FFLC #4: Beyond the Lecture: Simple Techniques for Student Engagement

BEYOND THE LECTURE: SIMPLE TECHNIQUES FOR STUDENT ENGAGEMENT Jill E. Purdy, Ed.D. Cedar Crest College jepurdy@cedarcrest.edu

Today’s Plan Introductions Active Learning Defined

9:00 am – 9:15 am 9:15 am – 9:45 am

Metacognitive Strategies

9:45 am – 10:45 am

Effective Questions

10:45 am – 11:30 am

Lunch

11:30 am – 12:30 pm

Collaborative Techniques

12:30 pm – 1:15 pm

Reflective Learning

1:15 pm – 1:45 pm

Questions/Wrap-up

1:45 pm– 2:00 pm

The Problem •

Many college freshman read at 7th grade reading level (Stotsky, 2015).

•

One in five students have difficulty with course material (NSSE, 2016).

•

Persistence is considered a type of motivation (Tinto, 2015).

•

Consider K-12 Educational System – Are the students prepared?

Which is more effective for student success?

ACTIVE LEARNING

Defined

 Active learning is generally defined as any instructional method that engages students in the learning process.  In short, active learning requires students to do meaningful learning activities and think about what they are doing.

(ED340272 Sep 91 Active Learning: Creating Excitement in the Classroom. ERIC Digest. ERIC Clearinghouse on Higher Education, Washington, D.C.; George Washington Univ., Washington, D.C.)

Phases of the Learning Process  Before  Set up the content; Set a purpose  Build background; Activate prior knowledge  Assess what the students already know  During  Assist students in learning the material  Help students organize the information  Guide students through the content  After  Provide an opportunity for students to reflect on their learning  Solidify concepts  Application, analysis, synthesis of learning  Student questions: What do I know? What am I confused about?

ACTIVITY  Give One, Get One – provides a reason to read/learn the material, sets up what to accomplish, holds student accountable. (Sample text: http://www.ipedr.com/vol47/007-ICERI2012-S00009.pdf)

 Assign reading  Student prepares the following List 5 essential concepts from the reading or lesson

Give one, Get one (3-5)

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

METACOGNITION

Metacognition

•

“Thinking about thinking”

•

Scaffolding: “I do, we do, you do”

•

Mechanism to assist students in planning, organizing, monitoring, and

evaluating

http://theelearningcoach.com/learning/metacognition-and-learning/ https://ciel.viu.ca/teaching-learning-pedagogy/designing-your-course/how-learningworks/ten-metacognitive-teaching-strategies https://www.durhamtech.edu/tlc/wp-content/uploads/2016/02/The-Top-5-MostUseful-Metacognitive-Strategies.pdf

Metacognitive Strategies  Let’s Talk for a Moment 

What are the strategies you use when you read/learn something difficult?

 Anticipation guides: 

http://www.theteachertoolkit.com/index.php/tool/anticipation-guide

Statement

Agree/Disagree

Pg#/resource

Reflect

 Activity:  Checklist– Rate your knowledge of the following topics, prior to today’s meeting?  3 = I know a lot (mastery); 2 = I know a bit, but need more information; 1 = I heard of it; know nothing about this topic.     

______ ______ ______ ______ ______

Metacognition Activity Learning Phases of Learning How to use graphic organizers in my classroom Collaboration Techniques

0=I

Concept Mapping - Connections  http://www.inspiration.com/visual-learning/concept-mapping

QUESTIONING

Questioning WHY ASK QUESTIONS?

 Teachers ask questions for a variety of purposes, including:  To actively involve students in the lesson  To increase motivation or interest  To evaluate students’ preparation  To check on completion of work  To develop critical thinking skills  To review previous lessons  To nurture insights  To assess achievement or mastery of goals and objectives  To stimulate independent learning/thinking

Questioning Activity  Generate some questions for your classroom  Organize the questions Literal

Application

 Assess the questions    

Focus – What do I want the students to know and respond to?

Purpose – Why am I asking this?

Intent – How do I want students to respond?

Frame – Will the students understand the question?

Critical

COLLABORATIVE TECHNIQUES

Collaborative Ideas  FISHBOWL https://www.youtube.com/watch?v=hlJKN5TiZ0g&t=6s  JIGSAW - https://www.youtube.com/watch?v=euhtXUgBEts  RAFT Writing activity (Individual or Group)  ROLE, AUDIENCE, FORMAT, TOPIC

REFLECTIVE ACTIVITIES

Reflective Activities  Quick Writes, Sentence Starters, Exit Tickets  Web of learning

 Role Play  3-2-1 Strategy  Anticipation Guide (pre & post)  Journaling

Final Activity - Active Learning Strategies  Let’s work on this!

Before

During

After

Any Questions?

Let’s wrap it up!

Resources/References  (ED340272 Sep 91 Active Learning: Creating Excitement in the Classroom. ERIC Digest. ERIC Clearinghouse on Higher Education, Washington, D.C.; George Washington Univ., Washington, D.C.)  https://www.chronicle.com/article/MetacognitionStudent/130327  https://ctl.yale.edu/MetacognitioninClassrooms  https://ctl.yale.edu/ActiveLearning  https://solutionfluency.com/en/downloadables/5-steps-asking-good-questions

 https://www.vereniginghogescholen.nl/system/knowledge_base/attachments/files/000/000/747 /original/085_018_KWALITEIT_STUDIESUCCES_TINTO.pdf?1492072272  http://www.thomasvilleschools.org/Downloads/Before-During-After%20Strategies%20(Toolkit).pdf  https://www.learner.org/workshops/tml/workshop3/teaching2.html  https://sites.duke.edu/responsibleengagement/files/2015/04/Reflection-Activities-for-AllClassrooms.pdf