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Pan-African Approaches to Teaching Geosciences: African Concepts & Principles

This mini-workshop explores the benefits of incorporating Pan-African concepts and principles into geoscience teaching. It examines how these ideas can support Earth systems thinking and develop action plans for future courses and activities.

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Pan-African Approaches to Teaching Geosciences: African Concepts & Principles

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  1. The benefits of pan african approaches to teaching the geosciences: african concepts & principles John warford, ph.d. Florida agricultural & mechanical university A mini-workshop facilitated AT THE 2018 Earth educatorS rendezvous university of kansas, LAWRENCE JULY 16TH, 2018

  2. Goals of this workshop • INTRODUCE AFRICAN WORLDWIEW CONCEPTS AND COSMOLOGICAL PRINCIPLES THAT ALIGN WITH EARTH SYSTEMS APPROACHES USED IN GEOSCIENCE TEACHING. • DISCUSS HOW THESE CONCEPTS AND PRINCIPLES MAY OR MAY NOT BE IN USE IN THE CLASSROOM AND THE RESULTS. • CONSIDER HOW THESE CONCEPTS & PRINCIPLES MAY SUPPORT CURRENT EARTH SYSTEMS THINKING & APPROACHES USED BY GEOSCIENCE TEACHERS. • DEVELOP ACTIONS PLANS THAT EMPLOY SOME OF THESE CONCEPTS AND PRINCIPLES IN FUTURE GEOSCIENCE COURSES AND ACTIVITIES. OR PRESENT IDEAS TOWARDS THE DEVELOPMENT OF A RUBRIC THAT ASSESSES CONCEPT LEARNING.

  3. PAN AFRICAN APPROACHES TO TEACHING THE GEOSCIENCES - A SERC TRAVELING WORKSHOP • HELD MAY 23-25, 2017 AT MOREHOUSE COLLEGE, ATLANTA, GEORGIA • THE SECOND OF THREE TRAVELING WORKSHOPS @ HBCUS SPONSORED BY THE SCIENCE EDUCATION RESOURCE CENTER– CARLETON COLLEGE • ALL THREE WORKSHOPS WERE CO-CONVENED AND ORGANIZED BY MEMBERS OF THE HBCU GEOSIENCE WORKING GROUP • WORKSHOP CONVENERS: DR. CYNTHIA HEWITTOF MOREHOUSE COLLEGE AND DR. BARB TEWSBURYOF HAMILTON COLLEGE

  4. THE 2017 PAN AFRICAN WORKSHOP OVERVIEW • "AFRICA IS INTERGRALLY LINKED TO THE UNITED STATES THROUGH THE IMPACT OF AFRICANS IN AMERICA AND AFRICAN AS A SOURCE OF MINERALS, AND OTHER MATERIALS, AND INTELLECTUAL RESOURCES. YET AFRICAN AMERICANS ARE UNDERREPRESENTED IN THE GEOSCIENCES, AND ATTRACTING AFRICAN AMERICANS STUDENTS TO THE GEOSCIENCES IS A CHALLENGE. THIS WORKSHOP FOCUSES ON DEVELOPING OPPORTUNITIES FOR STUDENTS TO LEARN GEOSCIENCE IN THE CONTEXT OF CULTURALLY RELEVANT QUSTIONS USING PAN AFRICAN APPROACHES. FACULTY FROM ALL DESCRIPTIONS WHO HAVE OPPORTUNITIES TO TEACH ABOUT EARTH AND AFRICA ARE INVITED…”

  5. WHAT IS PAN-AFRICANISM? • Pan Africanism is a worldwide intellectual movement that aims to encourage and strengthen bonds of solidarity between all people of African descent. Based upon a common fate going back to the Atlantic slave trade, the movement extends beyond continental Africans, with a substantial support base among the African diaspora in the Caribbean, Latin America and the United States. - OmotayoOloruntoba (December, 2012) • It is based on the belief that unity is vital to economic, social, and political progress and aims to “unify and uplift” people of African descent. • Q. So how does this link to learning and teaching geosciences?....

