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I Your Attention, Please! Have you ever faced unfocused, disengaged students? What can you do to re-set academically adrift students on a course for improved learning? BY: JIM THERRELL Central Michigan University 6 NEA HIG HER EDUCATION ADVOCATE Creating Student Focus in a World of Distractions To a caring teacher, it's frustrating when stude nts don 't fully listen or make only mod est efforts to learn course content. If you can't get their att ention, or even half of it, how can you expect students to experience authentic, hard-earned learning? Today's di stractions are like honey to bees-powerful, irresistible , and seemingly natural. My teenage daughter has found five ways to "Faceboo k" (that I know of.) Like a junkie after her next fix of virtual socializing, she scours the house for whatever device she can find. It's just not that healthy, wh ether so cially, emotionally, or physically. Dist ractions have multiplied exp onentially over the last twenty ye ars : the int ernet, cell phones to s mart phones, more compelling video games , easi er ac cess to private music, and the omnipresence of social media. Such technologies are b oth astonishing and accessible 24/7, making the road to effective teaching and learning both exciting and daunting. My premise is that while such distractions are prevalent and carry students away from learning, t eachers can easily acquire and implem ent a short list of tools that help to regain students' attention and refo cus student learning. As a result, you can recapture that won- derful feeling when you see your students achieve significant new learning, and be able to share with them that occasional "aha!"experience. .... _----------------------------------
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I Your Attention, Please! - Wallace Community Collegevideo.wallace.edu/pd/articles/2012/2012_11_12.pdfI Your Attention, Please! Have you everfaced unfocused, disengaged students? What

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Page 1: I Your Attention, Please! - Wallace Community Collegevideo.wallace.edu/pd/articles/2012/2012_11_12.pdfI Your Attention, Please! Have you everfaced unfocused, disengaged students? What

I Your Attention, Please!

Have you ever faced unfocused, disengaged students? What can

you do to re-set academically adrift students on a course for

improved learning?

BY: JIM THERRELLCentral MichiganUniversity

6 NEA HIG HER EDUCATION ADVOCATE

Creating Student Focus in a World of DistractionsTo a caring teacher, it's frustrating when students don't fully listen or make only mod estefforts to learn course content. Ifyou can't get their attention, or even half of it, how canyou expect students to experience authentic, hard-earned learning?

Today's distractions are like honey to bees-powerful, irresis tible , and seemingly natural .My teenage daughter has found five ways to "Facebook" (tha t I know of.) Like a junkieafter her next fix of virtual socializing, she scours the house for whatever device she canfind. It's just not that healthy, whether socially, emotionally, or physically.

Distractions have multiplied exp onentially over the last twenty years: the internet, cellphones to smart phones, more compelling video games, easi er access to private music, andth e omnipresence of social media. Such technologies are both astonishing and accessible24/7, making the road to effective teaching and learning both exciting and daunting.

My premise is that while such distractions are prevalent and carry students away fromlearning, teachers can easily acquire and implement a short list of tools that help to regainstudents' attention and refo cus student learning. As a result, you can recapture that won­derful feeling when you see your students achieve significant new learning, and be able toshare with them that occas ional "aha!" experience.

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Page 2: I Your Attention, Please! - Wallace Community Collegevideo.wallace.edu/pd/articles/2012/2012_11_12.pdfI Your Attention, Please! Have you everfaced unfocused, disengaged students? What

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Focused Learning

We know from brain research that learningis simply meaningful, hard work, and thatteachers can put forth maximum effortwithout gaining significant results. Here'sthe evidence (Meyers & Jones, 1993) thathaunts me and propels me to improve myteaching: Psychology students were testedfour months after course completion andcompared to students who had never takenthe class. They knew just 8 percent more!

If students are to have a chance at long­term learning, teachers must employ pow­erful ways to providejocus, to transform

TEACHERS MUST EMPLOYPOWERFUL WAYS TOPROVIDE FOCUS, TO

TRANSFORM STUDENTEFFORTS INTO LASER-LIKEPATHWAYS OF LEARNING .

student efforts into laser-like pathways oflearning. From the immediate to the long­term, here are my "Top 5 Ways to FocusStudent Learning":

Focuser #1: Get their attention-and don'tproceed without it.

