III Proven Techniques to Enhance Student Participation in Classroom

III Proven Techniques to Enhance Student Participation in

Classroom

Student retention after 24 hours

5%15%

25%

50%

70%

90%

Stud

ent r

eten

tion

of

info

rmat

ion

afte

r 24

hour

s

Lectures

Reading materials

Visual materials

Demonstrations

Discussions

Teaching others

Geir (1994)

Demonst.

Lectures

Teac

hing

othersReadin

g

materia

ls

Discuss

ions

Visual

materia

ls

III Techniques for ParticipationOct 12, 2010 3

Effective Teaching Methods for Large Classes,J. Carpenter, U. South Carolina, 2006

Teaching method PercentMost Valuable Lecture + Discussion 38%

Lecture 20%Jigsaw 19%Case Study 13%Team Project 10%

Least Valuable Jigsaw 31%Lecture 30%Team Project 21%Case Study 18%Lecture + Discussion 0%


Effective Teaching Methods for Large Classes,J. carpenter, U. South Carolina, 2006

• Most students enjoy a blend that includes some component of active participation in combination with traditional structure through an organized lecture.

• Moderately-active learning methods are more effective than extreme active methods.


Passive

learning

Active learnin

g

Teacher-centered learning

Learner- centered learning

Out-of-Class

Hands-on

PBL

In-Class

Term Project

On-Line courses

TBLDQ

TPS

Jigsaw


We are after techniques that …• Engage Students• Can be applied in class• Do not require class or material

restructuring. • Therefore, they are:

– Less burden: Everyone can try– Less resistance from students– Build the “culture” of participation

gradually.


Why participatory classrooms?• Deeper Impact• Longer Retention• Enhance independent learning.• Improve student concentration.• Student ownership of their learning.• Development of interpersonal skills• More fun, less Boring (to student and instructor).• Improves student evaluation !• ….


III Techniques

• Discussion Questions • Think-Pair-Share

• Just jigsaw !

Discussion Questions


Why Do We Ask Questions ?

• Review of Material• Assess Student Understanding.• Draw Students Attention• Transitioning • Arousing Interest• Maintain Discipline • Create Discussion

(Questioning in the College Classroom, Ronald Hyman)


Why Discussion Questions ?

• DQ shift focus from teacher to student.

• DQ are means of converting lectures to dialogues.


Features of DQ

• Not YES/NO questions.• Designed for Higher Order of Thinking

• “2/3 of questions asked in a classroom required only recitation of a memorized text as a satisfactory answer” (1912)

• “Overwhelming proportion of questions asked by college professors were on the memory level”. (1982)

• Has anything changed?


Bloom’s Taxonomy:6 levels of Cognitive Thinking

Kno

wle

dge Com

preh

ensi

on

App

licat

ion

Ana

lysi

s Syn

thes

is

Eva

luat

ion

Describe, List, Define, name, state

Associate, compare, distinguish, differentiate, interpret, order

Apply, demonstrate, modify, prove, construct, develop, establish, use information in new situations.

Analyze, arrange, connect, divide, infer, classify, explain, correlate

Compose, generalize, plan, substitute, create, formulate, integrate, design, anticipate, compile, negotiate, "what if"

Assess, convince, conclude, judge, support, criticize, defend.


Why HOT Questions?

• More stimulating than purely descriptive questions.

• Those who “do not remember” can participate


And …

• Phrase your question Clearly.– What did we say about FS ? !

• Ask one thing at a time:– What are the disadvantages of X, can we

remove them all, how and at what cost ?!• Write Down Your Questions.


Response Time• Rowe (1974, cited in

Baumeister, 1992; Stahl, 1994), – When teachers ask questions

they typically wait one second or less for the answer.

– Once the student has replied they give feedback or start the next question within a second as well.


By extending wait time to few seconds…

• There were significant improvements in language use, attitudes and teacher expectations.

• Promotes higher levels of participation and longer responses.

• The frequency of “I don’t know” responses decreases.

