeks 9-17

51. • Account creation, familiarization of tools. Identify high risk
Week 1-3 students and follow up. Include low risk activity/ice
breaker. This is a challenging period!
• Increase expectations, foster norms. Be active,
Week 3-4 supportive contributor. Students begin to feel
confident in tool use, norms begin to coalesce.
Weeks 5-8
Weeks 9-17

52. • Account creation, familiarization of tools. Identify high risk
Week 1-3 students and follow up. Include low risk activity/ice
breaker. This is a challenging period!
• Increase expectations, foster norms. Be active,
Week 3-4 supportive contributor. Students begin to feel
confident in tool use, norms begin to coalesce.
Weeks 5-8 • Begin to introduce intermediate tool skills.
Group work, collaboration.
Weeks 9-17

53. • Account creation, familiarization of tools. Identify high risk
Week 1-3 students and follow up. Include low risk activity/ice
breaker. This is a challenging period!
• Increase expectations, foster norms. Be active,
Week 3-4 supportive contributor. Students begin to feel
confident in tool use, norms begin to coalesce.
Weeks 5-8 • Begin to introduce intermediate tool skills.
Group work, collaboration.
• Advanced applications of tools,
Weeks 9-17 student-generated content.

54. Week 2 Facilitation: be supportive and
encouragement, communicate norms and expectations

55. Week 4 Facilitation: Increase expectations, foster
norms, be active contributor.

56. ingredients for
Student Success
Community
Privacy
Access
Scaffolding
Feedback

57. Build In Opportunities for Student Feedback

58. Build In Opportunities for Feedback

59. Build In Opportunities for Feedback

60. by Valerie Everett on Flickr