10 Recommendations are tagged with "engagement"
If you incorporate active-learning strategies into your teaching, you may find that students don't automatically embrace this new learning approach. What are research-based recommendations for motivating students to engage? This is the introduction to a series of recommendations discussing strategies to support student engagement. INTRODUCTION.
When students encounter an active learning classroom, they may be unsure of what is expected of them. They may fear they won't be evaluated fairly, or won't see a clear path towards success, reducing their engagement in activities. This second chapter of our student engagement series focuses on how to create clear expectations for student engagement and learning. CHAPTER 1: EXPECTATIONS.
Students may expect to simply memorize and recite information to succeed in your course. But this approach doesn't match well with an active classroom, where students wrestle with difficult ideas collaboratively. This second chapter of our student engagement strategy series focuses on teaching students to develop more productive mindsets towards learning. CHAPTER 2: METACOGNITION AND MASTERY.
How can I help students feel intrinsically and extrinsically motivated to engage in active learning?June 20, 2017 by Stephanie Chasteen, University of Colorado Boulder
If students don't want to engage in active learning, it's pretty hard to force them. You can't rely solely on grades to spark students to action. This third chapter in our student engagement series focuses on motivating students to engage productively in active learning classrooms through the use of various internal and external rewards. CHAPTER 3: MOTIVATION
It is challenging for instructors to create and maintain a classroom environment where students are comfortable engaging with each other and sharing their results with the class. This difficulty increases with class size. This fourth chapter in our student engagement series focuses on creating a supportive and respectful classroom community that welcomes engagement. CHAPTER 4: CLASS COMMUNITY
Instructors who are attempting active learning are often concerned that students won't like it, or will resist. It can be hard, even in the middle of a course, to gauge how well-engaged students are. This fifth chapter of our student engagement series focuses on ways to assess student engagement, both formally and informally. CHAPTER 5: ASSESSMENT
When students come into your class, they may not be expecting an active class. The first day is particularly important for framing the norms, expectations, and rationale for your class approach, tapping into students' internal motivations and creating a supportive class community. This sixth chapter of our student engagement series focuses on the first week of class. CHAPTER 6: FIRST DAY
Most active learning techniques involve the creation of student groups, but groups do not always work productively, and not all tasks are suited to group work. Poor group dynamics, or ill-suited tasks, can reduce student engagement in active learning. This seventh chapter of our student engagement series focuses on support of productive group dynamics. CHAPTER 7: GROUP WORK
Many active learning techniques require students to discuss their ideas either in small groups or in a large class discussion, but, as you know, students don't always erupt into productive conversation. This eighth chapter of our student engagement series focuses on helping students engage in class discussions. CHAPTER 8: STUDENT DISCUSSIONS.
While active resistance among students is relatively rare, sometimes students do complain about active learning techniques. This ninth chapter of our student engagement series focuses on addressing some common student complaints in active learning classrooms. CHAPTER 9: STUDENT COMPLAINTS