Suchen

... A QUICK LOOK AT STUDENT SERVICES DIVISION OF STUDENT SUCCESS AND ENGAGEMENT Ruth Rodgers, Vice President of Student Success & Engagement and Dean of Students (rrodgers@marian.edu) Heather Bisher, Director of Housing and Residence Life (housing@marian.edu) Candace Luebbehusen, Student Activities Coordinator (cluebbehusen@marian.edu) The Division of Student Success & Engagement provides various services and functions to the Marian University community. Located on the first floor of Clare Hall, SSE provides services and information about Housing and Residence Life, Student Activities, Orientation, Campus Clubs and Organizations, Campus Safety and Police Services, Health & Wellness Services, 21st Century Scholars, The Exchange: Internships & Career Services, and Counseling and Consultation Services. Each area within SSE provides something unique to the Marian Uni ersit st dent pop lation; o r n mber one goal is to pro ide ser ices that help each st dent s o erall success and development. ATHLETIC DEPARTMENT Steve Downing, Athletic Director (sdowning@marian.edu) Marian University is proud to have 22 very successful varsity sports. The athletic department is also proud to house the growing cheerleading and dance teams. There are over 430 individual student athletes which comprise more than 30% of the traditional student population. The athletic department also provides a variety of intramural activities such as ultimate Frisbee, kickball, flag football, and basketball, as ell as cl b sports s ch as omen s lacrosse. BOOKSTORE Margaret Cihlar, Marian University Book Store Manager (bookstore@marian.edu) The bookstore, located in Alumni Hall, is where you purchase and return textbooks, rent textbooks, purchase Marian University apparel and gifts, and place orders for class rings and other commemorative items. You will also find a broad range of additional academic and reference resources available for purchase. CAMPUS MINISTRY Adam Setmeyer, Vice President for Mission and Identity (asetmeyer@marian.edu) Jeanne Hidalgo, Associate Director of Campus Ministry (jhidalgo@marian.edu) Committed to serving all in their spiritual journey, passionate staff and student leaders in Campus Ministry create an environment for students of all backgrounds to find faith filled answers to the big questions in life. In our Catholic and Franciscan tradition, students are encouraged in their personal development, growth in the community, lived faith values, leadership, and service to the University and our world. In support of our Franciscan sponsorship values: Peace and Justice, Responsible Stewardship, Reconciliation, and Dignity of the Individual, the Office of Campus Ministry offers students many avenues for service and spiritual growth. In addition to providing opportunities for Catholic spiritual formation and liturgical involvement, campus ministers are committed to serving students of all traditions in their faith exploration. CAMPUS SAFETY AND POLICE SERVICES Scott Ralph, Chief of Campus Safety and Police Services Police (sralph@marian.edu) Campus safety is a community endeavor. Each member of the Marian University community is invited and expected to use basic precautions related to personal safety as they would in any city. Marian University Police Officers are available 24 hours a day 365 days a year. They are sworn peace officers in the state of Indiana and as such perform all related duties. In addition to general police duties, campus officers provide the following on campus: escort services, jump starts, and assistance if keys are locked in vehicles. They also provide educational workshops. Contact the Office of Campus Safety and Police Services at 955.6789 for additional information, or to request a workshop. Campus Safety and Police Services are located on the first floor of the Ruth Lilly Student Center. CAREER DEVELOPMENT-THE EXCHANGE Ellen Whitt, Executive Director (ewhitt@marian.edu) Career Development professionals look forward to helping you pursue your future career goals from your first day on campus. Whether you are pursuing student employment, an internship, permanent employment, graduate or professional school, or other alternatives, the Exchange is here to help. The office is located on the first floor of the Mother Theresa Hackelmeier Memorial Library. COUNSELING and CONSULTATION SERVICES Marla Smith, Ph.D., Director of Counseling (msmith2@marian.edu) College life is a time of change, growth and transition. Sometimes students experience personal challenges while attending college. A range of issues, including adjustment to college, interpersonal problems, feelings of depression or anxiety, or uncertainty about major/career choice can be addressed via free personal counseling. Counseling Services is located on the first floor of Clare Hall. Our licensed and professionally trained staff offers counseling services to all currently enrolled students. We strive to provide students with the support and resources they need to help them achieve their personal and academic goals and enhance their experience while in college. CENTER FOR ACADEMIC SUCCESS AND ENGAGEMENT Jennifer Plumlee, Director of the Center for Academic Success and Engagement (jplumlee@marian.edu) The mission of CASE is to deliver meaningful, coordinated, and collaborative services by providing an integrated approach to student success. CASE is comprised of five offices: Academic Advising, Academic Engagement, Academic Support Services, First-Year Experience, and 21st Century Scholars. Location: Clare Hall 123 DINING SERVICES Scott Jayne, Director of Dining Services (317.955.6410/ sjayne@marian.edu) Dining with friends is an integral part of your college experience. We are proud to offer one of the best university dining programs in the area. Dining locations on campus include: Barbara B. Cooling Dining Room (located in Clare Hall), Subway (located in the Ruth Lilly Student Center), Papa Johns, Grille Works, Starbucks (located in Alumni hall) and P.O.D Market (located in the Evans Center). The All Access Meal Plan for residential students is purchased when students sign their housing contracts. Commuter student meal plans are assigned to all first year commuter students. In addition to the required student plan, supplemental Knight Bucks (dining dollars) and meal plan upgrades for commuter students can be purchased at the Dining Services office (Clare Hall 121). Whether you eat every meal on camp s or j st grab a bite no and then, o ll lo e the al e, ariet , con enience and fle ibilit of o r meal plan. HEALTH SERVICES Jan Carnaghi, APRN, FNP-BC--Director of Health Services (jcarnaghi@marian.edu) The Marian University Student Health Center, located in Clare Hall 126, provides the clinical opportunities for students to achieve their level of optimal wellness. The Catholic Franciscan heritage coupled with current medical information guide the implementation of clinical services. These services address a wide range of needs in the form of providing