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Plan for the Session• Review adult learning theory concepts• Identify some ways to encourage student
interaction with content• Consider the value and design of entrance
activities• Consider the value and design of effective
questions• Wrap up
Learn Like an Adult!
A. I recognize the practical application of the information.
B. The teacher acknowledges that I probably have some previous experience in the subject matter.
C. I can work at my own pace and in my own way, i.e. individually or in a group
D. The new information seems like something I CAN learn.
I reco
gnize th
e practi
cal ..
.
The teach
er ack
nowledge...
I can
work
at my own pa..
The new info
rmation se
e..
25% 25%25%25%
Which of these conditions is most important to you when learning a new concept? (press answer for most important first, then two other options)
Plan for Session Redux
• Review adult learning theory concepts
• Identify some ways to encourage student interaction with content
• Consider the value and design of entrance activities
• Consider the value and design of effective questions
• Wrap up
• To reinforce WHO we are teaching and their qualities
• To support faculty goals for student learning
• To encourage stronger beginning to class session
• To encourage students to think critically about the subject matter
• To bring closure to the session, provide additional resources and answer any last questions
Andragogy Has 6 Principles
• Show what you know….
For each group, choose an envelope and draw a picture or saying on the whiteboard that represents that principle.
Learn Like an Adult!
Design a learning program that begins with significant structure but gradually is more student-directed
Lead the student toward inquiry – resist just telling them facts
Set projects or tasks for the student that reflect their interests
Find motivators provide incentive to learn content
Learn Like an Adult!
• Provide real-world examples of content• Encourage learners to identify aspects of the content that
most interest them• Interest survey• Student introductions
Learn Like an Adult!• Gloria is a new adjunct faculty member who has been hired
because of her skills and training as a psychologist. She has been hired to teach a course in educational psychology. While she is confident in the relevant theories of a variety of respected educational psychologists, she is having trouble designing instruction to teach her students how to differentiate between the many disparate or similar theories.
• What steps might she take to develop more effective instruction?
You seem to have a strong understanding of this topic, but what will confirm that for you?
A. Good grade from instructor
B. Self-confidence in greater mastery of the subject
C. Piece of candy
Good grade fr
om instr
uctor
Self-co
nfidence in
great..
Piece of c
andy
33% 33%33%
Warming Up!
• Do musicians warm up before a rehearsal or performance?• Would a football player perform well without stretching
before a game?
• What are your students doing before each class?
• How much time do many of them have while waiting?
• Help your students warm up by using entrance activities!
Revisiting the Entrance Activity • How do the student engagement descriptors align with the
adult learning principles?
What is an Entrance Activity • Also known as an anticipatory set
• Activity/exercise that focuses your students’ attention
• Whets the appetite for learning/ prepares students for the information they are about to learn
• Helps students relate previously learned content to the content you will be covering (anchoring ideas)
• For example: Mystery ? entrance activity• Pose an interesting question at the beginning of class• Help students piece together the answer to the question
throughout the lectureLunenburg, F. C., & Irby, B. J. (2011). Instructional Strategies to Facilitate Learning. International Journal of Educational Leadership Preparation, 6(4), n4.
Getting the Most From Your Entrance Activity • What else can you do to maximize the effectiveness of an
entrance activity?• Individually, write down some guidelines to follow in
order to maximize the impact of entrance activities.
• Other guidelines:• Activity should have a connection to the most essential
part of the lecture• Need a clear bridge/connection to the learning
objectives/content for the day• Revisit the content covered in the entrance activity
later in the lecture
What Should the Activity Include?
• Relevance to instructional objective• Relevance to personal enhancement (learning this skill
will help you do x)• Help students understand which concepts they will need
to utilize from previous lessons• Opportunity for students to activate prior knowledge• Build off of that knowledge
Collaboration Exercise
• Think of a particular lesson that your students have difficulty with.• Get in groups and create an entrance activity for the day
you teach that lesson. Work together and brainstorm ideas!
The Importance of Questions
• “Thinking is not driven by answers but questions.” (Paul & Elder, 2006, p.62).
• Students are active in the learning process/ creates an interactive environment
• Promotes critical thinking and rich classroom discussions
• Helps teachers understand students’ thinking• Student level of understanding
Paul, R., & Elder, L. (2006). Thinker's Guide to the Art of Socratic Questioning. Foundation Critical Thinking.
Questions…
• Have you learned anything from this presentation so far?
• What have you learned so far from this presentation?
• What have you learned so far, and how can you can use it in your own courses?
See the difference?
Your Questions
Use Socrative to reflect on how you question during your lectures.
Visit: www.socrative.com
Click/tap Student Login and enter in 149145
Effective Questions• Avoid simple questions• Can be answered by “yes” or “no”• Use “why,” “how,” or “what” rather than “can,” “did,” or “do”• If you ask a yes or no question, follow it up with other questions
• Do atoms have mass? How do you know?
• Avoid asking leading questions• Phrased to suggest the answer
• Don’t you think a persuasive essays convince readers about a topic?
• Keep in mind your current class objective(s)• Make sure your questions contribute to the objective
• Proper “wait time”- allow students enough time to think about your question before it gets answered
Effective Questions Continued• Require students to relate material to personal experiences• One of Knowles’ 5 assumptions• While explaining heat transfer through conduction• For example: Remember when you took a pizza right out
of the oven? Did you notice that the crust of the pizza didn’t feel as hot as the pan? Why is that?
• Ask questions that require students to apply knowledge in a practical application- case studies. For example:• (History) How would Napoleon likely respond to the
current crisis in Syria if he were the leader of the Syrian government ?
Think of a question you ask your students… Rephrase that question so it incorporate your students’ personal experiences.
When to Question
When should you ask questions?
• Right after an important concept has been presented
• Right after a difficult concept has been presented
• At the beginning of class, in order to engage the audience and help them link new information to “anchoring thoughts”
• Frequently ask questions!
Brainstorm!
• How can you engage your students with questions if they are a “quiet group?”• Get in small groups and write down some strategies on
how you might engage a quiet class.
• Create a couple examples of questions (using your academic discipline) that reflect the question creation strategies we just covered.
Wrap Up• Review key concepts we learned today• How can we share this information with other faculty who are
interested?
• David Kaus [email protected]• Amy Chase Martin [email protected] • Learning Commons [email protected]
THANK YOU!