Scope It Out, by Mead Wyman

In planning your study group course, it is important to give careful consideration to scope.  Scope here means the extent of the material that you intend to cover in the course.  Frequently, in our enthusiasm for the subject that we will address, we want to include more information than we can properly handle in the class sessions—and more than the study group members (SGM’s) can absorb.  It can also happen that too narrow and limited material can be chosen, with resulting negative consequences.  The first time through a course on the history of the Silk Road, I tried to include substantially more material than the study group could digest.  We covered fifteen centuries, far too much geography, containing a host of tribal nation states which were constantly changing, and coverage of politics, culture , religion, art, technology, trade, etc., etc.  It probably sounds much worse than actually was the case, but we’re trying to make a point here.  The second pass through the Silk Road course was dramatically better as a result of carefully considering scope in terms of overall course objectives and capacity of the study group members.

Scoping is important because of the imprecision around the class time required around a discreet portion of the course material.  The interest level of the SGM’s is also variable.  In the planning stages, it is not possible to squeeze out all the uncertainties, but by thinking through the course material with respect to how it will fit into class time, one can better balance material covered with available time.  It is important to consider the amount and nature of the course material at both the course level and on a class by class level.  Here it is possible to find that because of constraints at the class level, certain topics will have to be eliminated at the course level.  In the end, because all uncertainty cannot be eliminated, experienced SGL’s learn to plan flexibility in their class content.

One of the more satisfying aspects of study group leadership is the possibility of finding a rich, new area for study group exploration, and developing a course around the subject. In this case, considering scope is very important.  Similarly, for first time study group leaders (SGL’s), addressing scope is of upmost importance.  Even veteran SGL’s need to address scope as a standard procedure in their course planning process.

What’s in a Name?

WHAT’S IN A NAME?

By Peter Kugel

Have you ever noticed how much better a study group “feels” when the SGL knows everybody’s name (including yours)?  Not only does it give you the feeling that the SGL cares about you.  When the SGL uses people’s name, the “students” get to know each other’s names and that encourages more conversation, not only in class but during breaks and afterwards.

Last semester, I was surprised when, on the first day of class, the SGL took attendance before the class started, not by reading the class list and asking people to say “here” of they were, but by just looking around the room.  I wondered how that was possible since I assumed that he didn’t know everybody in his study group.  (I thought about it and I think I know how he managed it.)

(Can you guess how he might have done it before you read further?)

At HILR, you can get what I got when I taught classes at Boston College – a list of the members of your study group with pictures – from the HILR website.  To get it, go to the third page of your class website and list all the class members.  Then put that on a Word document together with the pictures you can get by looking each of them up the Members page of the website.  (That takes a bit of effort, but not all that much.  Not everyone has a picture on the website but most people do.  If you wanted to, you could use a digital camera, your telephone or your iPad to photograph the rest.)

(A thought: I wonder if the Technology Committee or Greg can cobble together an app that would generate such a list automatically.)
I think that having such a list of pictures and names would help improve our study groups but it wouldn’t be enough for me.  I have always had a dreadful memory for people’s names and it hasn’t gotten any better as I have gotten older.  So I could use something that Lee Warren suggested at the excellent presentation she gave in the Grossman Common Room on February 7th – “tents” or folded over index cards with student names written on them (in large type).  Each study group member puts their tent on their “desk’ in front of them where the SGL can see it.  There might be problem for some people because the space on the “desks” is small in most of the rooms (those without big tables) but I would find them helpful.  And, if names were written on both sides of the tent, study group members could more easily learn each other’s names.

What do you think?

Uncomfortable Moments in Study Groups, by Ross Neisuler

HILR people want to experience HILR as a diverse community whose members have very different backgrounds and outlooks — and gradually we are broadening our membership. But with more diversity in politics, religious beliefs, country of origin, color, sexual orientation and disabilities, we can expect some difficult moments in study groups when stereotyping or language or circumstances cause some to bristle or feel left out and/or uncomfortable. When not dealt with effectively, such events can fester and lead to trouble recruiting or retaining members who perceive themselves to be unlike most of us in some way. How can such moments be dealt with tactfully and in ways that are not “preachy,” become sensitive “teachable moments,” strengthen the study groups and still not dampen candor, dynamism and free expression?”

Discussion or Dialogue by Barbara Carlson

The essence of  the study group experience at HILR is to create a forum in which each SGM brings his or her skills and perspectives to the classroom experience. We usually can characterize this contribution as discussion or dialogue.

Many of us are familiar and comfortable with discussion as a component of conversation at HILR. In discussion, we  add our own views to a conversation. We raise our hands hoping, indeed expecting, that the SGL will call on us.  Our points may be well taken and even advance the overall knowledge of the whole group, but we have missed out on the collaborative experience of a dialogue.

When  dialogue takes place, Study Group Members (SGMs) listen carefully, respect the speaker, and  suspend their own beliefs. They open themselves to the group member who is speaking and address Inquiries and comments  to the speaker rather than SGL.  The speaker yields to another member who may enlarge upon, clarify, or express a different way of seeing the material.  Points of view are posed, questioned, clarified, and agreed or disagreed upon.  The conversation has moved. Everyone has enjoyed the process and there is genuine intellectual and emotional connection among members.  All have collaborated in a learning experience that they have built together.