treatment for acute illness, minor injuries, and management of certain chronic conditions, well visits, immunizations, physical exams and promotional health education programs. The Student Health Center provides limited over-the-counter medications and prescriptions for pharmaceutical medications when indicated. OFFICE of INTERNATIONAL PROGRAMS Rhonda Hinkle, International Student Support Specialist (rhinkle@marian.edu) Dr. Wendy Westphal, Study Abroad Director (wwestphal@marian.edu) Provides resources and advising on education abroad opportunities for Marian University students and faculty. Provides programs, services, and orientation to support international students in becoming familiar with the university and community. Advises in matters regarding how international students can maintain their immigration status, including but not limited to passports, visas, employment issues, academics, and other concerns of the international student. MOTHER THERESA HACKELMEIER MEMORIAL LIBRARY Library Main Number: 317.955.6090 (librarystaff@marian.edu) http://www.marian.edu/current-students/library St dents of Marian Uni ersit are enco raged to take ad antage of the Librar s ser ices and content. Yo r co rse req irements and general research needs are ell ser ed b the Librar s book, jo rnal, database, and media collections. The Librar also has a collection of leisure reading titles, movies, board games and video games for your down time. The majority of the librar s collection is a ailable 24 hours a day, 7 days a week, through the internet using your Marian credentials. The Library strives to be a complete learning environment. Space is available for both individual and group study. In addition to research resources, the Library offers wireless internet connection, computers with Internet access, Microsoft Office, SPSS and other course-required software. Librarians will be happy to help you to develop your research strategies, identify useful sources, and assist you in using our collections. Please drop in, call us, or email a librarian with a question. SPEAKING CENTER Anna Zimmerman, Speaker Center Director (azimmerman@marian.edu) From COM101: Public Speaking to presentations in upper-level classes, the speaking center is here to help. The staff assists with any stage in your project brainstorming topic ideas, research, outlining, and polishing the delivery. You can stop by any time, and if a tutor is not available right then, sign up for a time on the schedule. The speaking center is in the lower level of Clare Hall. TECHNOLOGY Helpdesk The helpdesk is located in Marian Hall room 301 and is staffed between 7:30 am 6:30 pm. The afterhours helpdesk phone is staffed 24/7. Help desk requests can be made via phone, email, or a web form: Phone 955-6444 Email: helpdesk@marian.edu Web: http://www.marian.edu/helpdesk Online documentation for wireless access is available at: http://www.marian.edu/IT WRITING CENTER Mark Latta, Writing Center Director (mlatta@marian.edu) The Writing Center, located on the lower level of Clare Hall, has professional staff and students available to assist writers at all stages of the writing process, from idea generation to revision and editing. We support academic writing, of course, but also help writers with personal or creative work. Our staff enjoys regular usage by Marian faculty, staff, alumni, and students, as well as broad connections with community members. We welcome drop in visitors, but if your time is tight, signing up for an appointment can assure you of help when you need it.  ...

... FROM MINOR CHANGES TO MAJOR LEARNING James M. Lang Assumption College The Power of Small Changes M ch f ha e e bee doing as teachers and de i e i g well, but some comparatively simple changes could make a big diffe e ce. Brown, Roediger, McDaniel Make it Stick (Harvard UP, 2014) Pausing for Learning I the current study the procedure consisted of pausing for 2 minutes 3 times during each 45-minute lecture. During the pause, subjects formed dyads and discussed lecture content (e.g., asked each other for clarification of concepts or caught up on notes). No instructor-subject interaction occurred during the pauses. 120 100 80 60 40 20 0 Pause Class 2 Chart Title Class 1 No Pause Small Teaching Innovations Brief (5-15 minute) interventions into individual learning sessions Limited number of interventions or activities within an entire course Minor changes to course design, assessment structure, or communication with students FOUNDATIONAL KNOWLEDGE Kno ledge: The Hidden Po e of Cogni ion Ski g ga ica f ecific knowledge domains that is to say, facts . . . The wider your knowledge, the more widely your intelligence can range and the more cha e i ge e i f ai . Ian Leslie, Curious Test NO Study Retrieval Practice in the Laboratory 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Test and Study Exam Scores NO Study NO Test Study NO Test Limits of Long-Term Memory I g-term-memory the limiting factor is not storage capacity, but rather the ability to find what you need when you need it. Long-term memory is rather like having a vast amount of closet space it is easy to store many items, but it is difficult to retrieve the needed item in a timely fashion. Michelle Miller A Little Bit of Theory . . . Me ie . . . a e e c ded b modifications in the strengths of connections among neurons. When we experience an event or acquire a new fact, complex chemical changes occur at the junctions synapses that connect neurons with one another . . . with the passage of time, these modifications can dissipate . . . unless strengthened by subsequent retrieval and recounting. Daniel Schacter Thinking to Retrieve 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% No Activity Focused Study 30-Day Results Multiple Choice Short Answer Retrieval as a Form of Thinking B retrieving a memory we modify, reorganize, and consolidate it better in our long-term storage. Furthermore, recalling a memory often creates additional retrieval pathways to that memory, and makes it easier to find it later. Lastly, by searching for a memory, we frequently activate information connected to that memory and link it in a more networked context for easier future acce . Tricia Taylor The Learning Scientists Small Teaching: Retrieval Open class by asking students to e i d previous content or summarize readings. f Close class by . . . asking students to write down the most important concept from that day (i.e., the minute paper) and one remaining question. Use polling with peer instruction intervals in order to allow students to help one another retrieve, think, and engage. Moderate to High Utility Summary of Learning Strategies (2013) Low Utility Elaborative Interrogation Practice Testing Distributed Practice Self-Explanation Interleaved Practice Summarization Highlighting Re-reading Keyword Mnemonics Imagery Peer Instruction: Retrieval+Thinking+Engagement Instructor poses a question or problem. Students work on question or problem individually and post