  6. HOW ARE some of PAN AFRICANISM’S CORE PRINCIPLES IN PRACTICE BENEFICIAL? • THE CORE PRINCIPLES: COLLECTIVE SELF-RELIANCE AND SOLIDARITY. • THESE CORE PRINCIPLES IN PRACTICE DEMAND BOTH KNOWLEDGE & PRACTICE THAT MANIFEST A DEEP UNDERSTANDINGS OF EARTH SCIENCE AND EARTH SYSTEMS ON A TANGIBLE LEVEL, GREATER INGENUITY & CONSERVATION, AND PRUDENT RESOURCE MANAGEMENT…. WHY? • FOR SURVIVAL & PERPETUATION OF AFRICAN PEOPLES – SEEN AS EXISTING BOTH AS A CONTINUUM AND A COLLECTIVE.

  7. A RATIONALE FOR THE BELIEF THAT AFRICAN CULTURAL PRINCIPLES & AFRICAN WORLDVIEW CONCEPTS HAVE SOMETHING TO OFFER GEOSCIENCE TEACHING • GEOSCIENCES ARE SYSTEMS-BASED, DYNAMIC (INTERACTIVE, MULTI-DIMENSIONAL AND TEMPORAL.) THEY ARE HOLISTIC IN COMPOSITION. • PAN-AFRICAN PERSPECTIVES ARE ALSO SYSTEMS-BASED AND DYNAMIC (IN THEIR AFRICAN EPISTEMOLOGIES, COSMOLOGIES AND PEDAGOGIES). THEY ARE ALSO HOLISTIC IN COMPOSITION. • IF WE ARE COMMITTED TO BEST PRACTICES AND METHODS, IT MAKES SENSE TO BOLSTER OUR CURRENT EFFORTS WITH THAT WHICH COULD INCREASE THE EFFICACY AND THE POTENCY OF OUR TEACHING, IN ORDER TO ENHANCE KNOWLEDGE & LEARNING, SKILLS & PRACTICE.

  8. CULTURAL UNDERPINNINGS • THE FOCUS HERE IS NOT ON THE INTELLECTUAL MOVEMENT OF PAN AFRICANISM, BUT ON THE AFRICAN WORLDVIEW, THE COSMOLOGICAL & EPISTEMOLOGICAL FOUNDATIONS, AND THE EDUCATION & SOCIALIZATION ELEMENTS THAT ARE PART OF THE CULTURAL ESSENCE OF AFRICAN PEOPLES THROUGHOUT THE DIASPORA. • DIASPORA – MEANS “SPREADING.” THE SPREAD OF A PEOPLE THROUGHOUT THE WORLD. ( ex. AFRICAN, JEWISH )

  9. HOW WILL THIS WORK? • WE WILL TALK ABOUT * WORLDVIEW * COSMOLOGY * EPISTEMOLOGY * WAYS OF LEARNING & KNOWING * ASPECTS OF THE AFRICAN EDUCATION AND SOCIALIZATION PROCESS * SUCCESSFUL ENGAGAGEMENT STRATEGIES • WE WILL ALSO CONSIDER * THE UNIQUENESS OF GEOSCIENCE THINKING * SYSTEMS & SYSTEMS CONCEPTUALIZATION & THE VALUE OF SYSTEMS TEACHING

  10. The african worldview • ONE OF THE THINGS THAT CULTURE DOES FOR ITS MEMBERS IS TO PRESENT THEM WITH A SYSTEMIC WAY OF ORDERING THEIR EXPERIENCES; THESE EXPERIENCES TOGETHER MAKE UP A PHENOMENAL WORLD– A WORLD PACK WITH COMPELLING STIMULI. • WORLDVIEW REFERS TO THE WAY IN WHICH PEOPLE MAKE SENSE OF THEIR SURROUNDINGS, MAKE SENSE OF LIFE AND OF THE UNIVERSE. • WORLDVIEW HELPS TO “INJECT” MEANING INTO LIFE; TO DETERMINE WHICH ARE MEANINGFUL EXPERIENCES AND WHICH ARE NOT.

