motivation
DESCRIPTION
Presentation by Myron DemboTRANSCRIPT
Improving Students’ Motivation Improving Students’ Motivation and Academic Performance in the and Academic Performance in the
ClassroomClassroom Myron H. Dembo, Ph.DMyron H. Dembo, Ph.D
University of Southern CaliforniaUniversity of Southern [email protected]
January 22, 2009January 22, 2009
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Learning Skills and Abilities Do Not Fully Learning Skills and Abilities Do Not Fully Explain Academic AchievementExplain Academic Achievement
Learning = Skill (content knowledge and learning strategies)+ Will (motivation
influenced by students’ beliefs and perceptions)
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What do you like most about the What do you like most about the students you teach?students you teach?
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My Concerns About The Learning My Concerns About The Learning Behavior and Motivation Of My Behavior and Motivation Of My
Students……Students……
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Belief SystemsBelief Systems
……influence students’ motivation and learninginfluence students’ motivation and learning ……influence instructors’ interaction with influence instructors’ interaction with
students and classroom instructionstudents and classroom instruction
Interventions to improve learning and Interventions to improve learning and instruction must deal with instruction must deal with both both students students and instructors’ belief systems.and instructors’ belief systems.
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My Beliefs About Learning and My Beliefs About Learning and MotivationMotivation
Do you agree or disagree with the following statements?Do you agree or disagree with the following statements? A student needs to feel some pressure to be motivated A student needs to feel some pressure to be motivated
to learn.to learn. Competition is a great motivator.Competition is a great motivator. College students have a natural desire to learn.College students have a natural desire to learn. Human intelligence is fixed by the time a student Human intelligence is fixed by the time a student
begins school.begins school. Failure is helpful in motivating students.Failure is helpful in motivating students. It is the responsibility of students to know how to It is the responsibility of students to know how to
learn; it is the responsibility of instructors to deliver learn; it is the responsibility of instructors to deliver quality instruction.quality instruction.
Academic Success is Determined Primarily by Academic Success is Determined Primarily by Individual Effort: Fact or Fiction?Individual Effort: Fact or Fiction?
Students lack motivationStudents lack motivation::
““It is not that we as an It is not that we as an institution are failing them. institution are failing them. We have so many support We have so many support systems around here. I just systems around here. I just wonder how many don’t pay wonder how many don’t pay attention…because at attention…because at orientation they hear all orientation they hear all about the resources we about the resources we offer.”offer.”
Students are lazyStudents are lazy::
“ “ We have fantastic We have fantastic programs…But I think that programs…But I think that if you tell the average if you tell the average student, ‘Here is something student, ‘Here is something else you need to do,’ they else you need to do,’ they don’t want to have to do don’t want to have to do something else that sounds something else that sounds like more work. That is the like more work. That is the mindset a lot of student mindset a lot of student have.”have.”
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Social—contextual factors
Personal factors
Self—Processes Achievement behaviors
A social cognitive model of achievement motivation (Dai et al., 1998)
Effort, choice, level of activity and persistence
Educational experiences, social contexts, gender role socialization, institutional policy and procedures, etc.
Aptitudes, temperaments, personality, etc.
Self-efficacy, values, goal orientation, attributions, self-worth, attitudes, interests, etc.
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Beliefs of InstructorsBeliefs of Instructors
The role of the instructor is The role of the instructor is to present the content of the to present the content of the course in the most concise course in the most concise and clear manner.and clear manner.
In addition to teaching In addition to teaching content knowledge, the content knowledge, the instructor has a instructor has a responsibility to teach responsibility to teach students students how to learn how to learn the the content and , whenever content and , whenever possible, assist students in possible, assist students in overcoming obstacles in overcoming obstacles in learning.learning.
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Instructor A Instructor B
Beliefs of InstructorsBeliefs of Instructors
It is important from the first It is important from the first day of class to communicate day of class to communicate to students what they need to students what they need to do and the consequences to do and the consequences of not following directions of not following directions and completing and completing assignments. Students need assignments. Students need to understand that success in to understand that success in my course involves hard my course involves hard work.work.
