Transcript How to Prepare High School Students for College

Mike Martynowicz
Manchester University
Fort Wayne Teaching Conference
February 22, 2013
• Huntington North High School – 7 years
• Taught US History, AP US History, Intro to Psychology, AP Psychology
• Social Studies Department Chair, Union negotiations team, Policy
Committee/Discussions chairperson
• Sponsored ECA’s: Future Educators, Cadet Teaching and Teacher
Internships, Psychology Club, Peer Counseling and Suicide Prevention
• Received specific training and certification in: Highly Effective Teaching
and Brain-Based Learning, Project-Based Learning, and Ruby Payne
Diversity Training
• Manchester University – started Fall 2011
• Teach 7 different courses
• 5 in the Education Department, 2 in the Psychology Department
• Focus in the secondary education program
• Active in service events on campus
• Today’s post-secondary student enters higher education having
been exposed to multiple teaching strategies and is used to a
high level of engagement that is driven by dynamic instruction
• Eley (2006) found that students are more engaged when
teachers consider what students will experience during the
lesson, not merely what the instructor will do or say
• Marzano (2010) emphasizes deliberate practice, which involves
more than just repetition
• Activities should be specifically designed to improve student
performance, challenge the learner appropriately, and provide
meaningful and timely feedback
Group discussion/sharing (5 minutes)
What are some teaching strategies or activities that you utilize in your
classes? Note – focus on in-lesson strategies or activities and not assignments,
papers, or projects that students complete outside of class.
• Defined = formative assessment includes formal (quantitative) and
informal (qualitative) assessment procedures employed by teachers
during the learning process in order to modify future teaching and
learning activities to improve student achievement.
• Examples of formal assessment: exit slips, response logs or journals,
graphic organizers, quizzes, written assignments
• Examples of informal assessment: discussion, questioning, group
discussion, observation and use of signals, think-pair-share
• Kemp & Scaife (2012) found that formative assessment is generally
not perceived by students in higher education and, when it does, it’s
unplanned and not fully implemented
Brainstorming (5 minutes)
In your established groups, have one group member list all formal
and informal formative assessment strategies that you currently
use in all of your classes
• Students are leaving high school having been exposed to
multiple classroom management strategies
• Logan and Plumlee (2012) used Glasser’s Quality School model
in an undergraduate classroom and found that student
achievement improved when choice was given so that students
could form course content around their interests and skillsets
• Alberts, Hazen, and Theobald (2010) found that multiple
variables impact incidents of incivility between faculty and
students in a classroom setting
• These incidents are relevant because they were shown to impact student
understanding and performance
Activity (5 minutes)
In your established groups, try to guess which types of “incidents of
incivility” were reported by students and faculty. Also, what are
examples of intervention strategies that you use when these occur?
• Faculty concerns…..
• students coming late to class, missing class, reading or working on other
coursework, sleeping in class, cheating on assignments and exams,
personal comments, unjustified complaints to higher authorities, students
who resent being challenged, entitlement
• Generally, faculty respondents felt that students primarily care about
grades and recommendations
• Student concerns…..
• Condescending behavior, negativity, moral turpitude, inattentive planning,
inconsistent/unfair grading, favoritism, personal disregard, poorly
communicated course details, uncooperative nature, cynicism
• Generally, student respondents felt that faculty members primarily
care about avoiding negative course evaluations and saving their time
• I am not advocating for a complete abandonment of traditional
teaching strategies in higher education; lecture, repetition, and
summative assessment have their place.
• However, as someone who has extensive experience working
with high school seniors and has been trained in multiple
approaches and is an active educational researcher, I strongly
believe the following……
• Students will be much more likely to be engaged in your classes, and learn,
if you intentionally vary instruction and do so consistently.
• Students will feel less confused, and more positive about being in your
class, if they are being assessed formatively and not only summatively.
• Students will “behave” and act more maturely (and treat your content with
more respect) if: the class is organized and tailored to their needs, they
are treated fairly and with respect, and they feel that you truly value them
Questions or comments???
THANK YOU!!!
Contact me at [email protected]
with follow-up questions/comments or if you want
a copy of the PowerPoint.
Alberts, H. C., Hazen, H. D., & Theobald, R. B. (2010). Classroom Incivilities: The
Challenge of Interactions between College Students and Instructors in
the US. Journal Of Geography In Higher Education, 34(3), 439-462.
Eley, M. G. (2006). Teachers’ Conceptions of Teaching, and the Making of
Specific Decisions in Planning to Teach. Higher Education, 51(2), 191214.
Kemp, S., & Scaife, J. (2012). Misunderstood and neglected? Diagnostic and
formative assessment practices of lecturers. Journal Of Education For
Teaching, 38(2), 181-192.
Logan, J., & Plumlee, G. L. (2012). Who Really Answers the Questions? Using
Glasser's Quality School Model in an Undergraduate Classroom.
Journal Of Education For Business, 87(2), 73-78.
Marzano, R. J. (2010). Art & Science of Teaching. Educational Leadership, 68(4),
82-85.