  11. THE SUPREME VALUE IN TERMS OF THE AFRICAN WORLDVIEW IS “ TO LIVE LIFE ROBUSTLY.” THAT IS, TO LIVE LIFE WITH AS MUCH ENERGY AND AS FORCEFULLY AS WE CAN. - MARIMBA ANI(1980) • BECAUSE THE AFRICAN’S WORLDVIEW IS SPIRITUAL, AND THE UNIVERSE IS RICH & ALIVE, MUCH OF WHAT IS HAPPENING AND DOES EXIST IS EMBRACED BY BLACK PEOPLE AS UNSEEN WITH THE PHYSICAL EYE. • THIS IS NOT UNLIKE THE GEOLOGICAL & OTHER EARTH SYSTEMS PROCESSES OF OUR PLANET. WE DON’T SEE THEM UNTIL WE LOOK….. CLOSER… UNTIL WE INVESTIGATE. • LIVE LIFE FULLY, EXPLORE, DISCOVER… BE A GEOSCIENTIST!

  12. AFRICAN COSMOLOGY • COSMOLOGY – THE BRANCH OF PHILOSPHY DEALING WITH THE ORIGIN AND GENERAL STRUCTURE OF THE UNIVERSE, WITH ITS PARTS, ELEMENTS, & LAWS - ESPECIALLY WITH SUCH CHARACTERISTICS AS SPACE, TIME, CAUSALITY, FREEDOM. • THE EIGHT FORCES OF CREATION • KEYS ELEMENTS OF AFRICAN COSMOLOGY • HERMETIC PRINCIPLES • THE QUEST FOR BALANCE

  13. The eight forces of creation(THESE FORCES OPERATE IN A BINARY DYNAMIC) • MOVEMENT AND STILLNESS • SOLIDIFICATION AND FLUIDITY • EXTENSION AND CONTRACTION • UNITY AND DIVISION

  14. ELEMENTS IN AN AFRICAN COSMOLOGY • UNIVERSE – * SPACE * TIME * ENERGY * MATTER * CHANGE * NATURE • EARTH – * EARTH SCIENCE * GEOLOGICAL HISTORY * STRUCTURES *GEOLOGY * PLATE TECTONICS * OCEANS * GEOSPHERE * FUTURE • WEATHER – * CLIMATE * METEROLOGY *ATMOSPHERE * CLOUDS * SUNLIGHT * TIDES * WIND • NATURAL ENVIRONMENT – * ECOLOGY * ECOSYSTEMS * BIOSPHERE * RADIATION * FIELD * WILDERNESS * WILDFIRES • WATER – *HYDROSPHERE * RIVERS * SEAS * LAKES & STREAMS * FLOODS

  15. ELEMENTS IN AN AFRICAN COSMOLOGY • LIFE – * ORIGINS (ABIOGENSIS) * EVOLUTIONARY HISTORY * BIOSPHERE * HIERARCHY * BIOLOGY (ASTROBIOLOGY) * LIFE TIMELINES * HUMAN TIMELINES * ORGANISMS * EUKARYTA (FLORA, PLANTS) * FAUNA (ANIMALS) * FUNGI * PROTISTA * PROKAYOTES (ARCHAEA, BACTERIA) * VIRUSES • CELESTIAL REALM – STARS, PLANETS, MOON, COMETS, THE SUN • ANCESTRAL REALM – ANCESTORS, GOD(S), THE UNBORN • EARTHLY (HUMAN) REALM – COMMUNITY, FAMILY, SELF (CHILDREN TO ELDERS)

  16. HERMETIC PRINCIPLES • THE PRINCIPLE OF MENTALISM – THE ALL IS SOURCED FROM MIND, THE UNIVERSE IS MENTAL. • THE PRINCIPLE OF CORRESPONDENCE – AS ABOVE, SO BELOW. • THE PRINCIPLE OF VIBRATION – NOTHING RESTS (REMAINS STAGNANT); EVERYTHING VIBRATES (ALWAYS IS MOVING) INTERNALLY & EXTERNALLY. • THE PRINCIPLE OF POLARITY – EVERYTHING IS DUAL IN COMPOSITION, EVERYTHING HAS POLES AND ITS OPPOSITE MANIFESTATIONS – IDENTICAL IN NATURE BUT DIFFERENT IN DEGREE.