Meet Jim Therrell

Jim Therrell is thedirectorof the FacultyCenter for InnovativeTeachingat CentralMichigan University.Having taught since1979, Jim under-

stands the challenges of teachingand the need to forgive oneselfand move on with new teachingpractices. He's presented on FocusedLearning, as well as over 400 otherpresentations nationally and inter­nationally. In 2010, he won the PODInnovation Award with the "One­Hour Conference," and currentlysits on the POD Board of Directors

. as membership chair. When Jim. isn't parenting five daughters and

enjoying seven grand kids, you canfind him in a racquetball court, onthe golf course or sledding hill, orcurled up in his favorite chair withthe latest book on teaching andfaculty development.

What does it matter if what you 're presentingis wonderful and state-of-the -art if studentsaren't paying much attention? If studentsare looking at you with that glazed look intheir eyes-like they've been watching TV

the past three hours-then stop and gettheir attention. There are dozens of ways togain attention. Here are a couple ways toget you started:

• TALES FROM REAL LIFE> FROM TEACHING TO LEARNING

IA fter more than

30 years ofteaching and

research, I know thechallenges of creatinga focused, productivelearning environment.The following state­ment may soundcounter-intuitive, butI've learned that oneway is by not focusingon your teaching.

Illustrati on: Steve McCracken

I've wandered by manya classroom, notingeither the utter boredomand/or the multipledevices with thumbsor fingers flying for pur­poses other than that ofthe instructor. Wantingto illustrate the differ­ence between teachingand learning, I've oftentold the story of thewhistling teacher:

One day, while wander­ing the hallways of aclassroom (which Iactually do as part ofmy workday), I heardthis beautiful whistlingfrom a teacher insidehis classroom, and Ipaused to listen for fewminutes. Soon the classfinished and studentsambled to their nextclass. Out of curiosity

I asked this teacher howit went and he replied,"Great!" I commentedon how beautiful hiswhistling was, then .asked: "How are yourstudents doing withwhistling?" He respondedwith a quizzical look,then exclaimed, "Well,they don't really whistle,but I taught them quitewell!"

While some teachersteach well, studentsdon't necessarily learn.Making the leap to afocus on learning wasn'teasy. I truly enjoyed the"sage on the stage"role, but eventuallyrealized (I'm stubborn!)

. that my focus should

be on the end result­student learning.

NEA HIGHER EDUCATION ADVOCATE 7

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The problem is not the one 'who had them before us', but the solution is using proven pedagogical strategies to increase deep learning and not just rote memorization.
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This is why it is imperative we seek out proven educational strategies and implement them as much as possible. Like we tell our students, the key is working smarter and not necessarily harder. This is especially true for the classroom and student learning.
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The key is making the content as engaging and relevant as possible, especially at the first of class.
Page 3: I Your Attention, Please! - Wallace Community Collegevideo.wallace.edu/pd/articles/2012/2012_11_12.pdfI Your Attention, Please! Have you everfaced unfocused, disengaged students? What

• Adjust your voice: go from loud to quietor vice versa, or just stop talking ;

• Choose a student at random to respond toa question;

• Change set: go from the middle of aPowerPoint to a small group discussion;

• Ifyou 're trying to refocus from a smallgroup activity, ask three students to startclapping.

A great resource online for gaining yourstudent's attention is "How to Get Atten­tion," at www.shkaminski.com/Classes/Handouts/Attention.htm.

Focuser #2: "What's the big idea?"

I don't want this to sound harsh, but asEinstein stated: "If you can't explain it simply,you don 't know it well enough. " Think ofyour course and restate the central idea ormain objective in one senten ce, concretelyand/or metaphorically. I did this for acourse I taught four years ago (and sincethen) , called "Multicultural Education," andcame up with: "Walkwith a smile in the shoesof the 'other.'" Students from that class stillremember much of the course content viathis one focusing sentenc e. We know that

the brain craves a way to organize and relateinformation. This one sentence becam e thefound ation and focal point for how studentsattached and recalled information from thisclass years later.

Another focus er in this vein is how youstructure the learning objectives in yourcourse. I had one course with fourteenobjectives and I wondered how the heckstudents would focus on this many, espe-

TH E STUDENTS WEREEMPOWERED IN THEIR

OWN LEARNING, AND THEYUNDERSTOOD WHAT WASGOING TO BE EMPHASIZED

cially in conjunction with three or fourother courses. I decided to have smallgroup s of students discuss the first sevenobjectives and agree upon their top twomost meaningful choices. By tallying theirchoices, I highlighted the top four objectivesand told the students that these would bethe learning focal points for the semester.The other objectives would be connected

to these top four. The students were em­powered in their own learning, and theyunderstood what was going to be emphasizedand why, thus engaging in a meaningful, fo­cused way with the syllabus.

