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DAP for College Students: Creating a Caring Community of Learners in the Higher Education Classroom

Click to listen to this session: DAP_for_College_Students_Creating_a_Caring_Community_of_Learners.mp3

Presenters:

Amy Davis amy.davis@nscce.du

Nancy Ledbetter nancy.ledbetter@nscc.edu

Nashville State Community College

Handouts on Online NAEYC PDI Site

Outcomes

á                 Examine benefits and concretes strategies for building positive relationships and supportive environments for students in the higher ed classroom

á                 Examine how to crea

Creating a Caring Community of Learners

á                 Valued members of the community

á                 Relationships

á                 Respect and accountability

á                 Physical environment

á                 Psychologically safe

1.     Valued members of the community

a.      Each member of community is valued by others

b.     By observing and participating in community, learn about selves and word

c.      Unique strengths

d.     Respect, contributions, constructive relations

2.     Examples of assignments: Valued members of the community

a.      Poster with pix of all ss w name cards ($12 Walmart)

b.     Student profile online course (name, taken online before, concerns, degree working towards, any other info important for me t know about you? Anything else?

c.      Personal museums. 10 min presentation. Artifacts

d.     Sharing table

e.      One thing from your culture, or handout worksheet Things from my cultures

f.       ChildrenÕs booksÉthemes from childhood, e.g., Read Rox a Boxen and post a reflection on whiteboard.

g.      Family Heritage Profile: what do you like others to know about your background

h.     Choose a book that reflects who YOU are and reflect on why

i.       Temperament Treasure Hunt

j.       Display and review of projects: First Then Schedule. Documentation. Prop box. Peer review documentation board with rubric discussion.

k.     Sharing work online. Photo of science project

3.     Relationships

a.      Relationships are important context thru which children develop and learn

b.     Children construct their understandings about the world around them thru interactions w other members of community (both adults and peers).

c.      Opportunities to play together

d.     Relationship resources:

                                                   i.     Building positive relationships with adult learners.

                                                 ii.     Positive deposits into childÕs emotional piggy bank

                                               iii.     www.csefel.vanderbilt.edu Preschool Module 1 PPT

4.     Examples: Relationships

a.      Instructor introductions. Text and photos PDF.

b.     Intro in Prezi. 25 things about me. Now tell 25 things about you. Keep dialog going on paper.

c.      Developing relationships on line

                                                   i.     Active learning assignments

                                                 ii.     Variety of teaching strategies

                                               iii.     Documentations notes on students (preferred name, bg info)

                                                iv.     Frequent individualized communication via email, feedback on assignments

d.     Online intro:

                                                   i.     WhatÕs in? WhatÕs out?

                                                 ii.     WhatÕs hot WhatÕs not?

                                               iii.     WhatÕs inspiring? WhatÕs humdrum?

                                                iv.     WhereÕs home? WhereÕs your escape?

                                                  v.     If money wasnÕt an option, IÕd beÉ

e.      Get permission to post profile picture to whole class

f.       Getting to know you dice game: 6 questions. Roll dice; show on doc cam

g.      Ending reflection

                                                   i.     What is one thing that is important for me to know about you? example from student: I had a heart transplant

h.     Sharing meals (salad bar)

i.       Bubbl.us reflection

j.       Wordle reflection

5.     Respect and accountability: Each member of the community respects and is accountable to the others to behave in a way that is conducive to the learning and well-being of all.

a.      Develop responsibility and self-regulation.

b.     Teachers responsible for all children under supervision, monitoring, anticipating

c.      Listen to acknowledge feelings respond with respect that ss can understand, guide ss to resolve conflicts

d.     Instructors demo high levels of responsibility and self-regulation

6.     Examples: Respect and accountability

a.      Helper Chart with pictures of students, place pix in task slots

b.     Gallery walk, e.g,, interactions with children

c.      Conflict style assessment: Take the Conflict Management Style Assessment

                                                   i.     Online: Reflective activity: examining self.

d.     ItÕs your problem now. Every table has a different problem. Small group discussion, write on paper. Then pass paper to another group.

e.      Student-defined project-based exams. Final project, e.g. develop a tool to help families with social-emotional

f.       Scripted stories for adult learning. I CAN succeed in ECED 1010.  Created a book with photos of students, spiral bound. Told the story in circle time.

                                                   i.     I can bring a positive attitude to class.