response. Students turn to their neighbor and explain their response. Students re-submit their answers. Instructor solicits explanations from students. Instructor provides correct answer or solution. Conceptual Understanding CONNECTING Connected Knowledge O ei a a e e a d ice k edge ga i a i differ is the number or density of connections among the concepts, facts, and skills they know . . . as experts in our domain, we may organize our knowledge in a way that is quite different from how de ga i e hei . How Learning Works Connection Questions List e a i hich he da c ec e manifests itself on campus or in their home lives. da material c ec a eek . Identify a television show, film, or book that somehow illustrates a course concept from class. De c ibe h E ai h ha da a e ia c ec they learned in another course. e hi g H d c ec da a e ia a c e political/economic/social debate we are having? Concept Maps A meta-analysis of 55 studies found that students who completed concept maps on a topic had higher levels of knowledge retention and transfer compared to students who read passages of text, attended lectures, or participated in classroom discussions on the topic (Nesbit & Adesope 2006). ABL Connect Connection through Annotation Someone Give Me . . . A A a g : Wha I Like? An Example: Where Have You Seen It? A Reason: Why Does It Matter? Well-Wrought Learning Y now see why c a i g must be so poor a mode of study. Cramming seeks to stamp things in by intense application immediately before the ordeal. But a thing thus learned can form but few associations. On the other hand, the same thing recurring on different days, in different contexts, read, recited on, referred to again and again, related to other things and reviewed, gets well wrought into the mental c e. William James (1899) Small Teaching: Connections Consider using connection notebooks or discussions to help students connect course material to their lives. Require students to create concept maps multiple times or with different organizational principles. Use annotation tools like Hypothes.is or Perusall to create connecting threads on course texts. Think continually about how to invite students to create their own examples and connections. MOTIVATION A Box of Content The focus of this course is on nutrient uptake and translocation, nutrient deficiency symptoms, plant primary and secondary metabolism, physiological responses to biotic and abiotic stresses, hormones and signal transduction, defense and immune responses. The laboratory component of this course will provide opportunity for students to have hands on experience and assess plants physiological behavior by determining metabolites content and enzymes activities and studying hormones and nutrients. What the Best Teachers Do Questions Problems Challenges Building a Learning Experience 1. Articulate Problem or Question 2. Explain Significance or Relevance 3. Give Students Opportunity to Answer 4. Provide Answer 5. Conclude with Problem or Question Motivating Learners Build courses, units, and individual class periods around problems, questions, or challenges. Build purpose or question reminders into assignment sheets or other regular communication with students. Use opening and closing minutes of class to invite students into thinking about purpose and meaning. More Information and Resources . . . S a Cha ge i Teachi g RetrievalPractice.org How Learning Works Best Teachers Summer Institute @LangOnCourse  ...

... CHEATING LESSONS: LEARNING FROM ACADEMIC DISHONESTY James M. Lang Technology and Cheating He e S c Va e , he e are also smart pens, and are or will soon be smart spectacles less obtrusive than Google Glass. They ca he ea ab e c e . Hard to imagine telling students that pens and glasses (and watches and jewelry and belts and shoes and on and on) are not allowed in the exam room. It's time for us to eh a e e . Patrick Morris Foothill College Resource Sharing Sites Students at Non-Honor Code Institutions Is Cheating on the Rise? 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1993 2002-2010 Cheated at Least One Time 1963 WHY DO STUDENTS CHEAT? Human Nature? Individual or Group Characteristics? Specific demographic groups? Particular disciplines? Certain types of classes? Failure of Communication? "P fe c ce f ag a a d correct paraphrasing can range widely from a very lax set of criteria for determining plagiarism to criteria that can be even more rigorous than those prescribed by traditional definitions . . . Even within groups of academic specialties, respondents appeared to have a fairly wide range of criteria for ag a . Ethics and Behavior (2001) ROLE OF THE ENVIRONMENT Searching for Princess Alice Dan Arielys Fudge Factor Ariely: The amount Our Thesis: The of dishonesty in amount of cheating in which people are which students are willing to engage willing to engage de e d he depends (in part) on structure of our daily the structure of the e e . learning environment. Learning Environments that Produce Cheating Motivation is Extrinsic Orientation toward Performance Infrequent, High-Stakes Assessments Low Self-Efficacy Cheating Perceived as Common/Approved Role of the Environment in Contract Cheating I have opportunities to approach my lecturers and tutors for assistance My lecturers and tutors ensure I understand what is required in assignments I receive sufficient feedback to ensure that I learn from the work I do There are lots of opportunities to cheat in my subjects https://cheatingandassessment.edu.au/resources/ Lack of Understanding of Assignment Requirements Receiving Insufficient Feedback Lack of Approachability of Faculty Master List of Teaching/Learning Factors Motivation is Extrinsic Orientation toward Performance Infrequent, HighStakes Assessments Low Self-Efficacy agency ; with instructors, peers, and e f The Meaningful Writing [Assessment] Project O E gage e ae a ; Lea g ha connects to previous experiences and passions and to future a a a d de e . (2016) ENGAGEMENT Physics at MIT: 2003 Traditional Lectures Cheating Rate: 11% Failure Rate: 9% Physics at MIT: 2006 The c e a d ded ec f 75 students each; each section met for 5 h[ours] total each week with one professor and several teaching assistants. During class periods, students were given mini-lectures interspersed with questions answered using a personal response system followed by peer instruction, hands-on experiments, and group problemg e , f e a he b a d. Physics at MIT: 2006 In-Class Practice Cheating Rate: 3% Failure Rate: 1.5% CONNECTION Connections to Authentic Problems Ca e feed he d? D e e of ethanol in gasoline cause food shortages? What are the dangers and benefits to genetic engineering of food plants? Learn about and work to solve the current paradoxes of our food situation the malnutrition of too little AND too much food: deprivation and obesity. What solutions are there political, economic, biological and che ca ? Connections to the Community Y de g a 5-10 minute lesson plan for 5th graders covering some aspect of