Transcript Participatory Learning

Tips on Best Teaching &
Learning Practices
Why should I care?
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Duty
Valuable Opportunity for Experience.
Building a Good Reputation
Paving the Road for Future Career
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Things’ I Have Learned about Teaching
• The most valuable service an instructor can
provide to his students:
to motivate them
• The last thing you want a class to be:
a transcription session
• Students will not put more effort than you.
• Students cannot keep attention for long periods,
no matter how interesting the subject is.
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Retention Versus Delivery Methods
Student retention of
information after 24 hours
90%
Demonstrations
70%
Teaching others
50%
Lectures
Reading materials
25%
15%
5%
Discussions
Visual materials
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Effective Teaching Methods for Large Classes, J.
Carpenter, U. South Carolina, 2006
Most Valuable
Least Valuable
Teaching method
Percent
Lecture + Discussion
38%
Lecture
20%
Jigsaw
19%
Case Study
13%
Team Project
10%
Jigsaw
31%
Lecture
30%
Team Project
21%
Case Study
18%
Lecture + Discussion
0%
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Scope of Workshop
• Techniques that:
– Engage Students
– Can be used in class
– Do not require class or material
restructuring.
• Because:
– Everyone can try
– Less resistance from students
– Build the “culture” of participation
gradually.
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Why Do So ?
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Deeper Impact
Longer Retention
Enhance independent learning.
Improve student concentration.
Student ownership of their learning.
Development of interpersonal skills
More fun, less Boring
(both to student and instructor).
• Improves student evaluation !
• ….
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Discussion-Stimulating
Questions
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Why Do We Ask Questions
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Review of Material
Assess Student Understanding.
Draw Students Attention
Transitioning
Arousing Interest
Maintain Discipline
Stimulate Class participation
– convert lectures to dialogues.
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Features of DSQ
• Not YES/NO questions.
• Designed for Higher level 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 today?
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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s
Taxonomy:
6 levels of
Cognitive
Thinking
Assess, convince,
conclude, judge,
support, criticize,
defend.
Compose, generalize, plan,
substitute, create, formulate,
integrate, design, anticipate,
compile, negotiate, "what if"
Analyze, arrange, connect, divide,
infer, classify, explain, correlate
Apply, demonstrate, modify, prove, construct,
develop, establish, use information in new situations.
Associate, compare, distinguish, differentiate, interpret, order
Describe, List, Define, name, state
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Why HOT Questions?
• More stimulating than
purely descriptive
questions.
• Those who “do not
know” can participate
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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.
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Response Time
• When teachers ask questions they
typically look for immediate response
from students.
• Allowing few seconds for the
response …
– Promotes higher levels of participation
and longer responses.
– The frequency of “I don’t know”
decreases.
– Improves language use, attitudes and
teacher expectations.
(Gambrell, 1983; McTighe,1988; Stahl, 1994)
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How much RT is needed?
• 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.
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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
now and then.
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Student-to-Student Q&A
• Let students answer each other.
• Encourage students to ask review
questions to their peers.
– 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
know all the answers”.
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5 Tips for DSQ
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Think-Pair-Share (TPS)
Teacher poses
Q
T
P
S
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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 7075% of the talking. (20-80 principle)
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PAIR Phase
Why…
Think
Pair
Share
and not …
Think
Share
??
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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 nonthreatening environment.
– Students in many instances
learn better from each other
then from their instructor.
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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.
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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.
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Management of TPS
• Manage the “Think time”,
“Pair time” & “Share time”.
The longer the time “less
discipline” environment is
more likely to happen.
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Thank You
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