Teaching Strategies for Promoting Active Participation Presented for Wright State University By Tracey Kramer August 23, 2016 [email protected]
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Goal
• Participants will practice active participation teaching strategies to foster student involvement
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Processing Strategy 18: The Open House • Purpose is to access prior knowledge about a topic before learning begins
• Par5cipants will receive cards containing key words, quotes, statements, or ques5ons concerning the lesson topic
• (4 min) Talk with the other par5cipants near you to discuss the text on the cards • Offer opinions • Raise other ques5ons • Make a connec5on to your own experiences
• What were some of the highlights from your discussions with your colleagues?
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Involvement Strategy 8: Web Based Response Systems Answer Garden
• On your device, go to answergarden.ch • Click on magnifying glass icon at top right • Type in code: 324891
• Choose 1 word to capture the meaning of ac5ve par5cipa5on.
• hOps://answergarden.ch/324891
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What is active participation? • Involving students in lessons by talking, wri5ng, or doing something that is directly related to the content
• All students are involved • It is not simply ques5on and answer 5me by calling on a few students
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Why use active participation strategies? • Keeps students engaged, making them more likely to retain and process the content
• Students are more likely to be aOen5ve (less off task)
• Gives opportuni5es to check for understanding • Good forma5ve assessment prac5ce
• Students are more likely to feel good about their competence
• Lessons become more fun and interes5ng for all
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Three General Types of Active Participation Strategies Involvement
• Purpose: to keep students alert and aOen5ve Rehearsal
• Purpose: to have students prac5ce or rehearse informa5on presented
Processing • Purpose: to help increase comprehension by providing opportuni5es to think about and/or discuss content
• More open-‐ended discussion
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Take more time to plan, Take more class time
Involvement Strategy 2: Stand to Share
• Pose a ques5on • Ask students to stand when they have an answer
• Call on a student to share the answer
• Anyone who has the same answer sits down
• Keep calling on students un5l all have been seated
• A varia5on on this may be viewed here: hOps://www.teachingchannel.org/videos/stand-‐up-‐game
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Involvement Strategy 4: Visual Imagery
Ask students to picture something in their minds while you explain it C
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Involvement Strategies 5-‐7: Hand Signals, Response Cards, Polls and Quick Surveys • Indicate levels of agreement, comfort, confidence
• Thumbs or hands up/down
• Hand held white boards
• Colored cards • Sit/Stand • Movement in room
• hOps://www.teachingchannel.org/videos/quick-‐classroom-‐warm-‐up
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Hand signal example “Instructors should wait 3-5 seconds after asking a question before getting a response.” 1 finger= true 2 fingers = false 3 fingers = unsure
Involvement Strategy 8: Web-‐based Systems • Answergarden.ch • Kahoot.it • socra5ve.com • Nearpod.com • Kiwilive.com • Polleverywhere.com C
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Involvement Strategy 9: Quote Minus One • Provide a quote relevant to your topic but leave out a crucial word and ask students to guess what it might be
• “Student engagement is the product of _______________ and ac5ve learning. It is a product rather than a sum because it will not occur if either element is missing.” ― Elizabeth F. Barkley, Student Engagement Techniques: A Handbook for College Faculty
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Involvement Strategy 10: Alphabet Connection • Draw a leOer card, roll a leOer cube, or toss a ball with leOers
• Students must come up with a word that describes the topic for the day that begins with that leOer
• May do in a speed round fashion
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Rehearsal Strategies Purpose: to have students practice or rehearse information presented
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Possible Tasks • Compare what is being learned to something
previously learned • Ask students to compare their notes • Give examples or analogies • Create a symbol • Come up with a mnemonic device • Relate to their lives/connections • Put in own words/Summarize • Most Valuable Point (MVP) • Come up with an advertisement/slogan
Rehearsal Strategy 11: Think, Pair, Share • Think
• Choice 1: Record one example of something you could use in your classes that was shared today
OR • Choice 2: Create a memory device to help you
remember the three types of active participation strategies
• Pair with someone near you and share responses • Share ideas, look for points of agreement and any
misalignment
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Rehearsal Strategy 14: Give One/Get One • Mingle with others • Each time you get an answer, you must give an answer • Initial the boxes that you answer • Sit down when you have all boxes initialed
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One way to quickly check understanding
Your favorite web-‐based response system and why
List the 3 types of ac5ve par5cipa5on strategies
What is ac5ve par5cipa5on?
