Effective Student Engagement Strategies
Discover the impact of active learning on student performance compared to traditional lectures and the benefits of the think-pair-share technique in education. Learn how active learning boosts grades and reduces failure rates in academic settings. Enhance student engagement through proven methods.
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STRATEGIES FOR STUDENT ENGAGEMENT KATHERINE JO | JUNE 11, 2019
ACTIVE LEARNING WORKS compared to students in traditional lectures, students in classes that employ active learning see their grades: a) decrease b) stay about the same c) increase by a small but statistically significant amount d) increase by half a letter grade e) increase by a full letter grade Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
ACTIVE LEARNING WORKS compared to students in traditional lectures, students in classes that employ active learning see their grades: a) decrease b) stay about the same c) increase by a small but statistically significant amount d) increase by half a letter grade e) increase by a full letter grade Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
ACTIVE LEARNING WORKS compared to students in classes that employ active learning, students in traditional lecture classes are how much more likely to fail the class? Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
ACTIVE LEARNING WORKS compared to students in classes that employ active learning, students in traditional lecture classes are 1.5X more likely to fail the class Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okorafor, N., Jordt, H., and Wenderoth, M.P., (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8410-8415.
THINK-PAIR-SHARE For which level(s) of Bloom s Taxonomy can you use an ungraded quiz?
THINK-PAIR-SHARE For which level(s) of Bloom s Taxonomy can you use think-pair-share? What other educational benefits do you see in using think-pair-share?
ACTIVE LEARNING WORKS Active learning is any instructional method that substantially engages the students in course content through active listening, talking, writing, reading, and reflecting. It involves the students in doing things and thinking about what they are doing. From Bonwell, C. & Eison, J. (1991). Active learning: Creating Excitement in the classroom. Washington D.C.: George Washington University.
ACTIVE LEARNING WORKS Active learning is any instructional method that substantially engages the students in course content through active listening, talking, writing, reading, and reflecting. It involves the students in doing things and thinking about what they are doing. From Bonwell, C. & Eison, J. (1991). Active learning: Creating Excitement in the classroom. Washington D.C.: George Washington University.
ACTIVE LEARNING WORKS Active learning is any instructional method that substantially engages the students in course content through active listening, talking, writing, reading, and reflecting. It involves the students in doing things and thinking about what they are doing. From Bonwell, C. & Eison, J. (1991). Active learning: Creating Excitement in the classroom. Washington D.C.: George Washington University.
ACTIVE LEARNING WORKS Active learning is any instructional method that substantially engages the students in course content through active listening, talking, writing, reading, and reflecting. It involves the students in doing things and thinking about what they are doing. From Bonwell, C. & Eison, J. (1991). Active learning: Creating Excitement in the classroom. Washington D.C.: George Washington University. Active learning is anything course-related that students in a class session are called on to do other than simply watching and listening to a lecture and taking notes. From Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. John Wiley & Sons.
CONCEPT MAPS (CAT #16) Concept maps are drawings or diagrams showing the mental connections that students make between a major concept the instructor focuses on and other concepts they have learned. From Angelo, T. A., & Cross, K. P. (1991). Classroom assessment techniques. John Wiley & Sons
CONCEPT MAPPING Lucid Chart https://www.lucidchart.com/pages/examples/concept-map/simple-concept-map-template
Process Process Theoretical/ Scholarly history Scientific basis Lucid Chart https://www.lucidchart.com/pages/examples/concept-map/evolution-concept-map-template
Education, Schooling, and Society Education Informal Education Formal Education Daily activities and interactions SOCIETY Schooling SOCIETY Religious institutions Family Martial Arts dojo Community life
https://www.acschools.org/cms/lib/PA01916405/Centricity/Domain/362/Chemistrhttps://www.acschools.org/cms/lib/PA01916405/Centricity/Domain/362/Chemistr y%20Matter%20Concept%20Map.pdf
Concept Mapping Exploration vs Assessment Simplicity vs Complexity Importance of relationships
DIRECTED PARAPHRASING (CAT #23) Students are directed to paraphrase part of a lesson for a specific audience and purpose, using their own words. From Angelo, T. A., & Cross, K. P. (1991). Classroom assessment techniques. John Wiley & Sons In a short paragraph, explain to your students why you are asking them to engage in a concept mapping activity.
QUESTION FOR YOUR GROUPS How might these or other active learning techniques you ve seen be used in your classes? Come up with a few examples.
APPROXIMATE ANALOGIES (CAT #15) students simply complete the second half of an analogy A is to B as X is to Y for which their instructor has supplied the first half. From Angelo, T. A., & Cross, K. P. (1991). Classroom assessment techniques. John Wiley & Sons Active learning is to traditional lecturing as ________ is to _________.
SPECTRUM DISCUSSION Lecturing is an ineffective form of teaching. Agree or disagree?
END-OF-CLASS REFLECTION What s the most useful thing you ve learned today? What question(s) do you still have?
OTHER END-OF-CLASS REFLECTION ACTIVITIES Muddiest point 1-minute paper One Sentence Summary Exit Ticket (Socrative.com) 1) How well did you understand today s material (4 options) 2) What did you learn in today s class? 3) Please answer the teacher s question
