Transcript R546 Instructional Stategies for Thinking, Collaboration, and Motivation Curtis J. Bonk, Professor, Indiana University President, SurveyShare [email protected] http://php.indiana.edu/~cjbonk.

R546 Instructional Stategies for
Thinking, Collaboration, and Motivation
Curtis J. Bonk, Professor, Indiana University
President, SurveyShare
[email protected]
http://php.indiana.edu/~cjbonk
Expectations List
Why is Class Important?
• For Students:
–Variety, variety, variety
–Address preferences
–Provide challenges and supports
–Allows some autonomy
–Better prepared for changing times
Why is Class Important?
For Instructors:
–Get to know students better
–More reflection on teaching
–More confidence
My Intentions: Who Targeted?
• Update teaching methods and
philosophies
• Build collaborative teams
• Provide labels for what already do
• Create long-range goals
• Design usable curricula
• Foster interaction and collaboration
• Stop being giant yellow highlighters
Preliminary Action Plan…
Test Question #1
• When will active learning
meet active teaching?
Charles I. Gragg (1940:
Because Wisdom Can’t be Told)
“A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
How does one fit answer to fact?”
Traditional
Teachers
•
•
•
•
•
•
•
•
•
Supposed sage, manager, conveyer
Sets the agenda
Learner is a sponge
Passive learning & discrete knowledge
Objectively assess, competitive
Text- or teacher-centered
Transmission model
Lack interconnections & inert
Squash student ideas
Anyone? Anyone?
Must Statistics and Math
teachers be boring?
Andie MacDowell, Bill Murray, 1993
Changes in College
Campuses Today???
The NSSE (nessie)
“It's an embarrassment that we
can tell people almost anything
about education except how
well students are learning.”
Patrick M. Callan, National Center for Public
Policy and Higher Education
What Really Matters in
College: Student Engagement
“The research is unequivocal:
students who are actively
involved in both academic and
out-of-class activities gain more
from the college experience than
those who are not so involved.”
Ernest T. Pascarella & Patrick T. Terenzini,
How College Affects Students
Evidence of
Student Engagement
• To what extent are students engaged
in effective educational practices?
• How can we obtain and best use such
information?
National Survey of
Student Engagement
(pronounced “nessie”)
Community College
Survey of Student
Engagement
(pronounced “sessie”)
College student surveys that
assess the extent to which
students engage in educational
practices associated with high
levels of learning and
development
National Survey of Student Engagement
(pronounced “nessie”)
Community College Survey of Student
Engagement
(pronounced “sessie”)
Benchmarks of Effective
Educational Practice
(Kuh, in press)
NSSE Benchmarks
Level of
Academic
Challenge
Student
Faculty
Interaction
Enriching
Educational
Experiences
Active &
Collaborative
Learning
Supportive
Campus
Environment
Level of Academic Challenge
Challenging intellectual and
creative work is central to student
learning and collegiate quality.
Colleges and universities promote
high levels of student achievement
by emphasizing the importance of
academic effort and setting high
expectations for student
performance.
Level of Academic Challenge
Sample of 10 questions:
Number of assigned textbooks, books, or
book-length packs of course readings
Number of written papers or reports of 20
pages or more
Coursework emphasizes: Analyzing the basic
elements of an idea, experience or theory
Coursework emphasizes: Synthesizing and
organizing ideas, information, or experiences
Coursework emphasizes: Making judgments
about the value of information, arguments, or
methods
Active and Collaborative Learning
Students learn more when they are
intensely involved in their education and
are asked to think about and apply what
they are learning in different settings.
Collaborating with others in solving
problems or mastering difficult material
prepares students to deal with the messy,
unscripted problems they will encounter
daily during and after college.
Active and Collaborative Learning
7 questions:
Asked questions in class or contributed
to class discussions
Made a class presentation
Worked with other students on projects
during class
Worked with classmates outside of
class to prepare class assignments
Active and Collaborative Learning
7 questions:
Tutored or taught other students
Participated in a community-based
project as part of a regular course
Discussed ideas from your reading or
classes with others outside of class
(students, family members, co-workers,
etc.)
Who’s more engaged?
