Multiple Means of Student Engagement

Dave KausAmy Chase Martin

Welcome!

Before we begin, please review your handout (either #1 or #2)

Student Engagement Descriptors

Plan for the Session• Review adult learning theory concepts• Identify some ways to encourage student

interaction with content• Consider the value and design of entrance

activities• Consider the value and design of effective

questions• Wrap up

Learn Like an Adult!

A. I recognize the practical application of the information.

B. The teacher acknowledges that I probably have some previous experience in the subject matter.

C. I can work at my own pace and in my own way, i.e. individually or in a group

D. The new information seems like something I CAN learn.

I reco

gnize th

e practi

cal ..

.

The teach

er ack

nowledge...

I can

work

at my own pa..

The new info

rmation se

e..

25% 25%25%25%

Which of these conditions is most important to you when learning a new concept? (press answer for most important first, then two other options)

Learn Like an Adult!

What’s in it for me?

Plan for Session Redux

• Review adult learning theory concepts

• Identify some ways to encourage student interaction with content

• Consider the value and design of entrance activities

• Consider the value and design of effective questions

• Wrap up

• To reinforce WHO we are teaching and their qualities

• To support faculty goals for student learning

• To encourage stronger beginning to class session

• To encourage students to think critically about the subject matter

• To bring closure to the session, provide additional resources and answer any last questions

Andragogy Has 6 Principles

• Show what you know….

For each group, choose an envelope and draw a picture or saying on the whiteboard that represents that principle.

Learn Like an Adult!

Design a learning program that begins with significant structure but gradually is more student-directed

Lead the student toward inquiry – resist just telling them facts

Set projects or tasks for the student that reflect their interests

Find motivators provide incentive to learn content

Learn Like an Adult!

• Provide real-world examples of content• Encourage learners to identify aspects of the content that

most interest them• Interest survey• Student introductions

Learn Like an Adult!• Gloria is a new adjunct faculty member who has been hired

because of her skills and training as a psychologist. She has been hired to teach a course in educational psychology. While she is confident in the relevant theories of a variety of respected educational psychologists, she is having trouble designing instruction to teach her students how to differentiate between the many disparate or similar theories.

• What steps might she take to develop more effective instruction?

You seem to have a strong understanding of this topic, but what will confirm that for you?

A. Good grade from instructor

B. Self-confidence in greater mastery of the subject

C. Piece of candy

Good grade fr

om instr

uctor

Self-co

nfidence in

great..

Piece of c

andy

33% 33%33%

Warming Up!

• Do musicians warm up before a rehearsal or performance?• Would a football player perform well without stretching

before a game?

• What are your students doing before each class?

• How much time do many of them have while waiting?

• Help your students warm up by using entrance activities!

Entrance Activities

How did we begin this session today?

Revisiting the Entrance Activity • How do the student engagement descriptors align with the

adult learning principles?

What is an Entrance Activity • Also known as an anticipatory set

• Activity/exercise that focuses your students’ attention

• Whets the appetite for learning/ prepares students for the information they are about to learn

• Helps students relate previously learned content to the content you will be covering (anchoring ideas)

• For example: Mystery ? entrance activity• Pose an interesting question at the beginning of class• Help students piece together the answer to the question

throughout the lectureLunenburg, F. C., & Irby, B. J. (2011). Instructional Strategies to Facilitate Learning. International Journal of Educational Leadership Preparation, 6(4), n4.

Discussion• What are some things that you currently do to introduce a

lecture/lesson?

Getting the Most From Your Entrance Activity • What else can you do to maximize the effectiveness of an

entrance activity?• Individually, write down some guidelines to follow in

order to maximize the impact of entrance activities.

• Other guidelines:• Activity should have a connection to the most essential

part of the lecture• Need a clear bridge/connection to the learning

objectives/content for the day• Revisit the content covered in the entrance activity

later in the lecture

What Should the Activity Include?

• Relevance to instructional objective• Relevance to personal enhancement (learning this skill

will help you do x)• Help students understand which concepts they will need

to utilize from previous lessons• Opportunity for students to activate prior knowledge• Build off of that knowledge

Collaboration Exercise

• Think of a particular lesson that your students have difficulty with.• Get in groups and create an entrance activity for the day

you teach that lesson. Work together and brainstorm ideas!

Well-Crafted and Well-Timed Questions

The Importance of Questions

• “Thinking is not driven by answers but questions.” (Paul & Elder, 2006, p.62).

• Students are active in the learning process/ creates an interactive environment

• Promotes critical thinking and rich classroom discussions

• Helps teachers understand students’ thinking• Student level of understanding

Paul, R., & Elder, L. (2006). Thinker's Guide to the Art of Socratic Questioning. Foundation Critical Thinking.

Multi-Dimensional Questions

Questions…

• Have you learned anything from this presentation so far?

• What have you learned so far from this presentation?

• What have you learned so far, and how can you can use it in your own courses?

See the difference?

Your Questions

Use Socrative to reflect on how you question during your lectures.

Visit: www.socrative.com

Click/tap Student Login and enter in 149145

Effective Questions• Avoid simple questions• Can be answered by “yes” or “no”• Use “why,” “how,” or “what” rather than “can,” “did,” or “do”• If you ask a yes or no question, follow it up with other questions

• Do atoms have mass? How do you know?

• Avoid asking leading questions• Phrased to suggest the answer

• Don’t you think a persuasive essays convince readers about a topic?

• Keep in mind your current class objective(s)• Make sure your questions contribute to the objective

• Proper “wait time”- allow students enough time to think about your question before it gets answered

Effective Questions Continued• Require students to relate material to personal experiences• One of Knowles’ 5 assumptions• While explaining heat transfer through conduction• For example: Remember when you took a pizza right out

of the oven? Did you notice that the crust of the pizza didn’t feel as hot as the pan? Why is that?

• Ask questions that require students to apply knowledge in a practical application- case studies. For example:• (History) How would Napoleon likely respond to the

current crisis in Syria if he were the leader of the Syrian government ?

Think of a question you ask your students… Rephrase that question so it incorporate your students’ personal experiences.

When to Question

When should you ask questions?

• Right after an important concept has been presented

• Right after a difficult concept has been presented

• At the beginning of class, in order to engage the audience and help them link new information to “anchoring thoughts”

• Frequently ask questions!

Brainstorm!

• How can you engage your students with questions if they are a “quiet group?”• Get in small groups and write down some strategies on

how you might engage a quiet class.

• Create a couple examples of questions (using your academic discipline) that reflect the question creation strategies we just covered.

Wrap Up• Review key concepts we learned today• How can we share this information with other faculty who are

interested?

• David Kaus dkaus@howardcc.edu• Amy Chase Martin amartin@howardcc.edu • Learning Commons lc@howardcc.edu

THANK YOU!