It is important from the first It is important from the first day of class to communicate day of class to communicate my expectations. However, my expectations. However, I also want to communicate I also want to communicate that my job is helping that my job is helping students become successful students become successful in my course. This is a in my course. This is a belief that I try to reinforce belief that I try to reinforce throughout the course.throughout the course.
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Instructor A Instructor B
Some students bring to class faulty beliefs and inappropriate academic behavior that limit their success in college ,
Some instructors misperceptions about students lead to inappropriate instructional practices.
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I don’t want to take this course.
I can’t solve this problem.
I messed up on the last exam
because I am not smart enough to
learn this material.
I don’t understand this problem but I don’t want to ask a
dumb question?
Beliefs That Interfere With Students’ Motivation to Learn
How do community college instructors or staff deal with these beliefs?
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Different Types of Motivational Different Types of Motivational ProblemsProblems
Defensive DimitriDefensive Dimitri – more motivated to – more motivated to avoid failure than to succeed.avoid failure than to succeed.
Safe SusanSafe Susan – underachiever, plays it safe – underachiever, plays it safe Hopeless HenryHopeless Henry – learned helplessness – learned helplessness Satisfied SheilaSatisfied Sheila – does not seek high – does not seek high gradesgrades Anxious AlbertoAnxious Alberto – high anxiety, low self- – high anxiety, low self-
confidenceconfidence
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Key Self-Beliefs that Influence Key Self-Beliefs that Influence Students' Motivation to LearnStudents' Motivation to Learn
Personal goalsPersonal goals Value orientationValue orientation Self-efficacySelf-efficacy Causal attributionsCausal attributions Self-worthSelf-worth Goal orientationGoal orientation
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Do students know where they are Do students know where they are going?going?
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How one thinks about the self and the future
Hoped-for possible self we would like to become (e.g., teacher, attorney, professional athlete)
Feared possible self we wish to avoid becoming (e.g., a dropout, homeless, unemployed)
Expected possible self we are fairly sure we can become (e.g., college graduate)
Possible Selves
Possible Selves Intervention Possible Selves Intervention ProgramProgram
Discovering –What are my strengths and Discovering –What are my strengths and weaknesses?weaknesses?
Thinking – Who am I? What are my hopes Thinking – Who am I? What are my hopes and fears?and fears?
Sketching - What am I like?Sketching - What am I like? Reflecting – What can I be?Reflecting – What can I be? Growing – How can I reach my goals?Growing – How can I reach my goals? Performing – How am I doing?Performing – How am I doing?
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Value orientationValue orientation
Intrinsic value ( = enjoyment one gets from the Intrinsic value ( = enjoyment one gets from the activity)activity)
Extrinsic value (=utility or usefulness in terms of Extrinsic value (=utility or usefulness in terms of future goal) future goal)
Attainment value (= importance of doing well on the Attainment value (= importance of doing well on the task)task)
A student can have different value orientations for A student can have different value orientations for different tasks.different tasks.
He or she can also have them all for the same task. He or she can also have them all for the same task. 1818
Self-EfficacySelf-Efficacy
Key aspect of self-regulatory strategiesKey aspect of self-regulatory strategies
--Students with higher self-efficacy set higher --Students with higher self-efficacy set higher goals and expend more effortgoals and expend more effort
--Students with higher self-efficacy use more --Students with higher self-efficacy use more cognitive and metacognitive strategies and cognitive and metacognitive strategies and persist longerpersist longer
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AttributionsAttributions
Perceptions of causes for success or failure Perceptions of causes for success or failure Attribution theory explains why individuals Attribution theory explains why individuals
respond differently to the same event respond differently to the same event
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Mastery Orientation
Performance Orientation
Success defined as…
Improvement, progress, mastery, innovation
High grades, high performance compared with others
Error viewed as…
Ability viewed as…
Part of the learning process, informational
Developing through effort
Failure, evidence of lack of ability
Fixed
Goal Orientation
Goal orientationGoal orientation Mastery Mastery
““I really get frustrated, but I want to get it right, just I really get frustrated, but I want to get it right, just to challenge myself.”to challenge myself.”