Focuser #3: Think and act visually.

Take advantage of the largest, most activepart of the brain: the visual cortex. Startwith the syllabus, the foundation for learningin your course. Make your syllabus moremeaningful and engaging through graphicdesign. Once you have a graphic templatefor one course, you have it for life, makingsmall tweaks as desired. Wonderful examplesof a visual syllabus are located at:http://chronicle.comlblogs/profbacker/creative-approaches-t o-t he-syllabus/35621.

One of the best visual focusers is a conceptmap because it offers a relational way inwhich students may see big ideas mappedout and connected. Prezi, an online presen­tation tool, also has the same capacity toengage the brain in relational ways. For amore in-depth look at visual learning , seethe April 2010issue of NEA's Thriving inAcademe, "Seeing is Believing," at

your students to make aprediction or two about theupcoming content, results ,or outcomes. Praise studentsfor trying . Making predic­tions, then testin g them,gives the brain something toresolve. The brain dislikesany cognitive dissonanc e(so create it!), and it wantsto figure out the "right"answer. Course contentthen becomes a way tosolve the problem, adilemma, or a mystery.Predictions: Finally, ask

Objective: Make sure youmake crystal clear the 2-4main learning objective(s)for the class period. Listthese in the upper rightcomer of the whiteboard.Students who lapse withtheir att ention can look atthis list and refocus quicklyon target. This "advance dorganizer" can also be agreat frame work for thebrain and how it connectsdetails to these learningobjectives.

the screen;• doing a simple, quick role­

play.

hook that holds their atten­tion and inspires their think­ing? Often, this amounts toexplaining the "why" of theupcoming content. Ask, "Whyis it vital to learn about theso-called causes of the CivilWar?" and then add, "Whycan't we skip this content?Why is this meaningful?"Pause for an uncomfortablefive or 10 seconds, and repeatuntil you get a response ortwo. Other ways to set thehook includ e:• a cont roversial or chal­

lenging question on theboard before studentsarrive;

• a compelling or provoca­tive image or graphic on

Attention: As you thinkabout how to start eachclass, consider how to gettheir attention.

Do you afford yourstudents an oppor­tunity to see or

understand the big idea?Why what they 're about tolearn is meaningful, andwhat the possible outcomesmight be? The brain needssuch a context within whichto construct, attach, and re­late significant concepts ordetails. I've distilled thisapproach into a niftyacronym, AHOP.

Hook: How will you set the

8 NEA HIGHER EDUCATION ADVOCATE Illustration: Steve McCracken

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Hence the challenge for the content expert... to present the information in the most engaging and relevant manner possible. Making it relevant requires much more thought and creativity on the part of the instructor. If students do not deem the content relevant they will disengage themselves from the learning process.
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The most important question a student can ask about an assignment or content is 'WHY?' is this important to me and my success.
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• ISSUES TO CONSIDER

responsible, and (4) not accountab le.While dramatic, it makes your initialexpecta tions clear. Because it's dramatic,this exercise mak es a firm impression.Students are now saying to themselves:"Hmmm, this class may take some effort . Ibetter get it in gear." If you don' t somehowfocus upon and firmly set high expecta­tions, you're in for a looong semester.

Setting the exp ectation of participation isalso critical for a semester of engagement ,as opposed to weekly doldrums. For ex­ample, I alwaysset a 90 percent bar forattendance. Or, during class when I ask a50/50 proposition (like true/false) I mak esure every hand goes up. If one studentdoesn't rais e a hand, I gently ask why, orask for another vote. The semesters Ihaven't followed through with such expec­tations of participation were times ofgreat lament for me.

FOCUSED LEARNINGDOESN 'T ALWAYSWORK .I've learned over t hedecades that teaching iscomplex. Even t he bestsolution doesn 't a lwayswor k. We try our best toeliminate uncertain orlackluster results, butreduction is a more rea­sonable expectation.Instructors have to re­member that students,the most 'sa lient variablein any learning equation,are the ones who ulti­mately decide how robustor engaging t heir learn­ing becomes. Thus, asyou try you r hardest toimplement the practicesabove, allow yourselfroom for error and sub­par experiences. Giveyourself a break, thencome back the next daywith refinements andother new ideas to t ry.