basic brain anatomy or function. You will submit draft and final lesson a ,a d e h da de ehea a f he e e a in class. During National Brain Awareness Week in March, you will present these lesson plans in a ca e e e a ch . Connections to Community AGENCY Chris Walshs Blank Syllabus I a 4-page essay, discuss a selection of your own choosing . . . from the Oxford Book of War Poetry. This poem will be added to the syllabus, and on the day it appears you will recite at least 80 words of it for the class, and you will help me lead discussion of it. The working claim for this essay may well be an answer to the question, Wh should we as a class read this poem? Cathy Davidsons Class Constitutions Y gh hand out a draft syllabus on the first day of class, and then present the areas in which you want students to help you establish certain class rules. (You can obviously set limits and define certain rules that are nonnegotiable for you.) You could invite students to comment on the course website and/or have them discuss these issues in groups. Toni Weisss Economics Grading Choices Myeconlab: 12% - 16% Clicker points: 5% - 10% Midterm #2: 17% - 22% In-class projects: 12% - 16% Journal Entries: 3% - 7% Grading: In order to give you more control over your education, you may determine the weight of each assessment category as a percentage of your semester grade. The guidelines are as follows: Midterm #1: 15% - 20% Final Exam: 20% - 25% You need to submit your grading plan to me, via Canvas, by Friday October 6th. By that time, you will have seen examples of each type of assessment. If d b one,or f he e b d e add 100%, then the midpoint of each range will be used. Questions for Self-Reflection Did the student have agency? Were there opportunities for engagement? Could the student see the connections? More Information and Resources . . . International Center for Academic Integrity Academic Integrity in the 21st Century (Bertram-Gallant) https://cheatingandassessment. edu.au/ @LangOnCourse  ...

... Utilizing MUShare: An Approach to Scholarly Communications Amanda Hurford PALNI Scholarly Communications Director Tools for Teaching Fall Faculty Development Conference Marian University 8/15/2017 Edward Mandity Assistant Library Director Hackelmeier Memorial Library Marian University Scholarly Communications Defined @ PALNI Amanda Hurford PALNI Scholarly Communications Director Private Academic Library Network of Indiana Private Academic Library Network of Indiana $$$ The cost of a single librarian 200+ PALNI librarians & Vendor Support Teaching Learning and Support User Experience Professional Development Resources & Services Technology Private Academic Library Network of Indiana PALNI Today Private Academic Library Network of Indiana AMBS Ancilla Anderson Butler CTS Concordia DePauw Earlham Franklin Goshen Grace Hanover Huntington Manchester Marian Oakland City Saint Francis Saint Meinrad Taylor Trine U of Indy Wabash 22 Libraries Private Academic Library Network of Indiana PALNI Mission The libraries of PALNI collaborate to enhance the teaching and learning missions of private higher education in Indiana by optimizing resources and services while strengthening leadership and professional development. Mission approved by the PALNI Board, Fall 2011 Private Academic Library Network of Indiana Achieving the PALNI Mission 1. Start with learning & growing our people 2. Establish a collaborative process 3. Be good financial stewards 4. Impact institutions students & staff Private Academic Library Network of Indiana  Open Access Free, immediate, online availability of research articles --SPARC Making and using OA teaching tools Retain, Reuse, Revise, Redistribute, Remix OER Commons/Open Textbook Library Open Educational Resources Impactful Tools Institutional Repositories Like MUShare Highlight scholarly work openly online Private Academic Library Network of Indiana What is Scholarly Communication? The system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use. The system includes both formal means of communication, such as publication in peer-reviewed journals, and informal channels, such as electronic listservs. --Association of College and Research Libraries Private Academic Library Network of Indiana Advertisers Libraries Researchers Scholarly Societies Salespeople Librarians Authors Instructors Search Engines Publishers Contributors Students Aggregators Reviewers Funders Readers Universities Editors Government Scholarly Communicators Policy makers Private Academic Library Network of Indiana Research, Data Collection & Analysis Peer Review Authoring Scholarly Communications Cycle Discovery and Dissemination Publication Private Academic Library Network of Indiana 1 Technical Skills 2 Outreach and Instruction 3 Team Building Schol Comm Competencies Background Knowledge 4 Private Academic Library Network of Indiana Institutional Repository Development Knowledge of and experience with the full life cycle of publishing Collect, store, and preserve faculty, staff, and student intellectual output Areas of Focus Publishing Services Knowledge of pertinent national copyright law Understanding of indicators of research impact, their strengths and limitations Data description and storage Copyright Services Data Management Services Assessment and Impact Metrics --NASIG Private Academic Library Network of Indiana Learn & Grow Collaborate The PALNI Cycle Impact Maximize Value Private Academic Library Network of Indiana Develop Steering Committee and Advisory Group Prioritize Action Items Create Task Forces & Admin Teams Developing a Schol Comm Program Scholarly Communications Summit during Open Access Week 2017 Private Academic Library Network of Indiana Open Access Open Educational Resources Institutional Repositories Direct Our Efforts Task Forces & Admin Teams Copyright Private Academic Library Network of Indiana Save students money Customize teaching tools Open Educational Resources Archive scholarly output Preserve data Openly disseminate works Institutional Repositories Maximize Benefits & Tools Open Access Increased citation and usage Enhanced public engagement Free access to knowledge Private Academic Library Network of Indiana Thanks! Amanda@palni.edu 317-747-0507 www.palni.edu facebook.com/PALNIConsortium @PALNIUpdates Credits Images: Technology by Agni from the Noun Project chat bubbles by Kid A from the Noun Project pixabay.com (public domain images) Quotes: Open Access to Scholarly and Scientific Research Articles: https://sparcopen.org/wpcontent/uploads/2017/04/Open-AccessFactsheet_SPARC.11.10-3.pdf ACRL Scholarly Communications Toolkit: http://acrl.libguides.com/scholcomm/toolkit/ NASIG Core Competencies for Scholarly Communications Librarians: http://www.nasig.org/site_page.cfm?pk_associati on_webpage_menu=310&pk_association_webpa ge=9435 Private Academic Library Network of Indiana MUShare Scholarship, History, Art, Research, & Engagement A service designed to highlight scholarly work created on campus http://mushare.marian.edu/  ...

