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Education and Human Services Building

Lunch and Learn 2015-16

 Dr. Scott Roberts

Dr. Roberts chose to focus on one main strategy from the book The Strategic Teacher authored by Harvey Silver, Richard Strong, and Matthew Perini. The strategy is referred to as The Circle of Knowledge. “The Circle of Knowledge is an interdisciplinary strategy.” Dr. Roberts said. “I have seen it used from K-12 and even in college classrooms.” 

The Circle of Knowledge encourages deeper and critical thinking as well as participation, cooperation and communication in the classroom. It even helps students learn how to appropriately debate. 

Dr. Roberts went on to say that The Circle of Knowledge is a great strategy for those going into teaching and beginning teachers as well. This strategy allows the teacher to work on their time management skills while keeping the focus on the students and their learning. Another bonus of this strategy is that it heavily incorporates self and peer teaching. 

In Dr. Roberts’ demonstration, participants had to research one of three American symbols. Each student was assigned to the Statue of Liberty, the American flag, or the Liberty Bell, and was asked to do their own research, and then share with a group of students who had the same symbol. From there, groups are mixed so that each student will teach two to three other students about their own symbol. After teaching in their mixed groups, the students had to come to a consensus as to which symbol was the best to represent America at a conference with other countries. 

This hands-on approach is beneficial in many different settings and subjects. The ability to use this strategy for nearly any topic makes it a valuable tool in a teacher’s possession that will take a classroom from the traditional style into a more progressive style that is more engaging to students. Thank you to Dr. Scott Roberts for sharing this valuable approach with everyone!​​ 

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Downloadable Resource:

 Dr. Kathryn Dirkin

​​In her presentation Padlet: Engage Your Students Through the Collaborative Use of Images, Videos, and Text, Dr. Kathryn Dirkin discussed her search while teaching to find an online tool that let students share and organize their ideas in a more visual manner. In her search, Dr. Dirkin found Padlet, a site that is similar to Pinterest, but is more flexible for academic purposes. In her course, EDU 642, Dr. Dirkin's students were learning about utilizing media in the classroom and the need to be aware of copyright laws.


Padlet helped to teach students about the power of images​ while learning about copyright. This space allowed for the students to really see the content in a different light that could have otherwise been missed in a lecture-only setting.  

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Resource Website:​

Padlet Website​


 Dr. Ray Francis

Dr. Ray Francis spoke about how he treats online classroom discussion in his presentation Promoting Engagement Through A/Synchronous Conversations He describes his technique as still requiring the reading and posting that traditional online classes use, but also uses video conferencing apps to allow students to have group conversations about the content, that the professor can go back and listen to later. This format gives the students a little more control over their learning and allows them to take it into their own hands.


Within each group, every student has a job to fulfill which helps create a community in the classroom. The jobs are rotated every two weeks to ensure that all students learn the different roles and that each student is accountable for their own work and learning. 


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Downloadable Resource: 

A/Synchronous Communication Cycle 

 Dr. Tamara Jetton

In her presentation, The Use of Collaborate in Book Discussions, Dr. Tamara Jetton shared her expertise on getting students involved in an online class. Dr. Jetton showed those in attendance how to setup Collaborate for optimal productivity and organization. From there she described how she creates a pre-test to assess previous knowledge of her students before reading. In this system, instructors are able to see which students are engaging and to what extent the students are engaging.


For more advanced users, Dr. Jetton went on to describe the different settings that can be set within Collaborate to create separate groups for discussion, lecturing and interactive class periods.  

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Downloadable Resource:

Advanved Educational Psychology PowerPoint 

​​​​​Dr. Libby ​Knepper-Mull​​​​​​​er


In this installment of the Co-Teaching Lunch and Learn Dr. Knepper-Muller​ discusses the origin of the co-teaching pilot at CMU. The use of this pilot has been able to assist the university in placing student teachers in various locations. This has been seen as a national issue. The St. Cloud State University model for co-teaching can be tailored to different institutions and their education programs for the benefit of future teachers.

 She then shares the definition of true co-teaching and shares how it is different from the traditional style of student teaching. There are several different strategies that are utilized in co-teaching, which can be explained in the videos led by Katie Rinke.

The benefits that are provided by co-teaching and co-planning are crucial to the success of the student teacher, the host teacher, and the students in the classroom.

