{"id":21380,"date":"2015-03-12t14:46:37","date_gmt":"2015-03-12t19:46:37","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=21380"},"modified":"2015-03-12t14:46:37","modified_gmt":"2015-03-12t19:46:37","slug":"thinking-stem-teaching-stem-a-blog-series-9","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2015\/03\/thinking-stem-teaching-stem-a-blog-series-9\/","title":{"rendered":"thinking stem, teaching stem: a blog series"},"content":{"rendered":"<p><em>by vivian finch, cft graduate teaching fellow<\/em><\/p>\n<p><a href=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\"><img data-attachment-id=\"21066\" data-permalink=\"\/\/www.imrbdigital.com\/2015\/02\/thinking-stem-teaching-stem-a-blog-series-2\/wucirtl_cirtl_logo-3\/\" data-orig-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\" data-orig-size=\"286,271\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"cirtl logo\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\" data-large-file=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2.gif\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-21066\" title=\"cirtl logo\" src=\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154948\/wucirtl_cirtl_logo2-150x150.gif\" alt=\"\" width=\"150\" height=\"150\" \/><\/a>the cft is now in the eighth week of the weekly blog series, &#8220;thinking stem, teaching stem,&#8221; as a way to spotlight some of the videos produced at vanderbilt for the cirtl mooc course, \u201c<strong>an introduction to evidence-based undergraduate stem teaching<\/strong>,\u201d which drew on the\u00a0expertise of experienced stem faculty,\u00a0educational researchers, and representatives of university teaching centers.\u00a0 as previously mentioned, the series will loosely follow the thematic trajectory of the course through the following topics:<\/p>\n<ul>\n<li>principles of learning<\/li>\n<li><strong>student motivation<\/strong><\/li>\n<li>inclusive teaching<\/li>\n<li>the role of lectures<\/li>\n<li>inquiry-based labs<\/li>\n<\/ul>\n<p>if you would like to see other installments of this blog series, please click the tag \u201cthinking stem, teaching stem\u201d at the bottom of this post.\u00a0 to access the videos featured in this series on youtube, please the cft&#8217;s\u00a0<a href=\"https:\/\/www.youtube.com\/channel\/uczr3xouyh7-biztnxpgqyva\">youtube channel<\/a> or go directly to our\u00a0<a href=\"https:\/\/www.youtube.com\/playlist?list=pllznzp-sl3mn6jacdt912et7ehz7cd4wv\">blog playlist here<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<h2>student motivation: motivation and learning<\/h2>\n<h3>week 5: classroom climate and motivation<\/h3>\n<p>building on last week\u2019s post on why motivation matters for student learning, this week we\u2019re exploring why classroom climate can have a big impact on student motivation.\u00a0 <strong>the climate instructors establish and cultivate in their classrooms can have lasting effects for student motivation and ultimately student learning<\/strong> in a course, both individually and collectively.<\/p>\n<p><strong>so what is classroom climate?<\/strong> ambrose et. al. (2010) define classroom climate as \u201cthe intellectual, social, emotional, and physical environments in which our students learn. climate is determined by a constellation of interacting factors that include faculty-student interaction, the tone instructors set, instances of stereotyping or tokenism, the course demographics (for example, relative size of racial and other social groups enrolled in the course), student-student interaction, and the range of perspectives represented in the course content and materials\u201d (p.170).<\/p>\n<p>sometimes, we as instructors can be unaware of all of the different levels in which classroom climate can affect student motivation and learning.\u00a0 the most easily identifiable effects of classroom climate include student participation levels, student community, and student perception of instructor approachability.\u00a0 if we examine classroom climate more closely, however, we can find much more than just these three areas.\u00a0 climate can affect everything from student affective dispositions to the approach of classroom knowledge construction to lasting perceptions of an entire field of study.<\/p>\n<p>in the following video, dr. michele dipietro, director of the center for excellence in teaching and learning at kennessaw state university, discusses the many elements of classroom climate, how instructors can construct, communicate, and influence that climate, and how it can impact student motivation and learning.<\/p>\n<p><span style=\"font-size: 13px;\"> <\/span><\/p>\n<p style=\"text-align: center;\"><strong><iframe width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/dp7s-krxdny\" frameborder=\"0\" allowfullscreen><\/iframe><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>dr. dipietro not only examines several aspects of the impact of classroom climate, but also offers <strong>tools to instructors for how to construct a supportive classroom climate \u2013 one that cultivates student motivation and learning<\/strong>.\u00a0 these tools include increasing inclusivity in the classroom, effective communication of expectations, and an awareness of student classroom behaviors.<\/p>\n<p>come back next week as we continue to discuss\u00a0<strong>motivation and learning in the stem classroom<\/strong>!<\/p>\n<p>&nbsp;<\/p>\n<h4>additional resources:<\/h4>\n<p>for more information and ideas on classroom climate, please see cornell university\u2019s 2022年世界杯中国小组赛积分 excellence page on <a href=\"http:\/\/www.cte.cornell.edu\/teaching-ideas\/building-inclusive-classrooms\/classroom-climate.html\">classroom climate<\/a>.\u00a0 <span style=\"font-size: 13px;\">for even more information on student motivation, please see the cft\u2019s teaching guide on the subject <\/span><a style=\"font-size: 13px;\" href=\"\/\/www.imrbdigital.com\/guides-sub-pages\/motivating-students\/\">here<\/a><span style=\"font-size: 13px;\">.<\/span><\/p>\n<p>ambrose, s. a., bridges, m.w., dipietro, m. &amp; lovett, m.c. (2010). <em>how learning works: seven research-based principles for smart teaching<\/em>. san francisco, ca: jossey bass.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>by vivian finch, cft graduate teaching fellow the cft is now in the eighth week of the weekly blog series, &#8220;thinking stem, teaching stem,&#8221; as a way to spotlight some of the videos produced at vanderbilt for the cirtl mooc course, \u201can introduction to evidence-based undergraduate stem teaching,\u201d which drew on the\u00a0expertise of experienced stem&#8230;<\/p>\n","protected":false},"author":452,"featured_media":21381,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","_links_to":"","_links_to_target":""},"categories":[207],"tags":[79,69,262,263],"acf":[],"jetpack_featured_media_url":"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09155019\/screen-shot-2015-03-12-at-2.35.22-pm.png","_links":{"self":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/21380"}],"collection":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/users\/452"}],"replies":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/comments?post=21380"}],"version-history":[{"count":2,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/21380\/revisions"}],"predecessor-version":[{"id":21383,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/posts\/21380\/revisions\/21383"}],"wp:featuredmedia":[{"embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media\/21381"}],"wp:attachment":[{"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/media?parent=21380"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/categories?post=21380"},{"taxonomy":"post_tag","embeddable":true,"href":"\/\/www.imrbdigital.com\/wp-json\/wp\/v2\/tags?post=21380"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}