  17. HERMETIC PRINCIPLES • THE PRINCIPLE OF RHYTHM – EVERYTHING FLOWS OUT AND IN; ALL THINGS RISE AND FALL. • THE PRINCIPLE OF CAUSE AND EFFECT – EVERY CAUSE HAS ITS EFFECT; EVERY EFFECT ITS CAUSE. • THE PRINCIPLE OF GENDER – GENDER IS IN EVERYTHING; EVERYTHING HAS ITS MASCULINE AND FEMININE ASPECTS & PRINCIPLES. - GWYNELLE (1995); THE THREE INITIATES (1940) • PRINCIPLES ARE OFTEN SEEN ASLAWS, IN THIS CASE, LAWS THAT GOVERN THE UNIVERSE.

  18. THE QUEST FOR BALANCE • BALANCE IS A PLANETARY AND SYSTEMICALLY STABLE CONDITION, CREATED BY THE CANCELLATION OF NEGATIVE FORCES – WITH EQUAL OPPOSING POSITIVE FORCES. • BALANCE IS A STATE OF PHYSICAL, MENTAL, AND SPIRITUAL EQUILIBRIUM. • BALANCE IS THE PREFERRED STATE IN NATURE, HUMANS, & THE COSMOS. • IN KEMET (ANCIENT EYGPT) KNOWN AS – MAAT (HARMONY, RECIPROCITY, BALANCE, TRUTH, AND RIGHTEOUSNESS) • EQUILIBRIUM (BALANCE) IS MANDATORY TO THE LIFE OF ANY SYSTEM.

  19. AFRICAN EPISTEMOLOGY (WAYS OF KNOWING) • EPISTEMOLOGY – THE BRANCH OF PHILOSPHY THAT INVESTIGATES THE ORIGIN, NATURE, METHODS, & LIMITS OF HUMAN KNOWLEDGE. • ”SHOW ME THE WHOLE THING!” • CRITICAL PATH ANALYSIS • VISUAL AND SPATIAL LEARNING • IMAGERY & PATTERN RECOGNITION * (SYMBOLS & RHYTHM) • THE OBJECT MAY BE IMPORTANT BUT THE RELATIONSHIP IS EVERYTHING!

  20. ENGAGEMENT – KEY TO SUCCESS • THE FEATURES OF AFRICAN EDUCATION & SOCIALIZATION ARE ALL ABOUT ENGAGEMENT – ENGAGEMENT BASED ON CULTURAL NEEDS AND CULTURAL EXPECTATIONS. • METHODS, TOOLS, ACTIVITIES EMPLOYED, AND CONTENT DELIVERED, OF COURSE, WILL VARY. • PEDAGOGY – THE FUNCTION AND WORK OF A TEACHER; TEACHING; THE ART OR METHOD OF TEACHING.

  21. AFRICAN EDUCATION & SOCIALIZATION PROCESS • THE CONTENT OF AN AFRICAN EDUCATION AND SOCIALIZATION PROCESS INCLUDES AT LEAST THE FOLLOWING PARTS: • STUDY OF THE WHOLE HERITAGE & WHOLE LIFE OF THE COMMUNITY • STUDY OF THE SPIRITUAL SIGNIFICANCE OF EVERYTHING • STUDY OF HOW TO MAINTAIN HEALTH • STUDY OF THE WHOLE PHYSICAL ENVIRONMENT & ECOLOGY • BUILDING AN UNDERSTANDING OF MAAT (BALANCE) AND A COMMITTMENT TO IT.