“ “ I review my mistakes so I can do better next time.”I review my mistakes so I can do better next time.” Performance Performance
““I want to see how good I’m compared to other students I want to see how good I’m compared to other students in my class.”in my class.”
““I always try to do well, I guess it makes me look I always try to do well, I guess it makes me look good…builds up my reputation.”good…builds up my reputation.”
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Goal OrientationGoal Orientation
MasteryMastery Our instructor thinks mistakes are okay as long as we Our instructor thinks mistakes are okay as long as we
are learning.are learning. Our instructor wants us to understand our work, not Our instructor wants us to understand our work, not
just memorize it.just memorize it.
PerformancePerformance Our instructor tells us how we compare to other Our instructor tells us how we compare to other
students.students. Only a few students do really well.Only a few students do really well.
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Self-worth = ability = performanceSelf-worth = ability = performance
Self-worth is based on ability, BUT if one can demonstrate that his or her performance does not reflect on ability, then self-worth is maintained. This is why students often use failure-avoidance strategies.
Excuses,procrastination
Covington’s Self-Worth Theory(1992)
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Why Don’t Some Students Seek Why Don’t Some Students Seek Help?Help?
Help seeking can imply inadequacy and threaten self-worthHelp seeking can imply inadequacy and threaten self-worth Help seeking can expose learners to public scrutinyHelp seeking can expose learners to public scrutiny Students often fail to adequately judge their skills level so Students often fail to adequately judge their skills level so
they believe that they can succeed without assistancethey believe that they can succeed without assistance Students incorrectly contribute their poor performance to a Students incorrectly contribute their poor performance to a
lack of ability rather than effortlack of ability rather than effort
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Students Beliefs Regarding the Use of Support Students Beliefs Regarding the Use of Support Services and Possible SolutionsServices and Possible Solutions
Possible Causes Based on Possible Causes Based on ResearchResearch
Students feel embarrassed and/or Students feel embarrassed and/or don’t want to feel incompetent. don’t want to feel incompetent. Thus, help seeking can threaten Thus, help seeking can threaten self-worth.self-worth.
Students fail to adequately judge Students fail to adequately judge their skill level so they believe their skill level so they believe that they succeed without that they succeed without assistance.assistance.
Possible SolutionsPossible Solutions Take class to visit appropriate Take class to visit appropriate
tutoring centertutoring center Train tutors to understand and deal Train tutors to understand and deal
with students’ beliefs about tutoringwith students’ beliefs about tutoring Allow students to talk about Allow students to talk about
strengths during first session with strengths during first session with tutorstutors
Consider having students visit Consider having students visit tutoring center in pairs or small tutoring center in pairs or small groupsgroups
Have instructors discuss how errors Have instructors discuss how errors help us learn and conduct error help us learn and conduct error analysis lectures in classanalysis lectures in class
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Real Men Don’t Ask for Directions: Male Real Men Don’t Ask for Directions: Male Students Attitudes Toward Peer TutoringStudents Attitudes Toward Peer Tutoring
A statement by a math tutor:A statement by a math tutor:
““They will (women) come out and ask questions more They will (women) come out and ask questions more easily: I don’t have to look for them. And the guys, I easily: I don’t have to look for them. And the guys, I can’t read them, whether or not they’re picking it up. can’t read them, whether or not they’re picking it up. They just kinda sit there. The girls just seem like They just kinda sit there. The girls just seem like they’re not as worried about knowing something…they’re not as worried about knowing something…where as the guys are-seem like they don’t want to let where as the guys are-seem like they don’t want to let you know they haven’t picked up on something. For you know they haven’t picked up on something. For whatever reason, the girls get into it (a tutoring whatever reason, the girls get into it (a tutoring session) more”session) more”
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Real Men Don’t Ask for Directions: Male Real Men Don’t Ask for Directions: Male Students Attitudes Toward Peer TutoringStudents Attitudes Toward Peer Tutoring
Statements by students who failed but did not Statements by students who failed but did not go to tutoringgo to tutoring::
““You have to say you need help and you don’t You have to say you need help and you don’t want to admit it.”want to admit it.”