 Women
 Full-time students
 Students living on campus
 Native students (those who start at and
graduate from the same school)
 Learning community students
 International students
 Students with diversity experiences
What We’re Learning About Student Engagement From NSSE
George Kuh (in press). Change, Indiana University Bloomington
Active & Collaborative Learning
• Samford University makes
extensive use of problembased learning (PBL)
strategies to induce students
to work together to examine
complex problems.
Active & Collaborative Learning
• Eckerd College developed Autumn
Term, a month during which classes
meet from 9 AM to noon, five days a
week. Group projects and
discussion-oriented pedagogies are
coupled with a community service
project.
Student-Faculty Interaction
• Elon University added an extra
hour of class meeting time for
experiential learning. This allows
students and faculty to dig
deeper and promotes more
frequent student-faculty contact.
See National Survey of Student
Engagement (NSSE): The College
Student Report
(November 2003 Annual Report)
NSSE: The College Student Report
(November 2003 Annual Report)
A Paradigm Shift Happening?
Students are too often…
• Not very interested in ideas
• Not respectful of others ideas
• Wanting learning to seem
easy
• Not well organized
Students are too often…
• Emotionally moody and sleepy
• Preoccupied with previous class
or hour
• Expecting entertainment
• Unable to concentrate for too
long
• Isolated or alienated
Learning Metaphors
• Teacher or text-centered to Student
or thinking skill-centered to Student
generated or problem-centered
• Transmission to Construction or
Design to Discovery or
Transformation
• Boring to Active to Love of Learning
• Sponge to Growing Tree to Pilgrim
on a Journey
Smart Schools
(Perkins, 1992)
• Causes of educational shortfall
– Trivial pursuit model
– Ability counts most theory
– Missing, inert, naïve, ritual knowledge
– Poor thinking, rely on knowledge telling,
cannot make inferences and solve
problems
• Educational Goals
– Retention, understanding, and active use
of knowledge
Consultative Teachers
•
•
•
•
•
•
•
•
•
Co-learner, mentor, tour guide, facilitator
Student and problem-centered
Learner is a growing tree and on a journey
Knowledge is constructed and intertwined
Many resources (including texts & teachers)
Authentic, collaborative, real-world tasks
Subjective, continual, less formal assess
Display student ideas--proud and motivated
Build CT, CR, CL skills
Active Learning Principles
1. Authentic/Raw Data
2. Student Autonomy/Inquiry
3. Relevant/Meaningful/Interests
4. Link to Prior Knowledge
5. Choice and Challenge
6. Teacher as Facilitator and Co-Learner
7. Social Interaction and Dialogue
8. Problem-Based & Student Gen Learning
9. Multiple Viewpoints/Perspectives
10. Collab, Negotiation, & Reflection
1.
2.
3.
4.
5.
6.
7.
7 Fundamental Principles of
Learning (Kahn, 1993)
Learning is social
Knowledge is integrated into life of
community
Learning is an act of membership
Knowing in engagement in practice
Engagement & empowerment are linked
Failure to learn results from exclusion
from practice
We have a society of lifelong learners
Resources in a Learning
Environment:
•
•
•
•
•
•
•
•
Teachers
Peers
Curriculum/Textbooks
Technology/Tools
Experts/Community
Assessment/Testing
Self Reflection
Parents
Sociocultural Ideas
•
•
•
•
•
•
•
•
•
•
Shared Space and Intersubjectivity
Social Dialogue on Authentic Problems
Mentoring and Teleapprenticeships
Scaffolding and Electronic Assistance
Group Processing and Reflection
Collaboration and Negotiation in ZPD
Choice and Challenge
Community of Learning with Experts and Peers
Portfolio Assessment and Feedback
Assisted Learning (e.g., task structuring)
Connections New Theories
• Situated Learning--asserts
that learning is most effective
in authentic, or real world,
contexts with problems that
allow students to generate their
own solution paths (Brown,
Collins, & Duguid, 1989).
Connections New Theories
• Constructivism--concerned with
learner's actual act of creating
meaning (Brooks, 1990). The
constructivist argues that the child's
mind actively constructs relationships
and ideas; hence, meaning is derived
from negotiating, generating, and
linking concepts within a community
of peers (Harel & Papert, 1991).
The Tao of Teaching
• A wise teacher lets other have the
floor.