NEA HIGHER EDUCATIONADVOCATE 9

REFERENCES:Barkley, E.F. 2010. Student engagement tech­niques: A handbook for collegefaculty, 2nded. San Francisco: Jossey-Bass.

Davis, B.G. 2009. Tools for Teaching. SanFrancisco: Jossey-Bass.

Fink, Dee. 2003. Creating significant learningexperiences: An integrated approach todesigning college courses. San Francisco:Jossey-Bass. (Seewww.finkconsulting.info/publications.html for an abridged version.)

Heath, C. & Heath, D. 2006. Made to Stick:Why Some IdeasSurvive and Others Die. NewYork: Random House.

McKeachie, w.J. & Svinicki, M. 2006. Teach­ing tips: Strategies, research, and theory forcollege and university teachers. Boston:Houghton Mifflin .

Meyer, c.. & Jones, 1. B. 1993. Promotingactive learning: Strategiesfor the collegeclassroom. San Francisco: Jossey-Bass.

Nilson, L.B. 2003. Teaching at its best. SanFrancisco: Anker.

THE RIGHT FOCUS ATTHE RIGHT TIME.This aligns with themaxim of Aristotle toconduct pract ices "in theright manner at the rightmoment and for t heright length of t ime."If you don't over-use asingle technique, studentswill end up listeningmore and with morefocus, and being moreengaged in their learn­ing. Focusers makeAristotle's maxim morepossible in everydayteach ing.

and focal points for stu­dents, but don't over-useor over-rely on the sameset of practices. Humanbeings, students in par­ticular, appreciate andrespond to fresh prac­tices, so continue to ex­pand your engagementtools. Even t he best prac­tice will founder if usedt oo much. Small groupscan be a great way to in­crease student engage­ment and focus, butdon't employ them everyclass period.

IT'S IMPORTANT TOKEEP FOCUS FRESH.Yes, develop a set ofpract ices around focusers

GETIING THEFOCUS JUSTRIGHT

MAKE FOCAL POINTSMEANINGFUL ANDM EMORABLE .Find out and truly under­stand who your studentsare : their sto ries, experi­ences, prio r knowledge,frust rat ions, interests,and skills. If you're t ryingto convey a concept tostudents like "redistribu­tion of wealth," bring insome chips for poker,play Pink Floyd's"Money," then debriefthe experience. Wasmoney redistributedfairly? By chance? Byvirtue of skill? Nowyou're poised to developlearning from betterunderstanding to evalua­tion and focus the mainissues behind this con­cept in memo rable ways.

Figure out how to explain the why. Simplifyand make content concrete or metaphori­cal-it's what the brain loves to digest. It'sthe way you get on the same page withyour students and create the road tomeaningful learn ing for them.

Your students are not just learners. Incollege they are supposed to be scholars,so treat them that way. In fact , expect andcreate an active community of scholars byassigning a short, collaborative literaturereview the flrst day. Suppose the issue is"childhood safety." Brainstorm with stu­dents the major areas of conce rn for thistopic. Create teams to review and writeabout the readings per each area withinthis topic. Now you've set the exp ectationof scholarship and collaboration, and thenexplain how this lit review leads to thenext step or the next ass ignment.

Have your students stand up that first dayof class and ask anyone to sit if he/she is(1) not smart, (2) not an adult, (3) not

Focuser #5: Deliver clear expectations,including accountabili ty.

The perennial challenge for faculty is tocommunicate expectations clearly via thesyllabu s and rubrics, and thro ugh verbalexplanations, whether on the first day orduring office hours. If they don't knowhow much and how well they have toperform in your class, many students willjust throw up their hands and say to theirfriends: "This looked like an interestingcourse to take, but the instructor has allthese rules and assignments, and I justdon't get what's expected. I asked, but Istill don 't get it." For obvious reasons, youdon't want this type of communication onFacebook.

Faculty are trained to know their discip li­nary content backwards and forwards,and they know it in a mostly abstract, com­plex way. But even as we know what toteach, we seldom address the why. Stu­dents , on the other hand, are motivated bywhat's meaningful. It 's as ifthere's a con­stant refrain in their heads: "Why is thiscontent important to me-why should Ilearn this-how is this meaningful to me?"

www.nea.orgiassetslimgIPubAdvocate/Advocatel004.pdf

Illustrat ion : Steve McCracken

Focuser #4: Explain why! (And do itconcretely).

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90% is a realistic expectation for classes where there is maximum engagement with relevant instruction and supportive relationships.
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