Identifying & Engaging Unprepared Students
This presentation is the property of its rightful owner.
Sponsored Links
1 / 52

Identifying & Engaging Unprepared Students : Practical Strategies & Techniques For Today's College Classroom PowerPoint PPT Presentation


  • 77 Views
  • Uploaded on
  • Presentation posted in: General

Identifying & Engaging Unprepared Students : Practical Strategies & Techniques For Today's College Classroom. Debra Dunlap Runshe Instructional Development Specialist University Information Technology Services - Learning Technologies Indiana University – Purdue University Indianapolis.

Download Presentation

Identifying & Engaging Unprepared Students : Practical Strategies & Techniques For Today's College Classroom

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Identifying engaging unprepared students practical strategies techniques for today s college classroom

Identifying & Engaging Unprepared Students:Practical Strategies & Techniques For Today's College Classroom

Debra Dunlap Runshe

Instructional Development Specialist

University Information Technology Services - Learning Technologies

Indiana University – Purdue University Indianapolis


Webinar objectives

Webinar Objectives

By the end of the webinar, participants will:

  • identify specific reasons why the first year of college is the “make or break” year for different populations of students.

  • recognize characteristics and/or behaviors of unprepared students.

  • describe best practices to engage learners.

  • identify techniques that can be incorporated into their classes that will lead to student success.


Myth or reality unprepared

Myth or Reality?? Unprepared?

“The number of academically unprepared and at-risk students enrolling in colleges and universities is increasing.”


Why is the freshman year important

Why is the Freshman year important?

“Research clearly indicates that the freshman year is a critical period during which students are most likely to withdraw from higher education.”

~Joe Cuseo


Identifying engaging unprepared students practical strategies techniques for today s college classroom

Major Reasons for Academic Difficulty

  • Poor management of time

  • Continue to organize and

    study the same way as

    they did in high school

  • Selection of courses

  • They studied alone

(Light, 2001)

Resources for College Success:

The New York Times Tip Sheet: How to Succeed in College

http://thechoice.blogs.nytimes.com/2012/09/06/how-to-succeed-in-college/

Learn More Indiana: How do you succeed in college? http://www.in.gov/learnmoreindiana/2611.htm


Time management

Time Management

  • Set goals

  • Plan ahead

  • Prioritize your tasks

  • Use good study habits

  • Identify resources for help

Resources to Improve Time Management:

Mind Tools: http://www.mindtools.com/pages/main/newMN_HTE.htm


Study skills

Study Skills

“Many students have never been exposed to different ways to approach studying or even to the idea that there are different ways to study … We can help students learn about different strategies and when to use them.”

~Marilla Svinicki

Resources to Improve Study Skills:

Study Guides and Strategies: http://studygs.net/

StudentLingo: http://www.innovativeeducators.org/StudentLingo_s/77.htm


Basic definitions

Basic Definitions

(Svinicki, 2004)


Flash cards

Flash Cards

Resources to Create Flash Cards:

Flash Card Machine: http://www.flashcardmachine.com

ProProfs Flash Cards: http://www.proprofs.com/flashcards/


Structural knowledge

Structural Knowledge

(Svinicki, 2004)


Concept maps

Concept Maps

Resources to Create Concept Maps:

Cmap Tools: http://cmap.ihmc.us/

Gliffy: http://www.gliffy.com/


Applications of concepts to problems

Applications of Concepts to Problems

(Svinicki, 2004)


Analysis of problem situations

Analysis of Problem Situations

(Svinicki, 2004)


Effective learning techniques

Effective Learning Techniques

Low Utility

Moderate Utility

High Utility

  • summarization

  • highlighting

  • keyword mnemonic

  • imagery use for text learning

  • rereading

  • practice testing

  • distributed practice

  • interleaved practice

  • elaborative interrogation

  • self-explanation

(Dunlosky, et.al., 2013)


Characteristics and or behaviors

Characteristics and/or Behaviors

Identifying Guidelines

  • Low SAT or ACT scores

  • High School GPA below 3.0

  • Might have ADHD or LD*

  • Special Admit

    Identifying Activities

  • Reading and Vocabulary Quiz

  • Writing Sample

(Gabriel, 2008)

Resources to Improve Vocabulary and Grammar:

Study Guide Zone http://www.studyguidezone.com/theatest.htm

The Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/vocabulary.htm


Course alignment

Course Alignment

Outcomes

What should my students know?