                                                 ii.     I can come on time ready to learn.

                                               iii.     I can read the syllabus.

                                                iv.     I can return quickly from our 5-minute break

                                                  v.     If I feel out of sorts, I can manage my emotions and behavior, staying focused on class until the end. (even if IÕm tired, distracted, worried)

                                                vi.     I can laugh and have fun and still learn

                                              vii.     I can communicate with my instructor on any concerns or questions.

                                            viii.     These students are graduating and I can too.

7.     Emotional intelligence

a.      Article: Are you a highly qualified emotionally intelligent early childhood educator? Young Children, May 2008.

                                                   i.     Reflective questions. Have students read and reflect in a journal assignment with rubric.

                                                 ii.     Do you take time regularly to assess your emotional level: If so, how often

                                               iii.     What routine can you establish to do so.

b.     Becoming emotionally literate

                                                   i.     Identifying teaching moments

                                                 ii.     Friendship skills

                                               iii.     Emotional literacy

                                                iv.     Prob-solving

                                                  v.     Anger mgmt

                                                vi.     CSEFL website: Pyramid model. Feeling charts with facial expressions. Developed more fac expression cards.

c.      Emotional piggy bank.

                                                   i.     Think about your emotional Òpigy bnkÓ How ould you desribe it at this time in your life? Is it full? Is it empty? Its it half-full? Is it cracked? Is it overflowing? How do you fill your emotional piggy bnak Writ a paragraph describing your emo p.b

                                                 ii.     How Full Is Your Bucket? Tom Rath  & Donald. Clifton (for business)

                                               iii.     How Full Is Your Bucket? For kids. Concept of

1.     Bucket filler

2.     Bucket dipper

                                                iv.     Feeling Bingo and other activities from www.csefel.vanderbilt.edu

d.     Emotional Literacy Game

                                                   i.     30 faces from MS clip art

                                                 ii.     Name that emotion: think quick and check your emotional vocabulary

                                               iii.     Each group has a dry erase board 15-20 seconds. Timer goes off. All words written on paper. Builds emotion words. Type up. Which are appropriate to use with children.

e.      Representing emotions: sculpt something about how you are feeling today or a hat.

f.       Emotions worksheet.

8.     Physical Environment: design and maintain the physical environment to protect health & safety of learning community members, support physiological needs for activity, sensory. Schedule supportive, beautyÉ

a.      Arrangement of space for different activities

b.     Class organization: Sign in/out, folders, name cards, handouts. (as for kids)

c.      Helper Chart. TodayÕs helpers. Photos put on 8x11 frame. Clean-up, distribute stuff

d.     Arrival activities schedule: beginning activity

e.      Visual agenda. Different types of schedules. Whiteboards, magnetic cards.

f.       Grouping strategies. Matching scrunchies. Find your sole mate (shoe size).

g.      Planning for engagement

h.     Accessible materials online

9.     Feeling psychologically safe (MaslowÕs hierarchy of needs) relaxed, secure, comfortable, enjoyment, engagement, orderly, culture changing, point of view, home language, predictable, community, learning,

a.      Interactions

b.     Teachers foster

c.      Teacher ensure

d.     Home language and culture

10.  Examples for helping students feel psychologically safe

a.      Raised by poems. (students write poem)

b.     Online: weekly emails with checklist

c.      1-2 page printable paper in online listing all due dates

d.     Explicit clear directions and grading rubrics.

e.      Ground rules for class discussion and interactions

                                                   i.     Come with a good attitude

                                                 ii.     Be open to learning

                                               iii.     Respect others

                                                iv.     Stay on topic

                                                  v.     Avoid distracting behaviors

                                                vi.     Be quiet when you need op avoid talking when others talk

                                              vii.     Give others opportunity to share and take turns.

f.       Taking stock: What has gone well for you, what do you eel good about, any questions aboutÉ

g.      Learning about the code of ethics. Work as a professional. NAECY resources

h.     Promoting engagement

i.       Group presentations. Help ss set ground rules.

j.       Color-coded sign-up sheets

k.     Timers and visual supports

l.       Beginning and ending reflections

m.   Love Water:

                                                   i.     3 cups: empty Love cup, full Self (You) cup, full Others

                                                 ii.     Others have shown to you, tell about it, pour water into Love cup

                                               iii.     YouÕve shown love, tell, pour water into Love cup.