  22. AFRICAN EDUCATION & SOCIALIZATION PROCESS • BUILDING STRONG COMMUNITY VALUES • BUILDING FUNDAMENTAL AND ADVANCED SKILLS • BUILDING STRONG SOCIAL BONDS • BUILDING A STRONG ETHNIC FAMILY IDENTITY • BULIDING RESPECT FOR ELDERS • BUILDING & MAINTAINING EFFECTIVE NURTURING SYSTEMS FOR CHILDREN • STUDY OF GEO-POLITICAL FORCES ASA HILLIARD (2002)

  23. CONSIDER IMPROVING ENGAGEMENT BY: • SHARING KNOWLEDGE AS SKILLSAND SKILLS AS KNOWLEDGE • TURNING YOUR STUDENTS INTO TEACHERS. (WHAT CAN THEY TEACH YOU IN EXCHANGE FOR WHAT YOU ARE ASKING THEM TO LEARN FROM YOU?) • TEACHING ROOT KNOWLEDGE. (WHAT ARE THE BASIC ASSUMPTIONS, DEFINITIONS, AND FOUNDATIONS AT THE CORE OF WHAT YOU ARE ASKING YOUR STUDENTS TO LEARN?. TAKE YOUR STUDENTS TO IT.) • ASKING. ASK THEM FOR HELP AND COOPERATION. (HOW CAN YOU BE THEIR PROFESSOR IF THEY DO NOT WANT TO YOUR STUDENT LEARNERS?)

  24. THE THREE WAYS PEOPLE LEARN • INFERENCE – IT STANDS TO REASON THAT STRONGER ROCK IS BETTER TO BUILD LARGE AND HEAVY STRUCTURES ON. THE STRONGER THE COMPOSITION OF THE GEOLOGICAL FORMATION, THE MORE SECURE THE BUILT STRUCTURE. (INFERENCE IS A CONCLUSION DRAWN OR A LOGICAL JUDGEMENT MADE BASED ON CIRCUMSTANTIAL EVIDENCE & REASONING. • OBSERVATION – I HAVE SEEN THE BENEFITS OF REDUCED INCIDENTS OF CATASTROPHIC PROPERTY DAMAGE AND LOST OF LIFE FROM MUD SLIDES SINCE OUR INITIATIVE TO PLANT MORE TREES AND INCREASE VEGETATION GROWTH ON OUR HILLSIDES BEGAN TWO YEARS AGO.

  25. THE THREE WAYS PEOPLE LEARN(CONT’D) • EXPERIENCE – I HAVE SUFFERED NUMEROUS FAILURES IN MY ATTEMPTS TO CONSTRUCT MORE FLOOD RESISTANT STUCTURES. I ATTRIBUTE THESE FAILURES TO MY PERSISTENT ATTEMPTS TO BUILD ON LIMESTONE GEOLOGICAL FORMATIONS, IN FLOOD PLAINS, AND IN AREAS NEAR OR AT SEA-LEVEL. • GEOSCIENCE THINKING & LEARNING REQUIRES THE USE OF ALL THE ABOVE THREE WAYS. • AND IN GENERAL LEARNINGREQUIRES THE ENGAGEMENT OF ALL THREE INTERDEPENDENT LEVELS OF BEING: THOUGHT, DESIRE, AND ACTION.

  26. PART OF OUR CHALLENGE AS TEACHERS • WE CAN TAKE STUDENTS FROM WHAT THEY SEE INTO WHAT THEY DON’T SEE, BUT IS THERE… TAKE THEM FROM KNOWN TO THE UNKNOWN. • AS TEACHERS WE CAN USE ALL THREE WAYS TO HELP OUR STUDENTS LEARN… DETERMINE WHERE YOU STUDENTS ARE TO HELP THEM GET TO THE NEXT STEP. ITS NOT A REASONABLE EXPECTATION FOR US TO BELIEVE STUDENTS WILL SEE THE BIG PICTURE RIGHT AWAY BECAUSE YOU AND I CAN SEE IT AND TRY TO PAINT IT FOR THEM. • WE OFTEN HAVE THE ABILITY, IF NOT NEED, TO TAP INTO A STUDENT’S INDIVIDUAL VALUE SYSTEM TO SPARK THEIR MOTIVATION TO LEARN.

