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Promoting Student Engagement and Teacher Respect through Group Activities and Reflection

This activity explores the factors that promote student engagement and respect for teachers, including group activities, various modes of engagement, connections to personal experiences, and individual self-expression. It also highlights the importance of teacher authority, enthusiasm, and care in fostering respect. The activity follows a structured process of problem-solving and reflection, incorporating elements of the Kolb Learning Cycle and the Socratic Method. Assessment methods include learning logs, peer assessment, verbal and poster presentations, calculations, and exams.

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Promoting Student Engagement and Teacher Respect through Group Activities and Reflection

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  1. Siege Video

  2. Q: What are teachers for ?

  3. Q: What promotes and sustains student engagement?

  4. Activity (as distinct from passive listening). Group activities generate much energy. • A variety of modes of engagement (visual/verbal, active/reflective, global/sequential) • A task or challenge (i.e. a reason or motivation to seek knowledge) • A connection with personal experience (a concrete application) • An opportunity for individual self expression. • A teacher who inspires respect.

  5. What promotes respect for the teacher? • Authority or Mastery of the Subject matter: Know what you are talking about. • Enthusiasm: demonstrate your conviction that the subject matter is important. • Care: demonstrate concern for and empathy with the students; do you know all the first names?

  6. The general principles of any study you may learn by books at home; but the detail, the colour, the tone, the air, the life which makes it live in us, you must catch all these from those in whom it lives already.

  7. The Education process is a Human Relationship.

  8. Appoint Scribe Brief/Problem Clarify Brainstorm Organise Initial Solution Identify Knowledge Gaps Make Research Plan Delegate /Nominate Read Research Plan Adjourn ------------------------- Reconvene Read Research Plan Table Research Organise Revise Solution Etc Medical School PBL Process

  9. Problem Solution •Experience/Experiment • Data/Facts • Concept • Analysis • Dialogue • Synthesis • Insight • Evaluation Bloom / Levels of thinking • Remember • Understand • Apply • Analyse •Evaluate •Create Research Reflect Create

  10. The Kolb Learning Cycle Cowen Diagram

  11. Q: What Business are we in? • A: Behaviour Change

  12. Extended Abstract increasing competence Relational Multi-structural Uni-structural Pre-structural Expertise generalised to new domain Incompetence one relevant aspect Several relevant independent aspects Integration into a structure Structural Levels of Learning Outcomes Understanding Teaching and Learning: the Experience in Higher Education, Prosser, M. and Trigwell, T. SRHE. 1999 (UL Lib 378.125)

  13. Week 1 • Mon: Intro, Brainstorm, Solution Types, Prelim choice of team solution. • Tues: Evaluate Solutions, (includes outline approach to structural analysis, FBD’s, equilibrium equations, …) , Summarise analysis/evaluation process in simple sketches. Choose Team Solution • Wed: Lect 1,Lect 2 • Thurs: No class • Fri: Develop Team Solution , Detail sketches, Member Sizes, Connections, Stability, Manufacture, Erection.

  14. Week 2 • Mon: Lect 3,Lect 4, Complete Scheme Design, Main member Sizing • Tues: Complete Member Sizing, Present Team Solutions, Client Chooses Two Designs for Construction, Mega-teams Form, Connection Design and Detail • Wed: Lect 5, Lect 6 • Thurs: No class (plan/begin building ?) • Fri: Building Day 1

  15. Week 3 • Mon: Lect 7,Lect 8, Building Day 2 • Tues: Building Day 3 • Wed: Lect 9 (if required)Building Day 4, • Thurs: No Class, Trial Erection PM & Load for Transport • Fri: Transport to site 10.00am,Erect 11.00am Complete 13.00

  16. Insight follows Reflective Dialogue

  17. The Socratic Method • The Socratic method encourages participants to reflect and think independently and critically. • Socratic Dialogue is practiced in small groups with the help of a facilitator, so that self-confidence in one’s own thinking is enhanced and the search for truth in answer to a particular question is undertaken in common.

  18. The most important point in all of this is the autonomy in thinking: philosophical insights are gained only by those who engage in the process of knowing in their own mind. • External influences shall do no more than stimulate independent thinking. http://www.sfcp.org.uk/socratic_dialogue.htm

  19. Q: What are Teachers? A: A Mirror for the Student’s Thoughts.

  20. Q: What are Students? A: An Opportunity for the Teacher to Learn.

  21. Assessment • Learning Logs • Peer Assessment • 15 Min verbal presentation • A0 Poster presentation • Calculations via Sulis • Exam

  22. A0 outputs

  23. Q: What am I? A: I am a mirror

  24. On being a mirror: “It’s amazing how much Silence it takes” .…MQ 2010

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