• Trying to appear brilliant does not
work.
• The gift of a great teacher is creating
an awareness of greatness in others.
• Facilitate what is happening, rather
than what you think ought to be
happening. Silence says more than
words, pay attention to it.
The Tao of Teaching
• Allow time for genuine insight.
• Instead of trying hard, be easy; teach by
example, and more will happen.
• If you measure success in terms of
praise and criticism, your anxiety will be
endless.
• Any over-determined behavior produces
its opposite.
Teacher Self-Assessment for
active learning. (Bonk, 1995)
In my classes...
___ 1. students have a say in class
activities and tests.
___ 2. I help students to explore,
build, and connect their ideas.
___ 3. students share their ideas
and views with each other and me.
Teacher Self-Assessment for
active learning. (Bonk, 1995)
___ 4. students can relate new terms and
concepts to events in their lives
___ 5. students work in small groups or
teams when solving problems.
___ 6. students use computers to help
them organize and try out their ideas.
___ 7. I give hints and clues for solving
problems but do not give away the
answers.
Teacher Self-Assessment for
active learning. (Bonk, 1995)
In my classes...
___ 8. I relate new information or problems
to what students have already learned.
___ 9. students prepare answers with a
partner or team b/4 sharing ideas with the
class.
___ 10. I ask questions that have more than
one answer.
___ 11. students take sides and debate
issues and viewpoints.
Teacher Self-Assessment for
active learning. (Bonk, 1995)
___ 12. students develop ideas from a variety
of library and electronic resources.
___ 13. students bring in information that
extends across subject areas or links
topics.
___ 14. students suggest possible problems
and tasks.
___ 15. I provide diagrams or pictures of main
ideas to make confusing info clearer.
1. Motivational Techniques
What is motivating here?
Or here?
Who has seen the movie
Office Space?
Who has seen the movie
Office Space (1999)?
Motivation Research Highlights
(Brophy)
1. Supportive, appropriate challenge, meaningful,
moderation/optimal.
2. Teach goal setting and self-reinforcement.
3. Offer rewards for good/improved performance.
4. Novelty, variety, choice, adaptable to interests.
5. Gamelike, fun, fantasy, curiosity, suspense, active.
6. Higher levels, divergence, dissonance, interact with
peers.
7. Allow to create finished products.
8. Provide immediate feedback, advance organizers.
9. Show intensity, enthusiasm, interest, minimize anxiety.
10. Make content personal, concrete, familiar.
Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996;
Reeve, 1996; Stipek, 1998):
1. Include positive before negative comments.
2. Wish students “good effort” not “good luck”.
3. Give flexibility in assignments and due dates.
4. Communicate respect via tasks select and
control.
5. Design interactive and interesting activities.
6. Use coop learning, debates, group
discussions.
7. Minimize social comparisons and public
evaluations.
8. Use relevant, authentic learning tasks.
More Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996; Reeve, 1996;
Stipek, 1998):
9. Use optimal difficulty and novelty.
10. Use challenge, curiosity, control, and fantasy.
11. Give challenging but achievable tasks.
12. Create short term/proximal goals & vary goals.
13. Give students diff ways to demo what they know.
14. Encourage students to give and get help.
15. Attrib failure to low effort or ineffective strategy.
(Attrib success to effort or competence)
16. Give poor performing student the role of expert.
150 To Motivate Your Lover
(Raffini, 1996)
1. Ice Breakers (a. treasured objects—do
you have a treasured object, why is it
impt? B. who is like me?)
