1. Mary C. Schaffer
California State University, Northridge
BEA IGNITE
3-2-1 In Class Assignment

2. 3-2-1 In-Class Assignment
Mary C. Schaffer
Associate Professor
California State University, Northridge
mary.c.schaffer@csun.edu
+1-818-512-4880

3. 3-2-1
The Problem:
Did the students….
• Comprehend the lecture?
• Understand the core concepts?
• What didn’t the students understand?
• Are there additional items the students
want to discuss?

4. 3-2-1
The Students Become the Solution
•At the end of the class session
I ask the students to write the following
• What are things that you learned
from today’s instruction?
• What are things you still want
to learn from this instruction?
• What thing you would change
about this instruction?
3
2
1

5. 3-2-1
The Students Become the Solution
Ten minutes before the class ends…
• Distribute paper to the students
• Use pages from used green books
• A good lesson in recycling
• All the pages are the same size making it easier
to read

6. 3-2-1
The Students Become the Solution
• When they finish, they turn the papers in
with their names on the paper
• This also becomes attendance for the day
• Ten percent of the course grade is based on
in-class assignments & forum postings
• Encourages students to attend lectures

7. 3-2-1 Library Research Lecture
Laura G.
• I never knew how to start and navigate through
the databases in the library until today.
• The importance of key words when searching. I
was amazed that if you change one word in the
search query or simply add a word, it can make a
world of difference and either broaden or narrow
your search.
• The database called “Ethnic News Watch”. I
have always found it very difficult to find
anything on minorities and this database is great.
And I can even get articles in Spanish.

8. 3-2-1 Library Research Lecture
Laura G.
• I would like more information on how to use
EndNote Web. It was confusing when it was
explained.
• Also, more information on Interlibrary loan.
How long does it take to get an article from
Interlibrary loan?

9. 3-2-1 Library Research Lecture
Laura G.
• This needs to be two lectures. There was way too
much material that we covered in this one class. I
need to review all my notes. I am a senior and
have never been given a lesson on how to use the
library. Why didn’t I learn this my freshman
year?

10. 3-2-1 Library Research Class
Solutions:
• We scheduled two additional sessions with the librarian. She offered these
during non-class time and students voluntarily attended. We discovered
that those students developed a relationship with our librarian.
• When the semester was over, students sent me additional emails.
• “I graduate this semester. I really wished that I had learned how to use
the library earlier in my college career. I’m really going to miss have
access to all of this great material.”
• “I learned that our library is a “first class” library. I always thought
you had to go to someplace like Harvard or USC to have a great
library. Our library is just as good as theirs.”

11. 3-2-1 Copyright Lecture
• A few years ago, I took a screenwriting class, and the professor told
us that we could use poor man's copyright to copyright our
screenplays. It was interesting to find out that it won't hold up in a
court of law. Now I know that I need to register my scripts with the
WGA.
• I was very surprised to learn that Clyde Stubblefield was sampled
from so much. I was surprised that he does not own the copyright for
his work, but that James Brown owns it. Now I better understand
what “work for hire” means.
• For years I have had peers and teachers explain different ways of
using media in your work, such as, using under 30 seconds of a song
in educational work is okay. I now know that they were just telling
me their version of fair use, and that fair use doesn't necessarily mean
legal. I've now retrained myself to think that I cannot use any
copyrighted material in my work unless I have the permission or if it
doesn't matter due to the means of distribution.
Brian P.

12. 3-2-1 Copyright Lecture
• I still don’t understand the issue of Fair Use. When can I
use something without getting permission from the
copyright holder? If I use something for a school project,
is it consider Fair Use? This is confusing to me.
• How can we find out how to negotiate copyright issues? I
am producing a documentary and I think I want to enter it
into festivals. You said that we could get “festival rights”
which is different than “all purpose rights”. I don’t
understand how you negotiate this. Can you explain more
about it?
Brian P.

13. 3-2-1 Copyright Lecture
Brian P.
• Why doesn’t CTVA have an entire class regarding
copyright. Since we all are majoring in film, television,
and multimedia and we all are going to be working with
intellectual property, why doesn’t the department have an
entire class devoted to legal issues. We need to not only
understand copyright, we need to understand trademark,
patent, parody, as well as other legal issues. You gave us a
definition of each and how they differ, but I would really
like to learn more about this and I think the department
should offer a class on legal issues.

14. 3-2-1 Copyright Lecture
Solutions:
• I created a hand-out/check list on Fair Use, asked the
students to read it before class. We spent 15 minutes
discussing Fair Use a week later.
• Invite a guest lecturer on Rights and Clearances. This
individual spends approximately 15 minutes providing an
overview and then we spent an hour answering questions
from the students.

15. 3-2-1
Outcomes:
• I used the students responses throughout the semester in my
lectures. It helped to reinforce the key learning objectives.
• 3-2-1 allowed students who didn’t speak in class (because of
shyness or other reasons) have their voice heard.
• I use the responses from the previous semester to tweak my
syllabus for the next semester.
• I use the responses to reinforce specific points the following
semester.

16. 3-2-1
Outcomes:
• Students feel they have a “voice” in the class.
• This provides continuing classroom assessment.
• Provides excellent feedback for me, the instructor.

17. 3-2-1
• Please take out a piece of paper and complete a
3-2-1 exercise for this session.
• This will reinforce what you have learned.

18. 3-2-1
Thank you!