R546 Instructional Stategies for Thinking, Collaboration, and Motivation Curtis J. Bonk, Professor, Indiana University President, SurveyShare [email protected].

R546 Instructional Stategies for Thinking, Collaboration, and

MotivationCurtis 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 It's an embarrassment that we can tell people almost anything can tell people almost anything about education except how about education except how well students are learning.”well students are learning.”

Patrick M. Callan, National Center for Public Patrick M. Callan, National Center for Public Policy and Higher EducationPolicy 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, Ernest T. Pascarella & Patrick T. Terenzini, How College Affects StudentsHow 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”)

NSSE BenchmarksNSSE Benchmarks

Level of Level of Academic Academic ChallengeChallenge

Active & Active & Collaborative Collaborative

LearningLearning

EnrichingEnrichingEducational Educational ExperiencesExperiences

SupportiveSupportiveCampusCampus

EnvironmentEnvironment

StudentStudentFaculty Faculty

InteractionInteraction

Benchmarks of Effective Educational Practice

(Kuh, in press)

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 readingsNumber of written papers or reports of 20 pages or moreCoursework 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.


7 questions:

Asked questions in class or contributed to class discussions Made a class presentationWorked with other students on projects during classWorked with classmates outside of class to prepare class assignments


7 questions:

Tutored or taught other studentsParticipated in a community-based project as part of a regular courseDiscussed ideas from your reading or classes with others outside of class (students, family members, co-workers, etc.)

WhoWho’’s more engaged?s more engaged? WomenWomen

FullFull--time studentstime students

Students Students livingliving on campuson campus

Native students (those who start at and Native students (those who start at and graduate from the same school)graduate from the same school)

Learning community studentsLearning community students

International studentsInternational students

Students with diversity experiencesStudents with diversity experiences

What We’re Learning About Student Engagement From NSSEGeorge Kuh (in press). Change, Indiana University Bloomington

Active & Collaborative Learning

• Samford University makes extensive use of problem-based 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

7 Fundamental Principles of Learning (Kahn, 1993)

1. Learning is social

2. Knowledge is integrated into life of community

3. Learning is an act of membership

4. Knowing in engagement in practice

5. Engagement & empowerment are linked

6. Failure to learn results from exclusion from practice

7. 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.


___ 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.


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.


___ 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)


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”)


9. Celebrations, Praises, Acknowledgements, Thank Yous, Put-Ups (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)


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-Disclosures3. Talking String4. Visuals5. Index Card6. Treasure Hunt7. Accomplishment Hunt8. Psychic Massage9. 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 all-nighters,

• 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 classAlan 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.


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.


10.Jog into class, rip the textbook in half, and scream, “Are you pumped? ARE YOU PUMPED? I CAN’T HEEEEEEAR YOU!”


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.”


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.

R546 Instructional Stategies for Thinking, Collaboration, and Motivation Curtis J. Bonk, Professor, Indiana University President, SurveyShare [email protected].

Documents

sessie slide

press slide

development slide

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confidence slide

nsse nessie slide

expectations list slide

higher education slide