(Gambrell, 1983; McTighe,1988; Stahl, 1994).


Response Time, How Much?

• Allows nearly every student to complete the thinking needed for the task.

• Matches the “HOT” required.• Takes into consideration the Language

Barrier.• Keeps students on board.


Watch Your Feedback• Reinforce good responses.• Praise the student in a strong

positive way– “Absolutely correct”. “I like that”.

• Make comments pertinent to the student response– You were so careful to include all

the conditions.• Build on Students responses

every now and then.


Student-Generated Questions• We learn by asking questions more than

we do by answering them– What is harder for us, setting exams or

solving them?• “It is better to ask some of the questions

than it is to know all the answers”• Let students form their questions and

others answer them.

III Techniques for ParticipationOct 12, 2010 Part I 21

Think-Pair-Share (TPS)

T P S

Teacher poses

Q

22Oct 11, 2010 III Techniques for ParticipationOct 12, 2010

THINK Phase

• Advantages:– To promote self-thinking.– To engage more students in the thinking

process, unlike the case of the traditional methods.In college classrooms of fewer than 40 students, 10-15% of students do 70-75% of the talking. (20-80 principle)


PAIR Phase

Think

Think

Share

SharePair

Why…

and not …

??24Oct 11, 2010 III Techniques for ParticipationOct 12, 2010

PAIR• Advantages:

– Guaranteeing that everyone would have thought in the THINK phase.

– Refining their thinking as well as the language used to explain their perceptions in a non-threatening environment.

– Students in many instances learn better from each other then from their instructor.


PAIR• Advantages:

– Realizing the benefits of sharing ideas with peers.

– Less confident students have the opportunity to rehearse their ideas and be encouraged to present them in front of the class.

– To Improve the communication skills with colleagues of the same level.


SHARE• Advantages:

– Students who would never speak up in class are now both required and enabled to participate.

– The classroom is no longer dominated by a few students, but is open for contribution from all.


Management of TPS

• Manage the “Think time”, “Pair time” & “Share time”. The longer the time “less discipline” environment is more likely to happen.


Management of TPS

• Monitor the discussions for common misconceptions and unique ideas to address later with the whole group.

• Mix it up, students should be given an opportunity to “think” with a variety of partners.


Jigsaw

Oct 12, 2010 III Techniques for Participation 30


Advantages of Jigsaw

• Every student learns from his peers.

• Every student teaches his colleagues.

• Cooperation by Design• Typical for problem

solving sessions.


STEPS


Set of Problems

home group

expert group

home group

Home and Expert Groups


Home Groups

ExpertGroups

Continue

• A comprehensive quiz is given at the end of the chapter to individuals.

• The class layout needs little adjustment• The instructor goes around to facilitate the

work of the groups when needed.• Some groups may complete the task early.

Prepare some time filling.


III Techniques for Participation

Students Comments on JIGSAW

• We act spontaneously.• We ask all types of silly question, never dare to put to the

instructor.• Practice our teaching skills.• We can discuss in Arabic• Assess our understanding of the subject.• Rank oneself against other students.• No chance to feel bored or sleepy.• Time passes very fast.• Some room for fun

Oct 12, 2010 36

النوم • ويجيب جدا ممله الحصهالشرح ... • في ستايله الجامعه في قديييييييييييم دكتور

... + يكتبون ... ناس اكثر طالبه طبشوره سبوره قديمالجامعه ... في نوت

البعد • مملللللللللللللللللللللللللللللللللللللللللللل بصراحهالملل درجات

التفكير .. .. • على الطالب يحفز دائما التووب في شرحة . القبعه له ترفع ،، جد من جدا ممتع كالسه

في • اسلوبه الرجل، هذا على الله تبارك الله ماشاءمن الطالب وبين بينه البناء والحوار النقاش هو الشرح

درست التي المواد امتعOct 12, 2010 III Techniques for Participation 37

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III Proven Techniques to Enhance Student Participation in Classroom