... Fall 2018 Crossley/Latta Tools for Teaching WAC Session Strategic Instruction in Writing Intensive Course: A Rough Example Initial Assignment: Write a column on some current event in which you employ a theor we ve studied in class Writing-to-learn Assignment: Identify the current event (WTL) Examine its exigence In what context is this event occurring? What compels you to respond to this event? What perspective do you bring to the event? Who do you imagine as your audience? Out of class: Read Pierre Atlas s Trump's decision on Jerusalem was reckless Read Kathleen Parker s opinion piece: In Jerusalem, It s the Trump s team vs. reality Reading Completion Check In-class: On the index card I ve provided, work as a group to identify and list the traits that distinguish Altas s column from Parker s opinion piece. Consider: How is each writer establishing trust with the reader? What kind of influence is each trying to have? How is evidence used? What is the role of the writer s perspective in each piece? Fill in expectations and requirements of column assignment. WTL Assignment: Return to your writing assignment about exigency and explain how your ideas have developed to this point. What is clearer to you? Where can you elaborate not? What are you modifying, if anything? In-class/Discussion Board: Students draft peer responding questions to prompt responses with the appropriate focus and expectations for supporting the writer to a next draft. Peer Workshop of full draft Revision of Column Submission of Column Reflective Writing Read Ahmad Jamil Azem s Moving the U.S. Embassy to Jerusalem: A Chronic Unfulfilled Promise Based on your analysis of the traits of this scholarly article, how do you understand your job as a writer if you were to transform your column into a scholarly article? What would you do differently to establish trust and influence the reader? How would you think of your reader differently in an article? What skills and knowledge you have that prepare you to do article writing? What skills and knowledge do you need to build. What have you learned from writing a column that you can apply to other writing situations? Session Discussion Prompts What value, if any, would this approach have in your course or program? How do you imagine gleaning the needs of student writers using this model? What interventions do you anticipate needing to create? How would you build on the learning of student writer in the column assignment?  ...

... ...

... Terms of Engagement Elizabeth F. Barkley Marian University 9:00 - 11:45 Wednesday, May 10, 2017 Bored and Uninterested Student eng Lost and Overwhelmed While the body language of a bored student and an overwhelmed/lost student may look the same to us as teachers, they are very different problems and require different solutions. The challenge for todays teachers is that the diversity of students requires diverse engagement strategies. In times of change learners inherit the earth, while the learned find themselves perfectly equipped to deal with a world that no longer exists. The faculty present at this workshop are demonstrating that they are both learners and learned, eager to find ways to adapt their teaching to try to make it more effective. Eric Hoffer J.R.R. Tolkien Making change in academia is like relocating a cemeteryyou get no help from the inhabitants. Students need to engage in the course starting the first day. One way to accomplish this is by using icebreakers. In our Collaborative Learning Techniques book (Barkley and Major, 2014), we organize icebreakers in to 3 categories: 1. Social 2. Course Policies and Procedures 3. Course Content Icebreakers 1. Social Example: In groups of 4-6, students list things that they have in common and then report back to the whole class. 2. Course Policies and Procedures Example: Groups of students are given a list of common questions and told to find them in the Syllabus. 3. Course Content Example: Students map out a concept that is central to the course, such as How do we learn about the past? (for history) or What is art? (for art appreciation). What is student engagement? What is Student Engagement? International Society for the Scholarship of Teaching and Learning (ISSOTL) Founders of Special Interest Group on Student Engagement Motivation Active Learning The synergistic interaction between motivation and active learning. Learning but not motivated. Not Student Engagement Motivated but not learning. Motivation Active Learning Engagement is increased as motivation and active learning increase. Component 1: Motivation The level of enthusiasm and the degree to which students invest attention/effort in learning. (Brophy) Good Student Bonus For years I have been providing students with an upfront bonus (theirs to lose) for the behaviors that I believe are essential for student success. This bonus makes expectations clear and also rewards students for demonstrating them. You are a good student if you Take responsibility for your learning. Check before asking questions. Manage your time well. Do your best work. Dont quibble over a few points. Accept responsibility for your grade. Junk Effort Penalty I also impose a penalty for students who submit work that is clearly a junk effort. Here is the language: Junk Effort: If you have disregarded the basic instructions, and/or put little or no college-level thought into the assignment, and/or submitted it with multiple grammar and spelling errors, it is a waste of my time and a waste of your time and you will have earned a -200 point penalty. Helps me discourage behaviors I dont like. Behaviorist Model The problem with bonuses and penalties is that they may result in students losing their focus on learning. Instead, they focus on getting the carrots and avoiding the sticks. Good Student Bonus Junk Effort Penalty Maslows Hierarchy of Needs Engagement Many contemporary motivation theorists say that the many theories can be organized under a Value x Expectancy model. Value x Expectancy = Motivation VALUE What we want students to learn. How we want students to learn it. Unfortunately, most students view our courses are stepping stones or obstacles to where they want to go, and lose sight of the value of the course itself. Value varies among students and requires different approaches. Read Chapter & Take Online Quiz Learning Goals Go on Field Trip Participate in Online Discussion One Strategy: Give Learners Choice Comprehensive Project Personal Reflection Journal Word Aversion: Affects Reading and Writing How not to promote value Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Word Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words WordsWords Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words WordsWords Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words Words WordsWords My Old Syllabus Pages from My Current Syllabus Shift to graphics and minimum words. Consider Alternatives to