What should they be able to do?

What type of activities can help students achieve the learning outcomes?

How will I know that they have achieved the outcomes?

Activities

Assessment


Tips for course alignment

Tips for Course Alignment

Outcomes

Activities

Assessments

  • state clearly from learner’s point of view

  • measurable

  • provide at the course and unit/module level

  • expectations shared early

  • varied to accommodate student diversity

  • formative and summative

  • include thorough instructions and a grading rubric

  • engaging and active

  • opportunity for application

  • provide choice


Seven principles for good practice

Seven Principles for Good Practice

  • Encourages student-faculty contact

  • Develops reciprocity and cooperation among students

  • Uses active learning techniques

  • Gives prompt feedback

  • Emphasizes time on task

  • Communicates high expectations

  • Respects diverse talents and ways of learning

(Chickering & Gamson, 1987)

Resources for Implementation of the Seven Principles:

TLT Ideas & Resources: http://www.tltgroup.org/seven/home.htm


Principle 1 encourages student faculty contact

Principle 1: Encourages Student-Faculty Contact

Suggestions:

  • Encourage classroom interaction

  • Establish rapport with students

  • Provide personalized feedback

  • Increase accessibility

  • Express interest in students

  • Participate in co-curricular activities


The first week of class

The First Week of Class

Begin with a detailed and explicit syllabus.

Learn your students’ names.

Strategies to accomplish this:

  • Seating chart, student choice

  • Name plates

  • Office hours “interviews”

Pictures

(Gabriel, 2008)


Building community

Building Community

Expert Group A

A A A

Home Group 1

ABC

Expert Group B

B B B

Home Group 2

ABC

Expert Group C

C C C

Home Group 3

ABC

Resources for Building Community:

University of South Alabama , Using Online Icebreakers to Promote Student/Teacher Interaction: http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers Online/icebreakerjobaid.htm

Lansing Community College Center for Teaching Excellence, Icebreaker Activities: http://www.lcc.edu/cte/resources/teachingtips/icebreakers.aspx


Principle 1 online connection

Principle 1: Online Connection

Communication tools (email, discussion, chat, and web conferencing) can increase and strengthen student-faculty contact by:

  • Fostering more thoughtful responses.

  • Encouraging shy students to participate.

  • Providing more communication opportunities for commuter and part-time students.

  • Offering more time to read and formulate responses for ESOL students.

(Chickering & Erhmann, 1996)


Principle 2 cooperation among students

Principle 2: Cooperation Among Students

Suggestions:

  • Plan cooperative learning activities, such as:

    • Group projects, presentations, or papers

    • Study groups

    • Peer tutoring

    • Peer evaluation

  • Foster collaborative rather than competitive or independent environments.


Essential ingredients of cooperative learning

Essential Ingredients of Cooperative Learning

  • Positive interdependence

  • Individual accountability

    and personal responsibility

  • Social skills

  • Group processing

(Johnson & Johnson, 2003)


Applications of cooperative learning

Applications of Cooperative Learning

  • Learning new content

  • Peer review

  • Checking homework

  • Test preparation and review

  • Presentations and projects

  • Labs and experiments

  • Drill and review

(Johnson & Johnson, 2003)


General strategies for cooperative learning

General Strategies for Cooperative Learning

  • Matching group size to activity

    • Informal activity (2-4 students)

    • Formal activity (4-6 students)

  • Setting intermittent deadlines and offer continual feedback

  • Including self and peer assessment

  • Assign differentiated group or individual grades

  • Maintaining the groups for the duration of the semester

  • Avoiding forming groups which have only one woman or one minority

  • (Johnson & Johnson, 2003; Millis & Cottrell, 1998)