““We’re afraid to ask for help because people will We’re afraid to ask for help because people will think we’re stupid or something like that.”think we’re stupid or something like that.”
None of the students wanted to admit to lack of None of the students wanted to admit to lack of ability.ability.
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Preparing for a Meeting with an Instructor
What not to do:“I don’t get it!”
What to do: 1. Determine what you do not understand about the
material 2. Make an appointment with your TA, instructor,
tutor, learning assistant3. Review content and make a list of specific
questions 4. Make summary notes soon after you leave the
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Questions to Consider…Questions to Consider…
Did I hear any ideas this morning that helped Did I hear any ideas this morning that helped me to better understand my students’ me to better understand my students’ motivation and behavior? motivation and behavior?
What are these ideas?What are these ideas? How will these ideas influence my instruction?How will these ideas influence my instruction? How can our community college better How can our community college better
respond to the needs of our students?respond to the needs of our students?
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Helping Students Become More Helping Students Become More Self-Regulated LearnersSelf-Regulated Learners
Myron H. Dembo, Ph.DMyron H. Dembo, Ph.DUniversity of Southern CaliforniaUniversity of Southern California
January 29, 2009January 29, 2009
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What is academic self-regulation?What is academic self-regulation?
The ability of learners to control the factors or The ability of learners to control the factors or conditions affecting their learning.conditions affecting their learning.
““Learning is not something that happens Learning is not something that happens toto students, it is something that happens students, it is something that happens byby
students.” - students.” - ZimmermanZimmerman
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Academic ToolboxAcademic Toolbox
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“It is not that students don’t have the ability to succeed. The problem is that they have not acquired all the tools necessary to learn.”
Academic InterventionsAcademic Interventions
Learning How to Work With OthersLearning How to Work With Others Developing the Course SyllabiDeveloping the Course Syllabi Seeking Help in College: Use of Academic Seeking Help in College: Use of Academic
Support Services and Meeting with Support Services and Meeting with instructorsinstructors
Developing Learning and Motivational Developing Learning and Motivational Strategies for College SuccessStrategies for College Success
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The Psychology of the First Day of The Psychology of the First Day of ClassClass
What are students thinking about when they first What are students thinking about when they first enter your class?enter your class?
What information are they looking for?What information are they looking for? What are your purposes and goals for the first day?What are your purposes and goals for the first day? What do you do to attain these purposes and goals?What do you do to attain these purposes and goals? What do you think students say to each other when What do you think students say to each other when
they leave your class the first day.they leave your class the first day.
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“A learning-centered syllabus requires that you shift from what you, the instructor are going to cover in your course to a concern for what information, tools, assignments, and activities you can provide to promote your students’ learning and intellectual development” (p. xiv)
Developing a Learning-Centered Developing a Learning-Centered SyllabusSyllabus
A commitment how each aspect of your course will support student A commitment how each aspect of your course will support student learning.learning.
““Teach the students you have, not the students you wish you had” Teach the students you have, not the students you wish you had” (Kuh et al. 2005, p. 78).(Kuh et al. 2005, p. 78).
In addition to providing information about the content and In addition to providing information about the content and requirements of the course, the learning-centered syllabus, it can help requirements of the course, the learning-centered syllabus, it can help you:you:
1. Convey to your students what matters to you about 1. Convey to your students what matters to you about learning.learning.
2. Set a 2. Set a tonetone for learning and how to learn that students for learning and how to learn that students will accept.will accept.
3. Send a message about what students can expect from 3. Send a message about what students can expect from you and the campus community to support their you and the campus community to support their learning learning during the term.during the term.