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Downloadable Resources:

Blank Co-Teaching Planning Sheet

Sample Elementary Planning Sheet

Sample Secondary Planning Sheet




 Jennifer Quick

​Jennifer Quick describes her discovery of co-teaching at a conference and shares the powerful data behind the co-teaching model from St. Cloud State University. Four years of data were collected for reading and math classes in Minnesota. St. Cloud would have like to assess more subjects, but the data still stands. This technique is something that can be utilized in all courses in levels K-12. Student test scores were shown to increase by twenty percent in one year due to the use of this co-teaching style. Student teachers feel that using the co-teaching model helps them to learn better methods for classroom management and lesson planning.​ 

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Downloadable Resource:

Co-Teaching PowerPoint



Katie Rinke

In this and the following videos, Katie Rinke describes the different strategies of co-teaching. She explains that these strategies take the unseen aspects of teaching such as lesson planning and making them seen to student teachers. This video describes the strategy called "One Teach, One Observe". This will help student teachers to watch and demonstrate different aspects of teaching.


Downloadable Resource:​

Co-Teaching Definitions and Examples​


The end of “One Teach, One Observes” takes place at the beginning of this video. The second strategy that is described is “One Teach, One Assist”.  This strategy is very similar to “One Teach, One Observe” but allow the student teacher to be a little more hands on and involved.



“One Teach, One Assist” also allows for signals to take place between the student teacher and the host teacher without interrupting class. Katie then discusses “Station Teaching” which is the third strategy of co-teaching. It is often used in elementary classes when there are limited materials to keep students active and receiving more one-on-one behavior. The “Parallel Teaching” method involved the student teacher and the host teacher “mirroring” the same lesson at the same time to help with time management. Both teacher teach the exact same lesson.



“Supplemental Teaching” separates the students by ability levels. The students are learning the same material, but may need an extension or re-teach to help all students succeed. This strategy shouldn’t be used constantly and should consist of ongoing grouping based on what the students need at any specific time.



"Alternative/Differentiated Teaching" helps to address different learning styles. The end goal is the same mastery or project, but the path to get there is adjusted as necessary for different learners. "True Team Teaching" is the optimal goal of co-teaching. It takes a great deal of planning, but will allow the two teachers to share control of the classroom.



Dr. Libby ​Knepper-Muller

In the final portion of the Co-Teaching Lunch and Learn, Dr. Libby Knepper-Muller discusses the process of beginning the Co-Teaching Pilot at Central Michigan University with the challenges and steps that the department took to implement it. After describing the journey to implement Co-Teaching, Dr. Knepper-Muller shared how this process was received and the future of Co-Teaching.



Dr. Jim McDonald

In the spring semester of 2016, Dr. Jim McDonald presented a Lunch and Learn on Formative Assessment Classroom Techniques. Dr. McDonald focused on the importance of formative assessment in the classroom, multiple format options for formative assessment, and specific formative assessment techniques that he demonstrated.

Formative assessment allows educators to understand where their students are, so that the material and teaching techniques can be tailored to the needs of the students.  Utilizing low-risk formats can help students to feel safe when going through formative assessment.

Allowing for discussion between students and the class allows the educator to better understand wher​e different groups of students are in regards to the material being taught. Thought Swap is another similar format where students line up in two lines facing one another and share their thoughts on a subject with the student across from them. The class then debriefs the content with the educator facilitating. More active learning/formative assessment methods that were discussed include Evidence Circles and Agreement Circles.


Downloadable Resource​:​​

Formative Assessment PowerPoint​



Dr. Ray Francis​

Dr. Ray Francis introduces his Lunch and Learn topic called Let’s Talk Tech. In this Lunch and Learn session, Dr. Francis leads a discussion with TEPD faculty and staff to determine what kind of technology and technological techniques students need to know and be able to utilize at the undergraduate, graduate, and doctoral levels.


Two groups of faculty and staff were given time to discuss what kind of technology and skills students need to be able to use at various levels of their education. In this video, Dr. Francis facilitates the sharing of ideas between the two groups. The varied backgrounds of the faculty and staff led to many different ideas regarding what technology students should be able to use. These ideas then came together to form a detailed list that faculty and students should strive for when working on technology competency in the classroom.



Downloadable PowerPoint​​

Let's Talk Tech PowerPoint​




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