    Group selection for cooperative learning

    Group Selection for Cooperative Learning

    Long-term group selection criteria

    • Academic ability

    • Class/work schedule

    • Interest/skill level

    • Learning style

      Short-term group selection criteria

    • Values or opinions

    • Convenience

    • Random

    (Millis & Cottrell, 1998)


    Methods for selecting group members

    Methods for Selecting Group Members

    • Student data sheet

    • Interest/knowledge/skills checklist

    • Learning style inventories

    • Structured lineup process

    • Corners

    • Three-step interview

    • Playing cards

    (Millis & Cottrell, 1998)

    Additional Online Resources: http://edtech.kennesaw.edu/intech/cooperativelearning.htm


    Principle 2 online connection

    Principle 2: Online Connection

    Communication tools (email, discussion, chat, and web conferencing) can be used for:

    • Study groups

    • Collaborative

      learning activities

    • Group problem-solving

    • Group discussion

    (Chickering & Erhmann, 1996)


    Principle 3 active learning

    Principle 3: Active Learning

    • Suggestions:

    • Interactive lectures

    • Discussions and debates

    • Student presentations

  • Collaborative writing exercises

  • Problem-based learning activities

    • Case studies

  • Role playing

  • Simulations and games


  • Active learning defined

    Active Learning Defined

    “In the college classroom, active learning involves students doing things and thinking about the things they do.”

    ~Chuck Bonwell


    Why active learning

    Why Active Learning?

    Research suggests active learning strategies:

    • more frequently engage students.

    • lead to increased student achievement.

    • enhance students’ metacognitive skills.


    Retention of information

    Retention of Information

    After 24 hours, what percent of information is retained by students in a lecture environment?

    • 5%

    • 10%

    • 20%

    • 40%

    • 50%


    Retention after 24 hours

    Retention After 24 Hours

    NTL Institute for Applied Behavioral Science

    300 N. Lee Street, Suite 300, Alexandria, VA 22314. 1-800-777-5227


    Principle 3 online connection

    Principle 3: Online Connection

    Types of technology tools which encourage active learning:

    • Learning by doing (simulations, interactive software, web research)

    • Time-delayed exchange (email & discussion)

    • Real-time conversation (chat & web conferencing)

    (Chickering & Erhmann, 1996)


    Principle 4 prompt feedback

    Principle 4: Prompt Feedback

    Suggestions:

    Provide feedback that is:

    • Timely

    • Directive

    • Specific

    • Appropriate

      Use peer review when appropriate


    Principle 4 online connection

    Principle 4: Online Connection

    Examples of technology tools which facilitate

    prompt feedback:

    • Communication tools

    • Automated assessment

    • Word comments

    • Electronic portfolios

    (Chickering & Erhmann, 1996)


    Principle 5 time on task

    Principle 5: Time on Task

    Suggestions:

    • Engage learners

    • Develop goals

    • Use class time wisely

    • Provide study suggestions

    • Post module/weekly checklists

    • Communicate clear expectations

    • Break down learning into small portions

    • Encourage students to develop time management skills


    The science of learning

    The Science of Learning

    Teach for long term retention and transfer:

    • Practice and retrieval

    • Vary the conditions

    • “Re-represent” information in an alternative format

    • Construct knowledge based upon prior knowledge and experience

    • Chunk information

    • Motivation

    (Halpern & Hakel, 2003)


    Principle 5 online connection

    Principle 5: Online Connection

    Technology tools can:

    • Make study time

      more efficient

    • Make access to

      resources more

      efficient

    • Increase study

      time

    (Chickering & Erhmann, 1996)


    Principle 6 high expectations

    Principle 6: High Expectations

    Suggestions:

    • Foster supportive climate

    • Provide clear expectations of performance

    • Offer alternative assignments to meet individual students’ needs and interests

    • Provide models of outstanding student work

    • Hold yourself to the same standard of excellence

    • Offer immediate feedback

    • Tolerate mistakes

    • Celebrate success


    Principle 6 online connection

    Principle 6: Online Connection

    Technology tools can communicate high

    expectations by:

    • Stating expectations explicitly and efficiently

    • Posting samples of work representing different levels of quality

    • Automating peer review

    • Posting detailed rubrics

    • Publishing exemplary student work

    (Chickering & Erhmann, 1996)


    Principle 7 diverse talents

    Principle 7: Diverse Talents

    Suggestions:

    • Accommodate diversity

    • Teach to different learning preferences


    Felder silverman model

    Felder-Silverman Model

    Students learn about their learning preferences and strategies that will assist them in being successful.