2. Goal Cards, Goal Notebooks,
Expectations (BS ST and LT objectives
and ideas on how to achieve)
3. Floating A, Escape Clauses, Volunteer
Assignments (to be used on any
assignment within a day)
4. Self Report Cards, Self Evaluation (make
set of tests available on the Web)
150 To Motivate Your Lover
(Raffini, 1996)
5. Discussion Questions, Issues, Problems
(perhaps answer questions of another
team; talking chips)
6. Team Competitions, Challenges, Puzzles
7. Success contracts and calendars
(Guarantee an A or B if fulfill contract
provisions)
8. Positive Statements, Self
Reinforcements (Bury the “I can’ts”;
save “I cans”; say “I think I can”)
150 To Motivate Your Lover
(Raffini, 1996)
9. Celebrations, Praises,
Acknowledgements, Thank Yous, PutUps (multicultural days, trips, class
awards, helpers, end of term events)
10.Class Community Building
(designated class Web Site or Class
Forum, Portal, Digitized Web class
photo, photo album, class project,
teeshirts, field trips)
150 To Motivate Your Lover
(Raffini, 1996)
11.Democratic Voting, Student
Interest Surveys, Class Opinion
Polls
12.Random Acts of Kindness, Service
Learning/Teaching, Volunteerism
13.Change Roles or Status (Random
roles, assume expert roles, switch
roles for a day)
Activities—Motivational Ice
Breakers
1. Expectations (flip chart)
2. Self-Disclosures
3. Talking String
4. Visuals
5. Index Card
6. Treasure Hunt
7. Accomplishment Hunt
8. Psychic Massage
9. Have You Ever Been?
10.CR, CT, CL Web
1. (Ice Breaker) Self-Disclosure
Introductions...
• Round I: Self-disclosure introductions
–Who are you
–Job
–Interests
–Hobbies
2. Self-Disclosure Introductions...
Round II. Self-disclosure introductions...
a. Treasured Objects--Take out two
items out of your wallet and describe
how they best represent you (e.g.,
family pictures, credit cards, rabbits'
feet) and share.
b. Describe themselves (e.g., "I am a
tightwad," "I am superstitious")
c. State name with an adjective starting
with 1st letter of 1st name (e.g.,
Marvelous Mary.
2. Self-Disclosure Introductions...
Round II. Self-disclosure
introductions...
d. Now intro self & also by a nickname
current, past, or potential nickname.
e. Brainstorm a list of questions you
would like to ask the others...(e.g., My
person I most admire is? The best
book I ever read?)
F. Middle name game (state what
middle name is and how you got it).
3. Expectations Charts
• What do you expect from this workshop,
what are your goals, what could you
contribute?
a. Write short and long terms goals down
on goal cards that can be referenced
later on.
b. Write 4-5 expectations for this
workshop/retreat
c. Expectations Flip Chart: share of 1-2 of
these...
4. Treasure Hunt (Index Cards)
a. Favorite Sports/hobbies/past times (upper
left)
b. Birthplace and Favorite cities to visit (upper
right)
c. Current Job and Classes Taught (lower left)
d. 2 comments, things, or traits about yourself
(e.g., team player, personable, talkative,
opinionated, hate Purdue, like movies, move a
lot, hate sports) (lower right)
e. Teaching strategies you are proud of (in the
middle)
4. Treasure Hunts
After completing card with
interests, where born, would
like to live, strengths, job role,
hobbies, etc. and find a match
(find one thing in common and
one thing different with
everyone)
5. Accomplishment Hunt
a. Turn in 2-3 accomplishments
(e.g., past summer, during
college, during life);
b. Workshop leader lists 1-2 of
those for each student on a sheet
without names.
c. Participants have to ask "Is this
you?" If yes, get a signature.
6. Issues and Discussion
Questions
a. Make a list of issues people
would like to discuss.
b. Perhaps everyone brings 2-3
questions or issues to the
meeting.
c. Partner off and create a list and
then collect question cards, and,
d. Then distribute and your group
must answer questions of the
other groups.
7. Team Brainteasers
• IQ tests
• Scrambled cities
• Crossword puzzles
• Competitions
• Dilemmas or Situations
• Unscrambled sayings.
8. Coat of Arms--fill in.
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are really
good at;
#5: write in something that
epitomizes your personal motto.
9. It’ll Never Fly Wilbur
a. Introduce a new idea or concept or plan.
b. Everyone writes 4-5 problems they see in it.
c. Divide into groups of 3-4 and discuss
concerns.
d. Each group writes down 3 roadblocks on a
3 X 5 card.
e. Facilitator redistributes so each group gets
a different card.
f. Subgroups think creatively of how to solve
those problems and share with group.
10. Demographic Groupings
Birthday Grouping—Nonverbally line up by
date of the year born and partner off with
person closest to you and then do…
Auto Grouping—Group by location one’s
vehicle was manufactured (US, Asia,
Europe) and then divide into truck and car
people, color of vehicle, etc.
