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III Proven Techniques to Enhance Student Participation in Classroom

III Proven Techniques to Enhance Student Participation in Classroom . Student retention after 24 hours. 90%. Demonstrations. 70%. Teaching others. Student retention of information after 24 hours. 50%. Lectures. Reading materials. 25%. Discussions. 15%. 5%. Visual materials.

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III Proven Techniques to Enhance Student Participation in Classroom

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  1. III Proven Techniques to Enhance Student Participation in Classroom

  2. Student retention after 24 hours 90% Demonstrations 70% Teaching others Student retention of information after 24 hours 50% Lectures Reading materials 25% Discussions 15% 5% Visual materials Reading materials Visual materials Teaching others Lectures Geir (1994) Demonst. Discussions

  3. Effective Teaching Methods for Large Classes,J. Carpenter, U. South Carolina, 2006 III Techniques for Participation

  4. Effective Teaching Methods for Large Classes,J. carpenter, U. South Carolina, 2006 • Most students enjoy a blend that includes some component of active participation in combination with traditional structure through an organized lecture. • Moderately-active learning methods are more effective than extreme active methods. III Techniques for Participation

  5. Active learning Passive learning In-Class TPS PBL DQ TBL Jigsaw Hands-on Term Project Out-of-Class On-Line courses Teacher-centered learning Learner- centered learning III Techniques for Participation

  6. We are after techniques that … • Engage Students • Can be applied in class • Do not require class or material restructuring. • Therefore, they are: • Less burden: Everyone can try • Less resistance from students • Build the “culture” of participation gradually. III Techniques for Participation

  7. Why participatory classrooms? • Deeper Impact • Longer Retention • Enhance independent learning. • Improve student concentration. • Student ownership of their learning. • Development of interpersonal skills • More fun, less Boring (to student and instructor). • Improves student evaluation ! • …. III Techniques for Participation

  8. III Techniques • Discussion Questions • Think-Pair-Share • Just jigsaw ! DQ TPS JIGSAW III Techniques for Participation

  9. DQ Discussion Questions

  10. Why Do We Ask Questions ? • Review of Material • Assess Student Understanding. • Draw Students Attention • Transitioning • Arousing Interest • Maintain Discipline • Create Discussion (Questioning in the College Classroom, Ronald Hyman) III Techniques for Participation

  11. Why Discussion Questions ? • DQ shift focus from teacher to student. • DQ are means of converting lectures to dialogues. III Techniques for Participation

  12. Features of DQ • Not YES/NO questions. • Designed for Higher Order of Thinking • “2/3 of questions asked in a classroom required only recitation of a memorized text as a satisfactory answer” (1912) • “Overwhelming proportion of questions asked by college professors were on the memory level”. (1982) • Has anything changed? III Techniques for Participation

  13. Bloom’s Taxonomy:6 levels of Cognitive Thinking Assess, convince, conclude, judge, support, criticize, defend. Evaluation Compose, generalize, plan, substitute, create, formulate, integrate, design, anticipate, compile, negotiate, "what if" Synthesis Analysis • Analyze, arrange, connect, divide, infer, classify, explain, correlate Application Apply, demonstrate, modify, prove, construct, develop, establish, use information in new situations. Comprehension Associate, compare, distinguish, differentiate, interpret, order Knowledge Describe, List, Define, name, state III Techniques for Participation

  14. Why HOT Questions? • More stimulating than purely descriptive questions. • Those who “do not remember” can participate III Techniques for Participation

  15. And … • Phrase your question Clearly. • What did we say about FS ? ! • Ask one thing at a time: • What are the disadvantages of X, can we remove them all, how and at what cost ?! • Write Down Your Questions. III Techniques for Participation

  16. Response Time • Rowe (1974, cited in Baumeister, 1992; Stahl, 1994), • When teachers ask questions they typically wait one second or less for the answer. • Once the student has replied they give feedback or start the next question within a second as well. III Techniques for Participation

  17. By extending wait time to few seconds… • There were significant improvements in language use, attitudes and teacher expectations. • Promotes higher levels of participation and longer responses. • The frequency of “I don’t know” responses decreases. (Gambrell, 1983; McTighe,1988; Stahl, 1994). III Techniques for Participation