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Checklist for Developing a SyllabusChecklist for Developing a Syllabus
Instructor informationInstructor information Student information formStudent information form Statement of teaching philosophyStatement of teaching philosophy Purpose of the coursePurpose of the course Course descriptionCourse description Course objectivesCourse objectives ReadingsReadings ResourcesResources Course calendarCourse calendar Course requirementsCourse requirements
Policy and expectations: Policy and expectations: Attendance, late papers, missed Attendance, late papers, missed tests, and class behaviorstests, and class behaviors
Policies and expectations: Policies and expectations: Academic honestly, disability Academic honestly, disability access, and safetyaccess, and safety
EvaluationEvaluation Grading procedureGrading procedure How to succeed in this course: How to succeed in this course:
Tools for study and learningTools for study and learning
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From O’Brien, J. et al. (2008). The course syllabus: A learning-centered approach. San Francisco: Wiley.
Methods of learningMethods of learning
Types of strategiesTypes of strategies--rehearsal--rehearsal
copying, taking verbatim notes, reciting copying, taking verbatim notes, reciting words and definitionswords and definitions--elaboration--elaboration
summarization, annotation,summarization, annotation,elaborative interrogationelaborative interrogation
--organizational--organizationalvisual representationsvisual representations
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Successful readersSuccessful readers Determine importanceDetermine importance Summarize informationSummarize information Draw inferencesDraw inferences Generate questionsGenerate questions Monitor comprehensionMonitor comprehension
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Components of monitoring Components of monitoring comprehensioncomprehension
Knowing when you knowKnowing when you know Knowing when you don’t know Knowing when you don’t know Knowing what to do about it when you don’t Knowing what to do about it when you don’t
knowknow
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What is this material about?What is this material about?
The procedure is actually quite simple. First you arrange things into The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never the necessity for this task in the immediate future, but then one never can tell.can tell.
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Using Headings to Generate Using Headings to Generate QuestionsQuestions
Federation vs. ConfederationFederation vs. ConfederationIn a federation, the national government isIn a federation, the national government is fully sovereign; the fully sovereign; the states may not withdraw without the consent of the national states may not withdraw without the consent of the national authorities; and the people create both the national government authorities; and the people create both the national government and the state governments, delegate powers to both, and may and the state governments, delegate powers to both, and may restrict both through the written constitution. The national restrict both through the written constitution. The national government may act directly on the people; it can tax and draft government may act directly on the people; it can tax and draft them. In contrast, in a confederation, the states are sovereign; them. In contrast, in a confederation, the states are sovereign; they may join the nation or withdraw from it at will. They delegate they may join the nation or withdraw from it at will. They delegate specified powers to national institutions and reserve all others to specified powers to national institutions and reserve all others to themselves. The national "government" is a creature of the states themselves. The national "government" is a creature of the states and can deal only with the states, not directly with their citizens.and can deal only with the states, not directly with their citizens.
Confederation is an ancient form of government; it has bound Confederation is an ancient form of government; it has bound people together throughout history, from the time of the alliances people together throughout history, from the time of the alliances of the Israelite tribes to the Renaissance and the confederacies of the Israelite tribes to the Renaissance and the confederacies which flourished in what is today Germany, Italy...Federalism is which flourished in what is today Germany, Italy...Federalism is more modern; it was developed first in the United States and later more modern; it was developed first in the United States and later was adopted by one-third of the countries of the world, including was adopted by one-third of the countries of the world, including the Soviet Union, Brazil, India, Nigeria Mexico...the Soviet Union, Brazil, India, Nigeria Mexico...
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Using Headings to Generate Using Headings to Generate QuestionsQuestions
What is the difference betweenWhat is the difference between a Federation Versus Confederation? a Federation Versus Confederation?