High School Sweethearts—Group by
location where they graduated from high
school (Midwest, South, East, West, Asia,
Europe, etc.)
11. Talking String
• state what hope to gain from
retreat (or discuss some other
issue) as wrap string around
finger; next ones state names
of previous people and then
state their reasons.
12. Disclosure Interviews
• Divide into small groups of
about six people and then
hand out prepared list of 5
questions in increasing order
of disclosure for participants
to ask each other and then
have someone stand and their
group must describe him or
her.
13. Psychic Massage
(a closer activity)
a. Divide in teams of 3-5.
b. In alphabetical order of first
names have someone turn his or
back to the group
c. Team members must make
positive, uplifting statements
about that person behind his or
her back but loud enough for
others to hear them.
d. One minute per person.
14. Positive Strokes
a. 2-3 times during the session, each
person fills out a 3 x 5 card about other
participants.
b. They must complete sentences like:
“the thing I like best about (name) is”
and “the biggest improvement I saw in
(name) is.”
c. At the end of the day, the folded cards
are passed out and read aloud and
then given to the named person.
15. Community Building
• Create common t-shirts, take
photo of group, have online
interest groups, etc., and
perhaps put up on the Web.
• Put announcement of retreat
on Web or newsletter.
16. Communication/Learning Visuals
• Draw one or more of the following:
–Gun,
–cannon,
–noose,
–high fives,
–thumbs up,
–watch,
–toilet,
–smiley face,
–etc.
16. Personalizing (e.g., asking
“how” and “what” questions)
• Ask how feel, what has happened,
how might such and such help in
the workforce, ask “what-if”
things were different at work, and
what’s next???
• How might they do things
differently???
18a. Have you ever questions:
• Performed the Heimlich
maneuver
• Tried on a straight jacket
• Laid down inside a casket,
• Drunk more than 25
imported beers during your
life,
• Ditched a blind date (or any
date),
18b. Have you ever questions:
• Been a Boy Scout or Girl
Scout
• Shaved your head,
• Flown a plane,
• Sky dived, bungee jumped,
or whitewater rafted a
dangerous river,
18c. Have you ever questions:
• Been in a play,
• Milked a goat or a cow,
• Done back-to-back allnighters,
• Completed a marathon,
18d. Have you ever questions:
• Made an obscene gesture at
someone when driving your
car,
• Cheated on your income tax,
• Run a toll booth,
• Been above the Arctic circle
or below the Antarctic
Circle.
(Dennen & Bonk, in press)
And also a sense
of humor!!!
50 Fun things for
Professors to do the first
day of class
Alan Meiss, [email protected]
50 Fun things for Professors to do the
first day of class
Alan Meiss, [email protected]
1. Wear a hood with one eyehole.
Periodically make strange gurgling
noises.
2. Point the overhead projector at the
class. Demand each student’s
name, rank, and serial number.
3. Show a video on medieval torture
implements to your class. Giggle
throughout it.
Fun things for Professors to do
the first day of class
4. Every so often, freeze in mid
sentence and stare off into space
for several minutes. After a long,
awkward silence, resume your
sentence and proceed normally.
5. Warn students that they should
bring a sack lunch to exams.
6. Refer frequently to students who
died while taking your class.
Fun things for Professors to do
the first day of class
7. Sprint from the room in a panic if
you hear sirens outside.
8. Announce that last year’s students
have almost finished their
projects.
9. Bring a CPR dummy to class and
announce that it will be the
teaching assistant for the
semester. Assign it an office and
office hours.
Fun things for Professors to do
the first day of class
10.Jog into class, rip the
textbook in half, and
scream, “Are you
pumped? ARE YOU
PUMPED? I CAN’T
HEEEEEEAR YOU!”
Fun things for Professors to do
the first day of class
11.Deliver your lecture
through a hand puppet.
If a student asks you a
question directly, say in
a high-pitched voice,
“The Professor can’t
hear you, you’ll have to
ask me, Winky Willy.”
Fun things for Professors to do
the first day of class
12.Wear a virtual
reality helmet and
strange gloves.
When someone
asks a question,
turn in their
direction and make
throttling motions
with your hands.