Dialogue is collaborative and congenial.  It has been likened to jazz, where each player takes something  from his predecessor, acknowledges it, plays back his version, and the dialogue builds as more instruments join the conversation.

If we are disappointed in a study group, (one in which we anticipate conversation), it is often  because the  participatory learning situation  described above is not anticipated, set up,  or provided for by the leader – or even expected by the study group members.  As HILR members we assume we are similarly intelligent, educated, and highly achieving people. But  it is possible that skills necessary for conducting participatory learning sessions (study groups) are different skills that many of us have previously encountered.

We are fortunate that  HILR can help develop the very skills  involved in dialogue or participatory learning for Study Group Leaders and SGMs alike.  We have members who possess and employ these skills and  we cab sudy our exemplars.  The Curriculum and TLC Committees often give workshops built around these skills.  Easily accessible (and detailed) information is posted on our HILR website, and personal experiences abound on the TLC Blog, “Our Two Cents.”

What if each of us at HILR agreed to elevate the level of discourse in our study groups?  What if 2012 became the Year of Dialogue at HILR?  

 

Issues of Hearing in Facilitating the Teaching and Learning Process

 by Joe Spound

At least 10 % of our population at HILR may have some degree of hearing difficulty.  Happily, some new technology for the classroom is being developed and Smart Phones now offer a special app. That can be helpful. However, I’d like to focus on  “non-technical” remedies.

For Study Group Leaders:  When possible, arrange the chairs in a circle. Try to speak both loudly and clearly.  (“Clear” can be as important as loud). Look around to be sure everyone seems to be understanding. It can sometimes be helpful to repeat a comment, question, or response for the whole class. Remember that voices travel forward, which means people in front of the room may not hear the contribution of people behind them.  Background noise such as the HVAC, or side conversations can add to the challenge. Suggest that people making comments speak up and address them to the whole room not just the SGL or a person across the table.

For Study Group Members who have hearing issues: When possible, try to get to class early to get the seat that works best for you. Let people know if you can’t quite hear (holding a hand to your ear can be a good signal).  Some voices levels, tones, or accents may be more challenging for you — most people will be glad to help out if they know it.  Make sure your own hearing aid is the best and latest you can afford, and it is kept well programmed and adjusted but also help people to understand that even the best hearing aids don’t work well in all situations.

“Apps” for Actively Participating People

There is nothing new about active participation at HILR. It is, after all, part of our mission.  What is new is the definition.  With the advent of mobile devices and literally hundreds of thousands of apps for these mobile devices, members have the tools to participate in study groups much more actively.

What are “apps”? They are software programs that we can download to our computers, phones, iPods and iPads to increase the depth and enjoyment of our lives.

With the SoundAMP app members with hearing loss can hear better — or record and replay a lecture.  With the Google Search app, one can quickly find links to all kinds of resources online, including online libraries.

Have you ever had a thought and wanted to jot it down quickly?  Open Evernote on your mobile device, write down the thought and find it saved to your main computer at home.  (More on Evernote later from the Tech Committee.)

There are many other tools members can use to enhance their learning experience. The Tech Committee has begun a conversational exchange called app swaps so that we can learn about apps from each other…actively!

What are your favorite apps for teaching and learning? Please comment so we can all try them!  Written by  Anne Pirrera and Betsy Devine

Perspectives on Reports

Perspectives on Reports

Gene Ferrari and Ross Neisuler have used reports effectively in their Study Groups (SG). While Gene leads SGs in science and Ross in the humanities, their tips for successful reports have much in common.

 Identifying and assigning topics for reports

Study Group Leaders (SGLs) need to decide if they will assign reports. How many reports will they assign and to whom? What will be the expected outcomes and how will that be conveyed?  How will reports integrate with the rest of the SG curriculum?

SGLs may solicit and encourage multiple reports and include potential report topics on the syllabus. Topics might be allocated early in the course and spread over the duration.  SGMs should be encouraged to volunteer for reports and might themselves suggest topics based on assigned readings or SG objectives. However,  SGLs should make sure report topics are appropriate for  SG overall objectives and that presentations fit within a 15-20 minute time period.

 Guidence and Expectations

• SGLs should try to insure that reports are interesting and valuable to the class.
• SGLs should meet with or talk with the presenters to find out what they plan to discuss, materials they plan to use, and the time frame of presentation
• SGLs should provide input and suggest materials.
• Presenters should include YouTube, PowerPoint, or other audio-visual materials to liven the presentation (205 words)
• Pairs of  SGMs may present together to enhance each other’s technical and content aspects.
• Presenters should  practice the presentation to be sure it fits allotted time but should not read text. Energy, vitality, and imagination are highly desirable. 
• Presenters should know their audience and cut non-essential or excessive quantitative data

SGM presentations can be  valuable learning experiences for individual presenters and the group as a whole. They should add to the fun and learning for everyone.  They can motivate members and bring a new and enriching perspective.