  27. cultural ways of knowing • COUNTING AND MEASURING • IMAGERY & PATTERN RECOGNITION • TRANSCENDENCE • CODE • THE DOMINANT METHOD USED BY ANY ETHNIC GROUP IS DETERMINED BY THAT GROUP’S COLLECTIVE VALUE SYSTEM. EDWIN J. NICHOLS (2011)

  28. Geoscience thinking • “The methods and ways of thinking that are intrinsic to Earth science differ in important ways from the experimental procedures that are commonly taught in schools as the scientific method. Hypothesis testing in geosciences relies on compiling multiple lines of observations and modeling. Geoscience thinking involves working with deep time, understanding the Earth as a complex system, spatial reasoning, and directobservations of the Earth in the field.” Teaching the Methods of Geoscience, An InTeGrate Workshop at Montana StateUniversity June 27-29, 2012

  29. WE KNOW ALL SYSTEMS HAVE… • ELEMENTS • INTERCONNECTIONS (LINKAGES) OF…. • FUNCTIONS (WHAT THEY DO) • PURPOSES (WHY THEY EXIST) • FLOWS OR DYNAMICS (THE NATURE OF MOVEMENT) IN DEGREE & KIND • SPATIAL BOUNDARIES OR DIMENSIONS • TEMPORAL LIFESPANS

  30. Earth systems Conceptual frameworks • WE WANT OUR STUDENTS TO BE ABLE TO UTILIZE THESE FOUR FRAMEWORKS. TEACHERS HAVE THE RESPONSIBILITY TO DETERMINE THE NEEDED SCOPE & SEQUENCE OF WHAT IS TAUGHT. • EARTH SYSTEMS PERSPECTIVE • EARTH SYSTEMS THINKING SKILLS • COMPLEXITY SCIENCES • AUTHENTIC COMPLEX EARTH ENVIRONMENTAL SYSTEMS HANNAH SCHERER, et al. (2017)

  31. Teaching systems thinking – integrate pages • SEVERAL EFFECTIVE STRATEGIES FOR TEACHING SYSTEMS THINKING HAVE BEEN IDENTIFIED BY CUTTING EDGE AND INTEGRATE WORKSHOP PARTICIPANTS, INCLUDING USING: • COMPUTER MODELING • INQUIRY USING MULTIPLE PRESENTATIONS • ROLE PLAYING • CONCEPT MAPS • CASE STUDIES • Q. COULD YOU USE ANY OF THESE METHODS MORE?

  32. SOME PARTICIPANT CONTRIBUTIONS FROM THE 2017 PAN AFRICAN APPROACHES WORKSHOP • BARB TEWKSBURY, GEOSCIENCES, HAMILTON COLLEGE / ESSAY: WHY GEOSCIENCE?... IN THE CONTEXT OF SOCIETALLY & CULURALLY RELEVANT QUESTIONS / SYLLABUS: SYLLABUS FOR GEOLOGY AND HUMAN EVENTS IN N. AFRICA AND THE MIDDLE EAST • RUTH DEIKE, EXECUTIVE DIRECTOR, ROCK DETECTIVE GEOSCIIENCE EDUCATION / ESSAY: PAN-AFRICAN PROBLEMS AND WHAT THEY CAN TEACH AFRO-AMERICAN STUDENTS

