Agenda. Guidelines for asking and answering questionsGuidelines for using ?seatwork"Guidelines for using student teams. . To Encourage Participation. Make the classroom a safe environment where it is O.K. to make mistakesSet norms and expectations early in the semester (from the first class)Us
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1. Guidelines for Building Interaction into Recitations The Staff of the
Teaching and Learning Laboratory
2. Agenda Guidelines for asking and answering questions
Guidelines for using “seatwork”
Guidelines for using student teams
3. To Encourage Participation Make the classroom a safe environment where it is O.K. to make mistakes
Set norms and expectations early in the semester (from the first class)
Use “active learning” techniques
Know your students’ names
4. Guidelines for Asking Questions Phrasing is all important
Wait for an answer
If you don’t get an answer, try rephrasing or simplifying the question
If you “cold call” (ask students who have not raised their hands to answer a question):
Be fair in your calling patterns
Save face for the students
5. Guidelines for Answering Questions If you are answering a question
Make sure you understand the question
Make sure everyone else hears the question
Check that you have answered the question asked
If the students are answering a question
Respond positively to a good answer
Identify a wrong answer as wrong, but save face for the student
6. Guidelines for Doing “Seatwork”: Assigning the Problem Devise criteria for selecting problems
Representative of material covered in lecture?
Similar to problems on quizzes and exams?
Related to the hardest concepts?
Solvable in 10-15 minutes?
Decide on your policy regarding groups
Can students work alone?
If not, can they form their own groups?
7. Guidelines for Doing “Seatwork”: Doing the Problem Ask students to face one another
After a bit, circulate among the groups
Give groups who are having problems hints
Encourage students with questions to talk to one another
Give students who find the problem easy a harder one!
8. Guidelines for Doing “Seatwork”:Reviewing the Problem Focus on key idea, key skill, etc. in solving the problem
Ask for student input
Be open to all solutions (but remember all solutions are not created equal)
9. Guidelines for Teaching with Teams Communicate the importance of teamwork
Provide guidelines for success
Create effective assignments
10. Communicate the Importance of Teamwork Send the message early that teamwork will count
Cite credible authorities who support teamwork
Set clear policies
Possible other actions
Organize a teamwork workshop
Assign readings on teamwork
Create a teamwork problem set
11. Student Guidelines for Successful Teamwork Differentiate between task and process
Three concrete suggestions
Use a facilitator
Create group norms
Create a work breakdown structure
12. Create Effective Assignments Assignments must foster
Face to face interaction
Clearly define the assignment and its task and process goals
Breakdown assignment for small wins
Determine grading policy
13. Monitor Progress on BothTask and Process Student responsibilities (e.g.)
Team progress reports
Instructor responsibilities (e.g.)
Observe and collect data on groups
Meet with groups
Be available to intervene if problems arise
14. Identify Common Problems “Free rider”
Differences in commitment to course
Inability to delegate tasks
Lack of communication
Cultural or gender differences
15. Find Solutions Come to an agreement about what the problem is
Get team members listening and talking
Help with negotiation
Teach conflict resolution
Look for creative solutions
Monitor effectiveness of solution
16. Handling the Challenges If no one says anything . . .
If someone gives the wrong answer . . .
The student whose hand is always up
The student who never participates
The student who doesn’t want to work in a group
The team that is in conflict