Seminar Planning Sheet Seminar Title: ______Team Members: ______Seminar Date: ______
Expectations What will serve as Evidence Team Tools Selected/Constructed
Seminar: The seminar team designed Seminar reflects concepts contained in the following course readings / links: a seminar rooted in Mortimer Chapter 1 from The Paideia Program: An Educational Syllabus by Mortimer Adler (handout) Adler's concept of a seminar and http://www.library.american.edu/staff/reece/adler/schools.html relevant with respect to the core topic http://www.cooperativeindividualism.org/adler_on_learning.html and reading. http://dante.udallas.edu/edu3148/Spring_2006/seminars.htm http://www.authenticeducation.org/documents/WhatSeminar04.pdf In addition, seminar reflects ideas/facts contained in advanced material supplied by course instructors – For Fall [Team Accountability] 2010, the advanced material will be distributed in class.
Selection/Relevance/Quality of As a team, the seminar leaders present substantial, authoritative research during presentation of information, Research : The seminar team distribute materials that reflect substantial, authoritative research, and respond to questions in a way that reflects designed a seminar supported by knowledge and understanding of substantial, authoritative research. substantial, authoritative research from a) several perspectives; b) “Individually” the seminar leader(s) reflect an outstanding understanding of the topic. The individual, while legitimate authority; and c) a performing his/her role, during the seminar uses relevant terminology easily because he/she is confident of the terms synthesis and reasonable and concepts. Understanding of the topic is more extensive than that presented…as reflected in the person’s interpretation of multiple sources of willingness and ability to answer questions, add stories and examples to further clarify points in the discussion. data and information
[Individual/Team Accountability] Expectations What will serve as Evidence Team Tools Selected/Constructed
Clear Focus: The seminar team Goals are submitted and approved before midterm. Seminar reflects goals and collects evidence to determine goal constructed clearly articulated achievement. Pre-assessment and post-assessments reflect goals. seminar goals/objectives whose achievement could be Seminar Team creates clear objectives for the seminar and provides seminar participants with informational and accomplished and evaluated by organizational materials appropriate for achieving objectives. Seminar Team presents the objectives explicitly the seminar team based on during the seminar or has them readily available. Objectives are clear and precise statements of what participants appropriate material selected will be expected to do by the end of the seminar, what evidence will be collected by which to analyze achievement of for, distributed to, and seminar objectives, and indicators of pre-determined roles and responsibilities. collected from participants during the seminar.
[Team Accountability]
Pre-Post-Assessment: The seminar Pre-assessment and post-assessments are based on seminar goals – with a clear means of collecting information of team designed a pre- prior knowledge and attitudes from participants. Used in evaluating seminar. assessment and a post- assessment for the seminar The Seminar Team constructs and administers a pre-assessment that determines prior knowledge, attitudes, or that served to inform the misconceptions of seminar participants with respect to issues that will be raised during the seminar – and in seminar team of relevant prior alignment with goals and objectives of the seminar. Data from the pre-assessment is collected and used in the knowledge and/or attitudes of seminar evaluation. seminar participants. Data from the pre-assessment and the post-assessment was collected and used in the seminar evaluation.*
[Team Accountability]
Timing/Pacing: The seminar team Seminar team plans a seminar that designed a seminar that engaged participants in at least 40 minutes of A. Establishes seminar rules and a positive climate within a well-defined time frame focused and thoughtful dialogue, B. Identifies group and individual goals for participation provided at least 10 minutes after the C. Transmits substantive and authoritative research information essential to the seminar discussion in no seminar for seminar evaluation, and more than about 15 minutes of an 80 minute seminar period maintained an appropriate pace D. Balances the use of time…with about 15 minutes of presentation and 40 plus minutes of seminar during the seminar. discussion, and about 10 minutes for seminar evaluation. [Individual/Team Accountability] E. There is a natural, purposeful flow to the seminar; yet, a good pace is kept.
Dialogue: The seminar team selected Seminar team uses a well-planned strategy to engage “all” participants in thoughtful dialogue – and participants, in and implemented a Seminar fact, engage in thoughtful dialogue (not debate and not just general discussion) for at least 40 minutes. Seminar Participation Strategy that leaders have prepared a set of thoughtful questions to stimulate and guide seminar discussion. Questions are intended promoted, guided, and recorded to stimulate discussion and to explore a variety of perspectives rather than to secure the “right” answers. In addition, thoughtful dialogue aimed at the seminar team listens for insights offered during the discussion – and responds to insights offered by offering achieving the seminar structures in which to examine and evaluate insight. The seminar team guides and monitors a focused goals/objectives among seminar “conversation” – among participants, each of whom is given opportunity to make serious contribution. The seminar participants. team does not simply promote “one” idea – “one” way – or “one” conclusion – instead the team offers opportunity for each participant to gain insight. Team organizes environment by rearranging furniture, putting up posters, [Team Accountability] creating displays, offering simple snacks…whatever. The environment offers all members equal opportunity to be seen and heard…and supports the objectives of the seminar. Team provides clear instructions for seminar participation. Expectations What will serve as Evidence Team Tools Selected/Constructed
Evaluation: The individual members Each member of the seminar team submits of the seminar team submitted two 1. Team Assessment Form with names of each team member (including self) evaluation documents that together 2. Reflective Essay that evaluates seminar essay with respect to three specific criteria: 1) the degree to which served to evaluate the seminar. the seminar achieved / did not achieve its goals based on data collected and analyzed; 2) strengths and weaknesses of the completed seminar; and 3) changes that would improve the seminar if it were to be Each member of the seminar offered again. team submitted an evaluation of each team member ((including self) using the self/team assessment form. Each member of the seminar team evaluated the implemented seminar in a reflective essay with respect to three specific criteria: 1) the degree to which the seminar achieved/did not achieve its goals based on data collected and analyzed; 2) strengths and weaknesses of the completed seminar; and 3) changes that would improve the seminar if it were to be offered again.
[Individual Accountability]
Advance Material: Optional Seminar leaders provide advanced material to the students. Material is directly related to the goals/objectives of the seminar. The material requires a reasonable amount of time (less than 2 hours).
[Only If Needed and/or Desired] To See information at Seminar Portfolio document the seminar, each team may submit a Seminar Portfolio that includes evidence of seminar planning, implementation, and evaluation -- click to see detailed information if the Seminar Team chooses to submit a Seminar Portfolio.
[Individual/Team Accountability]