  33. K. SOLOMON ISIORHO, GEOSCIENCES, INDIANA UNIVERSITY & PURDUE UNIVERSITY / SYLLABUS: PHYSICAL SYSTEMS OF THE ENIVORNIMENT • MINTESINOT JIRU, NATURAL SCIENCES, COPPIN STATE UNIVERSITY / SYLLABUS: PHYSICAL SYSTEMS OF THE ENVIRONMENT • ONESIMUS OTIENO, BIOLOGICAL SCIENCES, OAKWOOD UNIVERSITY / SYLLABUS: EARTH AND SPACE SCIENCES • DAVID PADGETT, GEOGRAPHIC INFORMATION SYSTEMS, TENNESSEE STATE UNIVERSITY / SLIDE PRESENTATION: BLOOD DIAMONDS • DAVID SINGER, GEOLOGY, KENT STATE UNIVERSITY / SYLLABUS: ENVIRONMENTAL EARTH SCIENCES

  34. SARA STONE, SCIENCE EDUCATION, HARVARD UNIVERSITY / ESSAY: PLANETARY HEALTH • CHRISTY VISAGGI, GEOSCIENCES, GEORGIA STATE UNIVERSITY / ACTIVITY: GEOLOGY AROUND THE WORLD • ZIPANGANI VOKHIWA, MATHEMATICS, SCIENCE, & INFORMATION, MERCER UNIVERSITY / SYLLABUS: ENVIRONMENTAL IMPACTS AND LIVING SYSTEMS • JAMES YOUNG, EDUCATION, CLARK ATLANTA UNIVERSITY / ESSAY: GEO-SCIENCE: CULTURAL LEARNING, INTROSPECTION, AND PEDAGOGY • JOHN WARFORD, GEOGRAPHY & HUMAN / EARTH STUDIES, FLORIDA A&M UNIVERSITY / ESSAY: SOME CONCEPTS & PRINCIPLES EMBEDDED IN…

  35. ACTION PLAN TEMPLATE • NAME INSTITUTION WORKSHOP TITLE • KEY FOCUS - WHAT IS THE FOCUS OF THE WORK THAT IS BEING INFORMED BY THE WORKSHOP? (THIS COULD BE A STATEMENT OF YOUR OVERARCHING GOAL OR CHALLENGE.) • GOALS – WHAT NEEDS TO BE ACCOMPLISHED? • SUCCESS – HOW WILL YOU DETERMINE THAT YOU HAVE SUCCESSFULLY REACHED THE GOALS YOU SET? • MAJOR ELEMENTS– WHAT ARE THE MAJOR ELEMENTS OF WORK THAT WILL BE INVOLVED IN ATTEMPTING THOSE GOALS? HOW WILL DO THIS WORK?

  36. ACTION PLAN TEMPLATE(CONTINUED) • TIMELINE AND ASSIGNMENTS– WHEN WILL TASKS BE ACCOMPLISHED AND WHO WILL COMPLETE THEM? • WHO ELSE NEEDS TO BE INVOLVED IN THE WORK AND HOW WILL YOU ENGAGE THEM? • OTHER QUESTIONS TO THINK ABOUT – DESCRIBE WHY THIS COURSE OF ACTION IS A GOOD STRATEGY IN THE CONTEXT OF YOUR INSTITUTION / DEPARTMENT / PPROGRAM. • WHAT CHALLENGES DO YOU ANTICIPATE?

  37. WHO YOU CALLIN’ A “RUBRIC”? • RUBRICS – MULTIDIMENSIONAL SETS OF SCORING GUIDELINES THAT CAN BE USED TO PROVIDE CONSISTENCY IN EVALUATING STUDENT WORK. • RUBRICS ARE USED FROM THE INITIATION TO THE COMPLETION OF A STUDENT’S PROJECT… THEY ALSO HELP TEACHERS AUTHENTICALLY MONITOR A STUDENT’S LEARNNG PROCESS AND DEVELOP AND REVISE A LESSON PLAN. • TWO COMMON TYPES OF RUBRICS: TEAM & PROJECT RUBRICS. WWW.EDUTOPIA.ORG

  38. CONTACT INFORMATION • JOHN WARFORD, PH.D. (850) 321-7482 johnwarford07@gmail.com and john.warford@famu.edu • PLEASE STAY IN TOUCH…

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