  18. Response Time, How Much? • Allows nearly every student to complete the thinking needed for the task. • Matches the “HOT” required. • Takes into consideration the Language Barrier. • Keeps students on board. III Techniques for Participation

  19. Watch Your Feedback • Reinforce good responses. • Praise the student in a strong positive way • “Absolutely correct”. “I like that”. • Make comments pertinent to the student response • You were so careful to include all the conditions. • Build on Students responses every now and then. III Techniques for Participation

  20. Student-Generated Questions • We learn by asking questions more than we do by answering them • What is harder for us, setting exams or solving them? • “It is better to ask some of the questions than it is to know all the answers” • Let students form their questions and others answer them. III Techniques for Participation

  21. TPS III Techniques for Participation

  22. Think-Pair-Share (TPS) Teacher poses Q T P S Oct 11, 2010 III Techniques for Participation

  23. THINK Phase • Advantages: • To promote self-thinking. • To engage more students in the thinking process, unlike the case of the traditional methods. In college classrooms of fewer than 40 students, 10-15% of students do 70-75% of the talking. (20-80 principle) Oct 11, 2010 III Techniques for Participation

  24. PAIR Phase Why… Think Pair Share and not … Think Share ?? Oct 11, 2010 III Techniques for Participation

  25. PAIR • Advantages: • Guaranteeing that everyone would have thought in the THINK phase. • Refining their thinking as well as the language used to explain their perceptions in a non-threatening environment. • Students in many instances learn better from each other then from their instructor. Oct 11, 2010 III Techniques for Participation

  26. PAIR • Advantages: • Realizing the benefits of sharing ideas with peers. • Less confident students have the opportunity to rehearse their ideas and be encouraged to present them in front of the class. • To Improve the communication skills with colleagues of the same level. Oct 11, 2010 III Techniques for Participation

  27. SHARE • Advantages: • Students who would never speak up in class are now both required and enabled to participate. • The classroom is no longer dominated by a few students, but is open for contribution from all. Oct 11, 2010 III Techniques for Participation

  28. Management of TPS • Manage the “Think time”, “Pair time” & “Share time”. The longer the time “less discipline” environment is more likely to happen. Oct 11, 2010 III Techniques for Participation

  29. Management of TPS • Monitor the discussions for common misconceptions and unique ideas to address later with the whole group. • Mix it up, students should be given an opportunity to “think” with a variety of partners. Oct 11, 2010 III Techniques for Participation

  30. Jigsaw III Techniques for Participation

  31. III Techniques for Participation

  32. Advantages of Jigsaw • Every student learns from his peers. • Every student teaches his colleagues. • Cooperation by Design • Typical for problem solving sessions. III Techniques for Participation

  33. STEPS home group expert group home group Set of Problems III Techniques for Participation

  34. Home and Expert Groups Home Groups Expert Groups III Techniques for Participation

  35. Continue • A comprehensive quiz is given at the end of the chapter to individuals. • The class layout needs little adjustment • The instructor goes around to facilitate the work of the groups when needed. • Some groups may complete the task early. Prepare some time filling. III Techniques for Participation

  36. Students Comments on JIGSAW • We act spontaneously. • We ask all types of silly question, never dare to put to the instructor. • Practice our teaching skills. • We can discuss in Arabic • Assess our understanding of the subject. • Rank oneself against other students. • No chance to feel bored or sleepy. • Time passes very fast. • Some room for fun III Techniques for Participation

  37. الحصهممله جدا ويجيب النوم • دكتور قديييييييييييم في الجامعه ... ستايله في الشرح قديم ... سبوره+طبشوره ... طلابه اكثر ناس يكتبون نوت في الجامعه ... • بصراحهمملللللللللللللللللللللللللللللللللللللللللللللابعد درجات الملل • شرحة في التووب .. دائما يحفز الطلاب على التفكير .. كلاسه ممتع جدا. من جد ،، ترفع له القبعه • ماشاء الله تبارك الله على هذا الرجل، اسلوبه في الشرح هو النقاش والحوار البناء بينه وبين الطلاب من امتع المواد التي درست http://skfupm.com III Techniques for Participation

  38. III Techniques for Participation

  39. Did you find anything worth trying? III Techniques for Participation

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