Text-Based for both teaching and for students to demonstrate learning. Sketch Notes Prompt 1: What do you do to help students find value in what or how they are learning? High Expectancy Low The belief that you can succeed Self-Belief does not necessarily ensure success Albert Bandura but self-disbelief assuredly spawns failure. (1997) Whether you think you can or think you cant, youre right. Henry Ford Low Expectancy 1. Past Experience High 2. Self-Confidence (Self Efficacy) 3. Perceived Difficulty of Task Success Oriented Over Strivers Failure Accepting Covingtons Models of Expectancy Failure Avoiding To promote high expectancy: scaffold assignments and provide safety nets. Promoting Expectancy in My Own Classes: Welcome E-Mail Thank you for enrolling in my class. Im delighted you are here. Over the years, thousands of students have taken this course and been successful, and I have every reason to believe you will be successful too. Prompt 2: What do you do to help students expect that with effort they will succeed? New Twists on Expectancy Succeed Without Really Trying? I showed upI breathe.I paid for this class Fight for Students Right to Fail I havent failed, Ive just found 10,000 ways that wont work. Thomas A.Edison Ellen Degeneres It is failure that gives you the proper perspective on success. Value DOESNT value the task... If a student make excuses, pretend to understand, deny difficulties, focus on protecting the ego resistance, rejection, resentment and anger at being coerced into a perceived unpleasant, pointless activity DOESNT expect to succeed and... engagement, happy to focus on developing knowledge & skill evasion, do minimum, attention drifts to competing interests DOES expect to succeed and... Expectancy DOES value the task... Motivation is central to promoting student engagement but it is internal and individual. Motivation Active Learning Component 2: Active Learning Undergraduate Research Service Learning Active Learning in an umbrella term for several pedagogies. Collaborative Learning ProblemBased Learning But dont confuse being active with learning. Active Learning Learners take on an active role in integrating new information, ideas and concepts into their personal knowledge. New learning starts with a search for connections and is preserved as a network of connections. Novice to Expert Existing Knowledge and Understanding As we move from novice to expert, we build more complex networks of connections, which is why experts can process related information so much more quickly than novices. Consider Front-loading Vocabulary Provide students with vocabulary lessons PRIOR to their reading (especially difficult reading). Students have widely varying prior knowledge. Transfer Positive Transfer Existing Knowledge and Understanding Negative Transfer New Experiences and Information We store by similarity and retrieve by difference. Consider having students keep a Learning Journal to record their learning. Online: Pre- and Post Reflections Prompt 3: What do you do to help students connect new learning accurately with existing understanding? Long Term The Role of Memory Short Term (and Working) 729-163-052 Research has shown that adults (on average) can store 7 items of information in working memory. From Theory to Practice I. In lectures, chunk information A. So that the sub-structures 1. Are easy to perceive 2. As well as remember B. And consider limiting to 7 items. Available Mental Effort Cognitive Load Intrinsic Load Extraneous Load Germane Load 2+2=? Available Mental Effort Intrinsic Load Simple arithmetic Inhomogeneous first-order linear constant coefficient ordinary differential equation This has higher Intrinsic Load Instructor has minimal control Intrinsic Extrinisic Germane Intrinsic Load Available Mental Effort Instructor Task: Scaffold Extraneous Load Unnecessarily complicated presentation or other factors such as distraction. A geometric shape is the geometric information which remains when location, scale, orientation and reflection are removed from the description of a geometric object. Extraneous Load Lower Extraneous Load Extraneous Load Instructor has more control Intrinsic Extrinisic Germane Instructor Task: Lower Extraneous Load Germane Load The amount of effort available for the processing, construction and automating schemas. Majority of effort on learning Germane Available Mental Effort Cognitive Load Intrinsic Extrinisic Extraneous Load Germane Load Cognitive Load Intrinsic Load The greater the intrinsic load, the more the instructor needs to try to reduce extraneous load in order to promote germane load. Primacy-Recency Principle D-Apply P2- Reinforce & Closure Organize your class sessions to maximize learning at the Prime times. P1- New Information What to remember? To become an anatomist, one must learn 100,000 new terms What to remember? Nice CORE Important Keep whittling down from what would be nice for students to remember, to what is core and then build your course in ways to emphasize learning and remembering these core concepts. Helping Students Remember Learning Short Term to Long Term LTP (Long-Term Potentiation): Time needed for neurons to synthesize proteins Encoding takes place during sleep (REM) If remembered after 24-hours, it has the potential to be permanent Prompt 4: What do you do to help students remember what they learned? Motivation Three Components Contribute to Synergy Active Learning Synergy Component 1: Task is Appropriately Challenging Appropriately Challenging Dazed and confused. Learning Been there, done that. Zone of Proximal Development Lev Vygotsky The difference between actual development and potential development under guidance or through collaboration. Emeritus Stanford Physics Professor ? It can be challenging to teach students with widely varying ZPDs. First generation college student Differentiated Classroom Last 30 minutes of each onsite session used for multiple, simultaneous kinds of learning activities: individual task work, small peer group work, consultations with instructor, and so forth. Synergy Component 2: Building a Sense of Learning Community Students want to interact and connect with each other, so design your course activities to take advantage of this. Reality on Many Campuses Please sit quietly and pay attention. Example in My Own Teaching: Base Groups Synergy Component 3: Teach for Holistic Learning Faculty are comfortable in cognitive realm. Emotions can trump cognitive processing Cognitive Domain Affective Domain MoralEthical Domain Domain PsychoMotor Domain Motivation Active Learning Conditions that Contribute to Synergy 1. Prompt 5: Task is appropriately challenging 2. Prompt 6: Community 3. Prompt 7: Holistic Learning Education is not filling a bucket, but lighting a fire. Attributed to William Butler Yeats Terms of Engagement Motivation Active Learning Task is Appropriately Challenging Community Holistic Learning Thank You!  ...

