Text of Engaging and motivating students A workshop developed for Bilkent University by Gordon Suddaby...
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Engaging and motivating students A workshop developed for
Bilkent University by Gordon Suddaby Active Learning Gordon Suddaby
- [email protected]
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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]
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Its what the student does! Biggs and Tang, (2007) chap. 2
Chickering and Gamsons principle 3 aligns with Biggs and Tangs 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 Wittrocks 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, 2007 Gordon Suddaby -
[email protected]
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Activity 12: Engaging students actively Briefly 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]
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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]
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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]
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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]
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...And also most people learn... 10% of what they read 20% of
what they hear 30% of what they see 50% of what they see and hear
70% of what they talk over with others 80% of what they do and use
in real life 90% of what they teach to someone else Biggs, 1999
attributed to Glaser. Gordon Suddaby -
[email protected]
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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 attention And 2. To promote student engagement with
the material Gordon Suddaby - [email protected]
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What are the effects of activity on learning? It: Enhances
attention and concentration Heightens preparedness Enhances
performance Increases alertness (through increased adrenaline)
Enhances retention Increases motivation Enhances engagement Gordon
Suddaby - [email protected]
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Caveats! But: It is important to realise that the actual
activity influences the learning So: 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]
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What sort of activities might be used? Physical actions
Cooperative activities Collaborative activities Problem-based
approaches Gordon Suddaby - [email protected]
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Types of Activities Teacher -directed Peer-directed
Self-directed Gordon Suddaby - [email protected]
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Teacher directed activities are best where... in-depth work is
required the teacher is the expert the focus is prioritised content
knowledge needs to be imparted, explained, clarified feedback is
needed understanding can be deepened through teacher-student
interaction Gordon Suddaby - [email protected]
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Types of Teacher-directed activities Lectures and class
teaching Tutorials Laboratories Studios Class presentations Concept
mapping Questioning Seminars Think-aloud modelling Brainstorming
Pyramiding... Gordon Suddaby - [email protected]
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Peer directed activities are best for... elaborating and
broadening enabling judgments about standards to be made increasing
understanding providing different perspectives encouraging insights
enhancing motivation increasing self-concept... (Peer Directed
activities are often set up by teachers); Gordon Suddaby -
[email protected]
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Types of Peer directed activities Syndicate groups Buzz groups
Jigsaw Problem solving groups Learning partners Reciprocal
questioning Postbox groups Project teams Snowballs... Gordon
Suddaby - [email protected]
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Self Directed activities are best for... encouraging autonomy
enhancing learning seeking new information utilising information
evaluating importance of information solving non-text type problems
developing reflection focusing on self-improvement... Gordon
Suddaby - [email protected]
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Types of self-directed activities Note keeping Note taking and
making Strategic and additional reading Writing within the
discipline Using concept maps SQ3R (survey, question, read,
reflect, review) Revision B.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]
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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]
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Further motivational and active strategies -1 Building on the
known. Review and link work Use familiar examples as illustrations
Use and explain parallels Use cross reference Curriculum design
(incorporating real-world examples) Gordon Suddaby -
[email protected]
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Further motivational and active strategies - 2 Maximising
structure; Avoid content overload Avoid rambling Provide advance
organisers Involve attention grabbers Avoid over-simplification
Incorporate reflective experiences Ensure materials are linked Make
the material accessible Provide students with clues Avoids spoon
feeding Avoid giant intellectual leaps Gordon Suddaby -
[email protected]
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Further motivational and active strategies - 3 Use error
constructively Involves formative assessment Support a climate
where its ok to make mistakes Encourages risk taking Enables
misconception to be identified and correctedUse discussion and
debate Subtle questioning... Gordon Suddaby -
[email protected]
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Twelve Active Learning Strategies Opening question Introductory
Think-Pair-Share Focused listing Brainstorm Questions? The blank
slide! Think-pair-share Note check Question and answer pairs Two
minute paper One last question... One final question Reference:
University of Minnesota Centre for Teaching and Learning Gordon
Suddaby - [email protected]
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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]
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Using powerpoint actively 1 Gaining attention A dramatic image
A blank slide A video clip Add music Provide a roadmap of the
session List objectives Review progress so far Display an opening
question Display an initial activity Gordon Suddaby -
[email protected]
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Teaching that promotes learning... Focuses on; Allowing
students to make choices Encourages students to develop reflection
and self-evaluation capability Offering a variety of experiences
Providing a realistic and feasible workload Giving prompt and
effective feedback Gordon Suddaby - [email protected]