In a In a federationfederation, the , the national government is fully sovereignnational government is fully sovereign; the states may ; the states may not withdraw without the consent of the national authorities; and the not withdraw without the consent of the national authorities; and the people create both the national government and the state governments, people create both the national government and the state governments, delegate powers to both, and may restrict both through the written delegate powers to both, and may restrict both through the written constitution. The constitution. The national government may act directly on the people; it national government may act directly on the people; it can tax and draft themcan tax and draft them. In contrast, in a . In contrast, in a confederation, the states are confederation, the states are sovereignsovereign; they may join the nation or withdraw from it at will. They ; they may join the nation or withdraw from it at will. They delegate specified powers to national institutions and reserve all others to delegate specified powers to national institutions and reserve all others to themselves. themselves. The national "government" is a creature of the statesThe national "government" is a creature of the states and and can deal only with the states, not directly with their citizens.can deal only with the states, not directly with their citizens.
Confederation is an ancient form of governmentConfederation is an ancient form of government; it has bound people ; it has bound people together throughout history, from the time of the alliances of the Israelite together throughout history, from the time of the alliances of the Israelite tribes to the Renaissance and the confederacies which flourished in what tribes to the Renaissance and the confederacies which flourished in what is today Germany, Italy...is today Germany, Italy...Federalism is more modernFederalism is more modern; it was developed ; it was developed first in the United States and later was adopted by one-third of the first in the United States and later was adopted by one-third of the countries of the world, including the Soviet Union, Brazil, India, Nigeria countries of the world, including the Soviet Union, Brazil, India, Nigeria Mexico...Mexico...
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Mirror and summary questionsMirror and summary questions
Mirror If the information in my notes was an answer to a
question, what would the question be? (Unlimited quantity)
Summary What is one major question that reflects the
purpose of today’s lecture?
(usually no more than 1-2 per lecture) (usually no more than 1-2 per lecture)
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What is the difference between a federal and unitary government?
Federalism
authority is divided bet. nat. and regional level
Did not exist before 1787
US has been gov. as confederacy--
auth. given to states
Unitary
authority solely in nat. gov.
Ex. Japan and Sweden
Types of QuestionsTypes of Questions What is…? (that is, “define”) What is the relationship between…? Compare and contrast… Why? How does …work? What was the effect of …? What is the structure and function of…?
Combine several small questions into one major question – turn a lower level question into a higher level question.
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Problems in Large Lecture-Based Problems in Large Lecture-Based CoursesCourses
Some students are: Some students are: ““passive observers”passive observers” ““uninvolved” or “unengaged”uninvolved” or “unengaged” ““disinterested”disinterested” ““have low or no motivation to participate” have low or no motivation to participate”
We wish they were: We wish they were: active and engagedactive and engaged interestedinterested contributorscontributors problem-solversproblem-solvers
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Asking Questions in ClassAsking Questions in ClassReasons for asking questionsReasons for asking questions:: Need to increase their understanding of course material Need to increase their understanding of course material
(60%)(60%) Curiosity (15%)Curiosity (15%)
Reasons for not asking questionsReasons for not asking questions:: Anticipated negative consequences –fear of appearing Anticipated negative consequences –fear of appearing
unintelligent and avoiding embarrassment ( 33%)unintelligent and avoiding embarrassment ( 33%) Not having a question to ask or not knowing enough to ask Not having a question to ask or not knowing enough to ask
a question (28%)a question (28%) Too busy taken notes or didn’t want to interrupt the lecture Too busy taken notes or didn’t want to interrupt the lecture
(15%)(15%)
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Strategies to Improve Student Involvement Strategies to Improve Student Involvement During Lecture During Lecture
Show students what good notes looks likeShow students what good notes looks like Teach students how to read content textbookTeach students how to read content textbook Ask students for their summary question from the last lectureAsk students for their summary question from the last lecture Use cooperative learning—two students go over their notes, the Use cooperative learning—two students go over their notes, the
first students would paraphrase and explain the first page of first students would paraphrase and explain the first page of notes. Then they would switch and the second member of the notes. Then they would switch and the second member of the pair would go over the next sectionpair would go over the next section
Stop the lecture and allocate 10 minutes of time for students to Stop the lecture and allocate 10 minutes of time for students to work in learning groups to review the material and generate a work in learning groups to review the material and generate a question that would focus on some material they may not question that would focus on some material they may not understand.understand.
