Session 6: Small-group work on assignments

In small groups:

• Take about 5 minutes as a group to consider the sample assignment materials we shared, and brainstorm a few possible additional assignments or classroom ideas. This could involve adapting one of the samples to a different pedagogical environment (grad instead of undergrad? a short workshop instead of a course? an audience of library staff instead of students?) or changing its scope (what if you offered a whole course on word embedding models?) or resituating it in a specific topic area (how might word embedding models inform a writing course, or a course on US history?).
• Choose one of your assignment/activity ideas to develop more fully as a group. If possible, try to imagine how it might fit into courses that one or more of your group members might be teaching, and feel free to come up with variations that would help adapt it to those different contexts.
• In the assignment drafting folder, create a new document and write up a more detailed description of your chosen assignment or activity, in as much detail as you can (rough notes are fine).

In the course of your discussion, please be thinking about the following questions:

• What are the specific learning objectives for your updated assignment?
• For each learning objective, how would you scaffold and assess it?
• Where do you see opportunities for failure (productive or otherwise!)? How might you anticipate and cope with these?
• What kinds of supporting materials might you need to provide for students? (Crib sheets? Examples? Readings?)

Please be prepared to share one assignment idea and a couple of key insights from your discussions.

Word Vectors: Hands-on Practice and Group Work, Introductory Pedagogy-focused slide 02 of 8

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