... Increasing Student Engagement to Impact Achievement Heather Melrose and Jen Regelski The Educators College Graduate Students Why did we change our practice? Not actively engaged in class and low threshold to focus. Attendance Late assignments Quality of work Videos in Canvas Flipped Classroom Created short videos Before Class During Class Refresh anytime Attendance Working Sessions Students were invested and came to class. complete their assignments in class. Help Session Collaborated Engagement Survey Results Grade Increase Compare Spring 2016 to Spring 2017 SPR 2017 SPR 2016 96.30 89.86 Assignments Grade Average (%) 11.63 6.78 Exceeds Expectations on Key Assessment (%) Almost No late assignments Grading was a Breeze Students had an incentive to turn in their assignments early. Allowed to test out Caliber of work On time Undergraduate Students: What was my concern? h Not actively reading the assigned text and articles beliefs not facts mi conce ion o nonlack of depth The students were assigned readings with assessments to be completed weekly. Reading Assessment Canvas Quiz Randomized Timed Out-of-class participation SPR 2016 n=17 86.70 87.76 Assignments Grade Average (%) 74.17 71.06 Final Exam Grade Average (%) 77.5 70 Final Exam Grade Median (%) The results showed a slight improvement on the final exam grade. SPR 2017 n=14 Survey results provided by the SPR 2017 students showed mostly positive support for the assessments. The anecdotal observations provided strong evidence in support of the use of reading assessments. More prepared for class Better discussions in class Asked questions about the text Made comparisons to what was discussed and what was read Admitted to actually reading the text Using Canvas, individual questions and banks of questions can be easily uploaded. What questions do you have? ? ?  ...

... 1 CREATING THE CLIMATE 1. Eliminate noise. Sh he d , ff he ec , ai f e e e f a e i . 2. Sit in a circle. Everyone is in the front row. Draw in those on the fringes. Put the chairs close together. 3. Learn names. Have a short warm-up question so that each person around the circle shares his or her name and the answer. Consider having each student make a nameplate out of a tri-folded 81/2 x 11 piece of paper for the first few class periods. Plan group-building exercises early in the semester. 4. Discuss discussion. What makes for a productive conversation? Discuss this early in the semester. Talk about active listening, too and model it. 5. Express your commitment to conversation. Let students know that you encourage them to express their views. Assure them that they are free to say what they really think. 6. Create a covenant. Ag ee handout for ideas. g ide i e f di c i . See he Sa eG dR e 7. Signal the start of discussion. Use discussion to break-up lectures and mini-lectures to break up longer discussions. Signal verbally and nonverbally when lecture time ends and discussion begins. 8. Frame the purpose of the discussion. Do you expect brainstorming? Critique? Debate? Dialogue with the instructor? Questioning assumptions? Personal sharing? Quoting from the reading to support arguments? Let them know what you expect and how long you expect it to take. 9. Deal with uncivil remarks. When a student makes a comment that disrupts the class, engage that moment. Some inappropriate remarks may call for discipline; others pose an opportunity for great learning. 10. Go meta. Periodically a ab it a sensiti e ic ha i e a e e a . E.g. Wh i e e i he ech ica a g e e - Unlike everything else in this packet, I think I actually wrote this page all by myself. ie he hi i i g? e? I 2 DESIGNING THE QEUSTIONS Productive Questions The Playground Question -- Here the instructor designates a carefully chosen aspect of the material for intensive study (the "playground"). This kind of questioning encourages the students to choose freely their own concepts or themes in dealing with the material. Examples: "Let's see if we can generalize about the play as a whole from the nature of the opening lines. " (Instructor reads a sentence from the novel under study.) "Well, that's a very rich sentence. . .there's a lot there. . .OK, what's there?" The Focal Question -- Students are asked to choose from among a limited number of positions or viewpoints, and to support their views in discussion. They are thus more guided conceptually than by the Playground Question, but less restricted in the material they may bring in to substantiate their positions. Examples: So where is this wild boy better off? In the forest where he started, or in civilization being socialized?" "Is Ivan Illych a victim of his society, or did he create his problems by his own choices?" The Brainstorm Question -- Here the structure is thematic: the title is derived from the brainstorming technique, which encourages participants to generate a large number of ideas on a single topic in a short space of time. The question should deliberately encourage all kinds of ideas or opinions, while the theme delimits the range of what is appropriate. Examples: "What possibilities are there for refuge in A Farewell to Arms?" "What kinds of things is Hamlet questioning, not just in his soliloquies, but broadly throughout the whole play?" Questionable Questions The General Invitation -- This is a Playground Question that has lost its boundaries. It encourages a wide range of response, but the arena of discussion is so broad and vague that there is insufficient direction. Students are likely to get confused or keep quiet because they aren't sure what is "really" being asked. Examples: "What about the lecture?" "Any comments on Plato?" The Shotgun Question -- These are really multiple questions which pack in several weakly related sub-questions all in one breath or ask for radically different kinds of thinking. They often seem to be fired off in the hope that one fragment will hit something. Unfortunately, the confusion which results is usually inhibiting to students. In many cases the individual questions which make up the Shotgun Question would be valuable if the instructor would simply wait between questions instead of throwing them out all at once. 3 Examples: "So, we're talking about the fact that everybody's roles are changing, we've mentioned religion and education, how did religion and education during this period affect these changes, or how did the changes affect the kind of religion and education people had?...Let's start with religion...have women always had a divine place in religion? "How do you interpret what the narrator tells you about the hero? What do you make of his return from law school? Why did he decide he didn't really expect too much?" The Analytic Convergent Question -- These questions can elicit complex, analytical thought, but tend or seem to aim at a single correct answer. Discussion is likely to be short lived because students sense a "right or wrong" atmosphere, or because active thinking will stop when one answer is labeled as correct by the instructor. Examples: "So in this story, when (is) the point of truth for Kurtz?" "What was the most important reason for the revolution's failure?" The Quiz Show Question -- While questions of this type produce excitement on daytime