Use study buddiesUse study buddies5050
Strategies to Improve Student Involvement Strategies to Improve Student Involvement During Lecture During Lecture
Ask students to turn in a question about the readings in a box in from Ask students to turn in a question about the readings in a box in from of the lecture room.of the lecture room.
Plan your lecture around a series of questions that the lecture answersPlan your lecture around a series of questions that the lecture answers Turn-to-your partner discussions. Divide the lecture into 10 to 15 Turn-to-your partner discussions. Divide the lecture into 10 to 15
minute segments. Use different discussion tasks:minute segments. Use different discussion tasks:Summarize the answer to the question being discussedSummarize the answer to the question being discussedSolve a problemSolve a problemGive a reaction to the theory, concepts, or information beingGive a reaction to the theory, concepts, or information being
presented.presented.Elaborate the material being presented.Elaborate the material being presented.Predict or explainPredict or explainAttempt to resolve the conceptual conflict the presentation Attempt to resolve the conceptual conflict the presentation
has has aroused.aroused.Hypothesize answers to the question being posed.Hypothesize answers to the question being posed.
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Strategies to Improve Student Involvement Strategies to Improve Student Involvement During Lecture During Lecture
UUse a personal response systemse a personal response system1.1. Instructor shows a PowerPoint slide which poses a question to Instructor shows a PowerPoint slide which poses a question to
students. Students select an answer using their clickers, a small, students. Students select an answer using their clickers, a small, portable device that uses infrared or radio frequency technology to portable device that uses infrared or radio frequency technology to transmit and record student responses to questions. transmit and record student responses to questions.
2.2. The answers are collected by a USB receiver (RF receiver) and The answers are collected by a USB receiver (RF receiver) and tabulated directly within Powerpoint via Turning Technologies tabulated directly within Powerpoint via Turning Technologies TurningPoint system applications. TurningPoint system applications.
3.3. Within seconds, the class can view a Within seconds, the class can view a histogram ofhistogram of responses and responses and instructors can save this data for further analysis and/or grading. instructors can save this data for further analysis and/or grading.
4.4. Currently, several software companies are launching software where Currently, several software companies are launching software where you use your cell phone to register your answer choice – so the trend you use your cell phone to register your answer choice – so the trend is moving away from hardware (i.e., the real clicker) completely. is moving away from hardware (i.e., the real clicker) completely.
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When it comes to academics, I am mostly a.. ….
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Promoting Effective Helping Promoting Effective Helping Behavior in GroupsBehavior in Groups
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Effective help seekers:Effective help seekers: Ask precise questionsAsk precise questions Persist in seeking helpPersist in seeking help Apply the explanations receivedApply the explanations received
Effective help givers:Effective help givers: Provide detailed explanations and opportunities for help Provide detailed explanations and opportunities for help
recipients to apply the help receivedrecipients to apply the help received Monitor student understandingMonitor student understanding
Some Comments By Students Working Some Comments By Students Working in Collaborative Groupsin Collaborative Groups
““I like the group sessions, it depends on a lot of communication and I like the group sessions, it depends on a lot of communication and that’s something my group does well in.”that’s something my group does well in.”
““We worked well because we taught one another what we knew. So We worked well because we taught one another what we knew. So if someone got something wrong and another one got it if someone got something wrong and another one got it
right right then we would teach one another.”then we would teach one another.” ““Group work is working well I am learning what I do wrong and Group work is working well I am learning what I do wrong and
how to correct it.”how to correct it.” ““We helped each other figure out how to solve the equations and We helped each other figure out how to solve the equations and
communicated well.”communicated well.” ““I like this group problems together.”I like this group problems together.” ““We all participated in getting the answer. Those that didn’t We all participated in getting the answer. Those that didn’t
understand – was explained to them.”understand – was explained to them.”
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Questions to consider…Questions to consider…
What changes can I and my department make What changes can I and my department make to improve students’ academic performance?to improve students’ academic performance?
How do I (we) implement these changes?How do I (we) implement these changes? What are the next steps?What are the next steps?
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