Share one benefit of using ac5ve par5cipa5on strategies in the classroom.
What is the 10 and 2 approach?
Rehearsal Strategy 16: Question Groups • Create a question
• May be a “quiz” type question to check for understanding or recall
• May be an extension question (connection, what if) • May be seeking clarity
• Share your question in a group of 4, pick favorite question to “move forward”
• Combine with another group of 4, share the chosen questions
• Pick your favorite question from the group of • Answer in group or share with class. • Video about Jigsaw Strategy 25: hOps://vimeo.com/81534143
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Rehearsal Strategy 17: Inner/Outer Circles • Students form two circles,
one inside circle and one outside circle
• Pair each student on the inside with a student on the outside; have them face each other
• Pose a question to the whole group and pairs discuss their responses with each other
• Signal students to rotate: Students on the outside circle move one space to the right so they are standing in front of a new person
• Repeat
• How do you encourage students to par5cipate in discussion in your classes?
• What do you do when a student monopolizes discussion?
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Processing Strategies Purpose: to help increase comprehension by providing opportunities to think about and/or discuss content Possible Tasks • Review major information/ evaluate it/
defend it • Explain importance of information • Agree or disagree, Support with evidence • Relate to similar information • Look for patterns and trends • Determine cause and effect • Predict future happenings • Look at the topic from a different perspective
or point of view • Brainstorm solutions to a problem
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Processing Strategy 20: Six Thinking Hats • Read the short ar5cle 5tled, “Eight Guidelines For Keeping Discussion Moving”.
• As you read the ar5cle, take on the role of your assigned thinking hat.
• Be prepared to share your thoughts in a small group.
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Processing Strategy 20: Six Thinking Hats • White Hat: Facts about the topic • Red Hat: Feelings about the topic • Yellow Hat: Posi5ve things about the topic • Black Hat: Judging the topic (disadvantages/ problems) • Green Hat: Other thoughts, new ideas, crea5ve connec5ons spurred from the topic
• Blue Hat: Summary of topic
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Rehearsal Strategy 15: Class Chart • Using the post-its, record 3 key ideas you got from
today’s session. • Work with a group of 6 to create a grouping of your ideas
(make a line plot with the same or similar ideas in a column)
• What appears to be most important to the group? Why?
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Video Examples of Strategies Not Modeled Today • Numbered Heads Together # 19
• hOps://www.youtube.com/watch?v=ADmXhDuHpD4 • Jigsaw # 25
• hOps://www.youtube.com/watch?v=euhtXUgBEts • Gallery Walk/Chat Stations #22
• hOps://www.youtube.com/watch?v=3IUks7G0ZU0 • hOps://www.youtube.com/watch?v=eFUL4yP0vqo
• Four Corners #23 • hOps://www.youtube.com/watch?v=M2x8imwhsM8
• Conver-Stations #26 • hOps://www.teachingchannel.org/videos/conver-‐sta5ons-‐
strategy • Socratic Seminar # 27
• hOps://www.teachingchannel.org/videos/bring-‐socra5c-‐seminars-‐to-‐the-‐classroom
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References • Billmeyer, R.(2003). Strategies to engage the mind of the learner: Building strategic learners. Nebraska: Dayspring Prin5ng.
• Doyle, T.(2011). Learner centered teaching: Pu8ng the research on learning into prac:ce. Sterling, VA: Stylus Publishing.
• Gilmore, B.(2006). Speaking volumes: How to get kids discussing books and much more. Portsmouth, NH: Heinemann.
• Harvey, S. & Daniels, H. (2009). Collabora:on and comprehension. Portsmouth, NH: Heinemann.
• Price, K. & Nelson, K. (2007). Planning effec:ve instruc:on. Belmont, CA: Thomson Wadsworth.
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