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Engaging and motivating students
A workshop developed for Bilkent University by
Gordon Suddaby
Active Learning
Gordon Suddaby - [email protected]
From the Seven Principles for Good Practice in Undergraduate Education by Arthur W. Chickering and Zelda F. Gamson
3. Good Practice Encourages Active Learning
Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.
Gordon Suddaby - [email protected]
It’s what the student does!Biggs and Tang, (2007) chap. 2Chickering and Gamson’s principle 3 aligns with
Biggs and Tang’s view that we need to be teaching according to how students learn.
(Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin March 1987).
This aligns with Wittrock’s research which said that activity was better than inactivity
(Handbook of research on teaching, M.C. Wittrock - 1986 )
It is also about engagement; High quality teaching implies recognising that students must be engaged with the content of learning tasks in a way that is likely to enable them to reach understanding...
Ramsden, 2003 cited in Bryson and Hand, 2007Gordon Suddaby - [email protected]
Activity 12: Engaging students activelyBriefly outline a strategy/activity
that you use and find successful in engaging students in your class
Be prepared to discuss this and to explain why you believe it is successful
Gordon Suddaby - [email protected]
Remember!When you have a class of students sitting
on their chairs looking at you, you can be sure of two things!
Gordon Suddaby - [email protected]
Remember!When you have a class of students sitting
on their chairs looking at you, you can be sure of two things!
1: They are sitting on their chairs
Gordon Suddaby - [email protected]
Remember!When you have a class of students sitting
on their chairs looking at you you can be sure of two things!
1: They are sitting on their chairs
AND
2: They are looking at you!!!
Gordon Suddaby - [email protected]
...And also most people learn...10% of what they read20% of what they hear30% of what they see50% of what they see and hear70% of what they talk over with others80% of what they do and use in real life90% of what they teach to someone elseBiggs, 1999 attributed to Glaser.
Gordon Suddaby - [email protected]
What is active learning and does it help?Definition Active learning is generally defined as any
instructional method that engages students in the learning process. (It includes Cooperative Learning, Collaborative learning and Problem based learning).
(Prince, 2004)There are two core aspects to using active
learning approaches:1. Using it in traditional lecture classes to maintain
interest and attentionAnd
2. To promote student engagement with the material
Gordon Suddaby - [email protected]
What are the effects of activity on learning?It:Enhances attention and concentrationHeightens preparednessEnhances performanceIncreases alertness (through increased
adrenaline)Enhances retentionIncreases motivationEnhances engagement
Gordon Suddaby - [email protected]
Caveats!But: It is important to realise that the actual
activity influences the learningSo:Ensure that the activity is seen as relevant
and contributing to the learning process e.g. By encouraging students to think about what they are learning
Gordon Suddaby - [email protected]
What sort of activities might be used?Physical actionsCooperative activitiesCollaborative activitiesProblem-based approaches
Gordon Suddaby - [email protected]
Teacher directed activities are best where...in-depth work is requiredthe teacher is the expertthe focus is prioritised contentknowledge needs to be imparted,
explained, clarifiedfeedback is neededunderstanding can be deepened through
teacher-student interaction
Gordon Suddaby - [email protected]
Types of Teacher-directed activities
Lectures and class teachingTutorialsLaboratoriesStudios Class presentationsConcept mappingQuestioningSeminarsThink-aloud modellingBrainstormingPyramiding...
Gordon Suddaby - [email protected]
Peer directed activities are best for...
elaborating and broadeningenabling judgments about standards to be
madeincreasing understandingproviding different perspectivesencouraging insightsenhancing motivationincreasing self-concept...(Peer Directed activities are often set up by
teachers);
Gordon Suddaby - [email protected]
Types of Peer directed activitiesSyndicate groupsBuzz groupsJigsawProblem solving groupsLearning partnersReciprocal questioningPostbox groupsProject teams‘Snowballs’
...
Gordon Suddaby - [email protected]
Self Directed activities are best for...
encouraging autonomyenhancing learningseeking new informationutilising informationevaluating importance of informationsolving non-text type problemsdeveloping reflectionfocusing on self-improvement...
Gordon Suddaby - [email protected]
Types of self-directed activitiesNote keepingNote taking and makingStrategic and additional readingWriting within the disciplineUsing concept mapsSQ3R (survey, question, read, reflect, review)RevisionB.I.G (Beyond information given)W.I.G.(without information given)All study skills ...Self Directed activities involve independent learning
and study – a key objective of higher education requiring motivation, relevance and study skills
Gordon Suddaby - [email protected]
Encouraging and enhancing self-directed activity by...Embedding time management
advice and practices into your programme
Embedding study skills strategies into your teaching
Embedding a range of other useful strategies
Encouraging and acknowledge (value) reflection
Gordon Suddaby - [email protected]
Further motivational and active strategies -1Building on the known.
Review and link workUse familiar examples as illustrations
Use and explain parallelsUse cross referenceCurriculum design (incorporating real-world examples)
Gordon Suddaby - [email protected]
Further motivational and active strategies - 2Maximising structure;
Avoid content overloadAvoid ramblingProvide ‘advance organisers’Involve ‘attention grabbers’Avoid over-simplificationIncorporate reflective experiencesEnsure materials are linkedMake the material accessibleProvide students with ‘clues’Avoids ‘spoon feeding’Avoid giant ‘intellectual leaps’
Gordon Suddaby - [email protected]
Further motivational and active strategies - 3Use error constructively
Involves formative assessmentSupport a climate where its ok to
make mistakesEncourages risk takingEnables misconception to be identified
and correctedUse discussion and debate
Subtle questioning...
Gordon Suddaby - [email protected]
Twelve Active Learning StrategiesOpening question Introductory ‘Think-Pair-Share’Focused listingBrainstormQuestions?“The blank slide!”Think-pair-shareNote checkQuestion and answer pairsTwo minute paper ‘One last question...’One final questionReference: University of Minnesota Centre for
Teaching and LearningGordon Suddaby - [email protected]
Using powerpoint actively“If the only tool you have is a hammer, then every problem looks like a nail!”
List the strengths and weaknesses of this tool
Advantages of powerpoint.
Disadvantages of powerpoint
Gordon Suddaby - [email protected]
Using powerpoint actively 1Gaining attention
A dramatic imageA blank slideA video clipAdd music
Provide a roadmap of the sessionList objectivesReview progress so farDisplay an ‘opening question’Display an initial activity
Gordon Suddaby - [email protected]
Teaching that promotes learning...Focuses on;
Allowing students to make choices Encourages students to develop reflection and self-evaluation capability
Offering a variety of experiencesProviding a realistic and feasible workload
Giving prompt and effective feedback
Gordon Suddaby - [email protected]