    Their preferences fall on a continuum between:

    • active or reflective

    • sensing or intuitive

    • visual or verbal

    • sequential or global

    Felder’s Online Resources: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html


    Principle 7 online connection

    Principle 7: Online Connection

    Technology tools can meet different learning

    styles by:

    • Providing a variety of learning experiences

    • Allowing students to work at their own pace

    • Providing varying levels of structure

    (Chickering & Erhmann, 1996)


    Points to remember

    Points to Remember…

    • Many of our students are coming to us unprepared for the rigors of college life.

    • Identifying them early is crucial to their success.

    • We can help by providing them with strategies for:

      • setting goals, planning, prioritizing, organizing their time,

      • learning how to study effectively, and

      • connecting with others and their learning.


    Questions

    Questions?


    Thank you for your participation

    Thank You for Your Participation!

    Debra Dunlap Runshe, Instructional Development Specialist

    University Information Technology Services – Learning Technologies

    Indiana University-Purdue University Indianapolis

    Information Technology and Communications Complex (IT 342H)535 West Michigan Street, Indianapolis, IN 46202

    Phone: 317-278-0589 

    Email:[email protected]


    Resources

    Resources

    Adelman, C. (2004). Principal indicators of student academic histories in postsecondary education, 1972-2000: U.S. Department of Education. Washington, DC: Institute of Education Sciences.

    Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques (2nd ed.). San Francisco, CA: Jossey-Bass.

    Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. Washington, DC: School of Education and Human Development, George Washington University.  

    Bonwell, C.C. & Sutherland, T.E. (1996). Using active learning in college classes: A range of options for faculty. San Francisco, CA: Jossey-Bass.


    Resources1

    Resources

    Braxton, J.M. (2008). The role of the classroom in college student persistence. San Francisco, CA: Jossey-Bass/Wiley.

    Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin 39(7), 3-7.

    Chickering, A.W. & Ehrmann S.C. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, 3-6.

    Cuseo, J. B. (1991). The freshman orientation seminar: A research-based rationale for its value, delivery, and content. The Freshman Year Experience. Monograph Series (4), 673-677. Columbia, SC: National Resource Center for The Freshman Year Experience.

    Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013, January). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest. 14(1) 4-58.


    Resources2

    Resources

    Felder, R.M. & Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engr. Education, 78(7), 674-681.

    Gabriel, K.F. (2008). Teaching unprepared students: Strategies for promoting success and retention in higher education. Sterling, VA: Stylus Publishing, LLC.

    Halpern, D.F. & Hakel, M.D. (2003, July/August). Applying the science of learning to the university and beyond. Change, 35, 36-41.

    Hatfield, S.R. editor; with David G. Brown ... [et al.]; and special sections by Martin Nemko, contributing editor. (1995). The seven principles in action: Improving undergraduate education. Bolton, MA: Anker Publishing.

    Johnson, D.W. & Johnson, R.T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. 4th ed. Needham Heights, MA: Allyn and Bacon.


    Resources3

    Resources

    Kuh, G.D., Pace, C.R. & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education, Research in Higher Education 38(4), 435-454.

    Kuh, G. Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.

    Light, R.J. (2001). Making the most of college: Student speak their minds. Cambridge, MA: Harvard University Press.

    Millis, B.J., & Cottrell, P.G. (1998). Cooperative learning for higher education faculty. Phoenix, AZ: Oryx Press.

    Svinicki, M.D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker Pub. Co.


  • Login