television, they may well create an impoverished intellectual atmosphere because they are factoriented, single-answer, convergent questions which, not surprisingly, produce the least discussion of all. Examples: "What was the name of the institution?" "He talks about envying one character. Who was it?" A i a i I c i Ha db . P i ce U i e i . A ai ab e. http://www.princeton.edu/~aiteachs/handbook/index.html Open vs. Closed Questions Questions are the potent tool of the discussion leader, and the open-ended question has the most potential. This is a question with no single, correct answer. "Why is this important?" is a closedended question. Asking "In what ways could this be important?" is open-ended. Ask members of your group to diagnose. "What is your analysis of this situation?" "What conclusions can you draw?" Ask them to hypothesize. "What would happen if...?" Be willing to challenge participants. "Why do you believe that?" Finally, encourage expansion of thinking. "What arguments might be developed to counter that point of view? When a participant responds to a question, don't say "That's right," and move on to another. Encourage other responses, to build on what was said. You can encourage this both verbally ("Anyone else?") and nonverbally (with a questioning look). J h C. Mi e . G ide i e f Leadi g a d Faci i a i g Di c http://www.ac.wwu.edu/~gmyers/ehe/disclead.html i . We e Wa hi g U i e i . A ai ab e. 4 PRIMING THE PUMP Think First Think in silence about ____. Be prepared to say one thing you think about it. Pair First Talk with one other person about ____. Write First Write down two questions about ____. Write down three things you know about ____. Write one question you would like to ask the group (not the discussion leader). Group First Discuss with three or four others your response to the idea that ____. In groups of four or five, quickly list ideas with which you agree/disagree. Talk with one or two others, and note a couple of things you heard from the group that you would like to explore more fully. Be prepared to address the issues to the people you think will have some insight into them. Brainstorm First Ask the group to brainstorm things they know about this topic/story/etc. Read First Provide a short text such as a selection from the course readings, newspaper editorial, movie clip, etc. Skim for information about ____. Read with this question in mind: ____. Take the role of _____ as you read. Ada ed f Ways to Get Adults to Talk: Improving the Quality and Quantity of ParticipationIn Adult Discussions. Joyce MacKichan Walker. 2006. Available. www.TheThoughtfulChristian.com 5 FACILITATING THE DISCUSSION 1. Ha e Patience Wait for responses. Allow at least ten seconds after you or a student has asked a question. Give students time to reflect. Wait for responses to responses. When a student has talked, don't automatically be the first respondent. Count to ten and see who else may speak up. Wait for other students to speak; look around as if you expect them to do so. Avoid habitually answering your own questions. Students will in turn get in the habit of letting you do so. Avoid responding routinely with evaluation, with judgment: "Good." "That's right." You'll stay fresh if you try to pick up on the interesting part of a student's comment. Avoid the phrase, G d i ,b Provide positive re-enforcement for the student as a person with ideas. Listen. When students do respond, listen to what they say; don't focus only on your own goals and on the (perhaps tiny) part of the student's response that applies to that goal. 2. Stir the Pot Try calling on students by name rather than asking questions of the group as a whole. Encourage a conversation between students as opposed to dialogue with the instructor. Ask students to look at each other, not just the instructor, when they speak. Remind students that they can ask someone else in the room, other than you, to respond to their comments. Turn a speaker's opinion into a question, which you then ask of the students who have not been talking. Or ask these non-participants if they know of evidence which supports opinions being offered. Re-direct questions students ask you to other students. Have students provide evidence or an example for their own opinion or the opinion of another student. Engage conflict. Help students to see conflict as a good thing and learn ways to disagree without being harmful. They can learn to first acknowledge and analyze what the person with whom they disagree means before beginning their own critical analysis. Also help students learn to address not personalities but the issues: "That idea suggests that. . .", rather than "you are. . . ." 6 3. E periment Try choosing a note-taker. Quiet students may sometimes be the best observers and notetakers. He or she can read aloud the notes later. Silence the excessive talker by putting him or her into the role of discussion recorder: he or she must simply observe and record; he or she cannot talk until giving the final report. Try the bouncing ball. The person talking holds the ball. When done, she throws it to the next person she wishes to speak. No one can speak unless holding the ball (including the teacher). This same procedure can be accomplished without the ball: each speaker must call on the next speaker. Try allocating chits to talk. Give everyone six to ten paper clips. Each time a person speaks, she must throw a paper clip into the center of the table. When students have used up their chits, they can't talk anymore, until everyone is done. Try student-led discussions. Turn the discussion over to the class, making clear that you won't be speaking for ten or so minutes. It's a good idea in the first weeks of the semester to precede these "students only" discussions with a review of discussion "rules' (that one person not dominate; that they speak to each other, not to you; that they listen to and ask each other questions, and so on). Ada ed f Faci i a i Di c i : A B ief G ide. Ka he i e K. G cha . C e U i e i . Pa h e . Available. http://instruct1.cit.cornell.edu/courses/taresources/leadisc.html. Last updated September 26, 2001. Tr a fi hbo l panel di c ion. 3-4 students hold a discussion at the center of the room while the rest, in a large circle around the outside, observe perhaps with particular instructions. Then, tag-team style, switch-in new participants to the center. Tr a pin heel di c ion. From small groups each with a different assignment, such as analyzing a different reading. Then, create new small groups with a member from each of the old groups in each of the new groups. Everyone reports, teaching each other. 4. Encourage Discussion Without Asking Questions 1. Declarative statement--stating a thought that comes to mind as a reaction to what a student has just said 2. Reflective restatement--repeating or paraphrasing what a student has said 3. Statement of interest--stating that you would like to hear more about what a student has just said 4. Speaker referral--stating the relationship between what a student has just said and another student's comment (Dillion 1994) Refuting Misconceptions about Classroom Discussion. By: Wilen, William W., Social Studies, 00377996, Jan/Feb2004, Vol. 95, Issue 1  ...