Title: WANTING TO LEARN
1WANTING TO LEARN
- PROVIDING FOR STUDENT ENGAGEMENT IN A ONE-SHOT
2WHY DONT YOU WANT TO LEARN?
3ACTIVITY
- REFLECT ABOUT A FAVORITE STUDENT IN ONE OF YOUR
CLASSES AND IDENTIFY ONE CHARACTERISTIC OF THAT
STUDENT - DRAW THAT STUDENT WITH THE CHARACTERISTIC IN MIND
4NATIONAL SURVEY OF STUDENT ENGAGEMENT
- WWW.IUB.EDU/NSSE
- NATIONAL BENCHMARKS OF EFFECTIVE EDUCATIONAL
PRACTICE - LEVEL OF ACADEMIC CHALLENGE
- ENRICHING EDUCATIONAL EXPERIENCES
- STUDENT - FACULTY INTERACTION
- ACTIVE AND COLLABORATIVE LEARNING
- SUPPORTIVE CAMPUS ENVIRONMENT
5 1986
- REMOTES
- PERSONAL COMPUTERS
- MUSIC VIDEOS
- CABLE TV
- CNN
- TWO CAREER FAMILIES
- SINGLE PARENT FAMILIES
- SOUNDBITES
- GLOBALISM
- CELL PHONES
- INTERNET
- DIVERSITY
- AIDS
- INFORMATION DELUGE
- PDAs
6SOME CHARACTERISTICS OF TODAYS STUDENTS
- PROCESS INFORMATION QUICKLY
- FASTER PROCESSERS
- NOT ATTENTION DEFICIENT
- BORED WITH SLOW MESSAGING
7CHARACTERISTICS
- CAREER INSECURITY
- CHANGE READY
- EXPECT MULTIPLE CHANGES
- FOCUS ON TRANSFERABLE SKILLS
- FLEXIBILITY
8CHARACTERISTICS
- SKEPTICAL BUT OPTIMISTIC
- CHANGE HARDY
- EXPECT INSTABILITY
- INCREASED OPPORTUNITY
- INCREASED RESPONSIBILITY
- INCREASED INDEPENDENCE
- POSITIVE OUTLOOK
9CHARACTERISTICS
- TECHNOLOGY COMFORTABLE
- INCREASING ACCESS TO COMPUTERS
- EMAIL GENERATION
- INTERNET EXPOSED
- EXPECT TECHNOLOGY SOLUTIONS
10CHARACTERISTICS
- AFFILIATIVE
- ATTUNED TO PEER CULTURE
- CHANGES IN FAMILY CULTURE
- CHANGES IN COMMUNITY
- MORE COLLABORATIVE
11CHARACTERISTICS
- VISUALLY ATTUNED
- LIVE IN A VISUAL MEDIA WORLD
- VISUAL IS SUCCINCT AND QUICKLY PROCESSED
- VISUAL IS PERSONAL
12CHARACTERISTICS
- ACTIVITY ORIENTED
- INFORMATION DELUGE
- RAPID CHANGE EQUATES WITH RAPID RESPONSE
- WHAT WORKS
- FACILITATES PERSONAL INTEGRATION
13CHARACTERISTICS
- NO STANDARD RULES
- DIVERSITY OF CULTURE, LIFESTYLE, ETHNICITY
- SITUATIONAL
- NEGOTIATE
14PEDAGOGICAL SHIFTS
- SHORT PRESENTATIONS
- REFLECTION
- APPLICATION
- EXPLORATION
- ASSESSMENT
15SHORT PRESENTATIONS
- ACCOMMODATES
- FASTER PROCESSING TIME
- USING VISUAL FORMS
16REFLECTION
- ACCOMMODATES
- CHANGE HARDY
- CHANGE READY
- FORGING LEARNER CONNECTIONS
17APPLICATION
- ACCOMMODATES
- FEWER STANDARD RULES
- WHAT WORKS
- AFFILIATIVE
18EXPLORATION
- ACCOMMODATES
- ACTIVITY ORIENTED
- WHAT WORKS
- AFFILIATIVE
19ASSESSMENT
- ACCOMMODATES
- CONTEXT FOR APPLICATION OF LEARNING KEEPS
CHANGING - CONFIRMATION OF LEARNING
20WHATS THE BIGGEST CHALLENGE TO TEACHING IN A
ONE-SHOT?
21K.BAIN. WHAT MAKES TEACHERS GREAT?CHRONICLE OF
HIGHER EDUCATION 4/9/04THE CHRONICLE REVIEW
VOL.50 ISSUE 31, PAGE B7
- CREATE A NATURAL CRITICAL LEARNING ENVIRONMENT
(STUDENT INTERESTS, LEARNING TO REASON FROM
EVIDENCE) - GUIDANCE (FOCUS ON QUESTIONS, HELPING STUDENTS TO
UNDERSTAND SIGNIFICANCE OF THE QUESTION) - ENGAGE STUDENTS IN HIGHER ORDER INTELLECTUAL
ACTIVITY (COMPARE, APPLY, EVALUATE, ANALYZE, AND
SYNTHESIZE) - HELP STUDENTS ANSWER THE QUESTION THEMSELVES
- GET STUDENTS TO WONDER WHAT THE NEXT QUESTION IS
22HOW TO ENGAGE STUDENTS
- KEN BAIN AGAIN
- GET STUDENTS ATTENTION AND KEEP IT
- START WITH STUDENTS RATHER THAN THE DISCIPLINE
- SEEK COMMITMENTS (EXPECTATIONS)
- HELP STUDENTS LEARN OUTSIDE OF CLASS
- ENGAGE STUDENTS IN DISCIPLINARY THINKING
(MODALITIES OF PROBLEM-SOLVING) - CREATE DIVERSE LEARNING EXPERIENCES
23FROM TEACHER CENTERED TO LEARNER CENTERED
- COVER THE DISCIPLINE VS. USING THE DISCIPLINE
- COVER TOPICS VS. MASTERING LEARNING OBJECTIVES
- LISTENING/READING VS. CONSTRUCTING KNOWLEDGE
THROUGH INTEGRATION - LECTURE VS. ACTIVE LEARNING
- SAGE ON STAGE VS. DESIGNER OF LEARNING
ENVIRONMENTS - PRESENT VS. ENGAGE
- GRADES VS. CLASSROOM ASSESSMENT
24CURIOSITY Five Attributes of Curious
PeopleJulie Evans and Sari Harrar, 5 Habits of
Curious People, Prevention 55, no.6 (Jun. 2002)
38
- Nudge conversation with new ideas
- Take pleasure in learning about other people and
show it - Focus on the person they are with
- Use jokes and humor to liven things up
- Accentuate the positive
25FOSTERING CURIOSITYBruce D. Perry, Curiosity
the Fuel of Development, Early Childhood Today
15, no.6 (Mar. 2001) 22-24.
- RECOGNIZE INDIVIDUAL DIFFERENCES
- RE-DEFINE FAILURE AS THE MESS OF LEARNING INSTEAD
OF MISSING THE RIGHT ANSWER - PROVIDE ATTENTION AND APPROVAL
- CURIOSITY PRODUCES EXPLORATION
26ACTIVITY
- MAKE SOMETHING FROM WHAT I GIVE YOU
27ATTRIBUTES OF CREATIVE PEOPLEAlane J. Starko.
Creativity in the Classroom schools of curious
delight. Mahwah, N.J. London L. Erlbaum
Associates, 2001.
- WILLINGNESS TO TAKE RISKS
- PERSEVERANCE, DRIVE, AND COMMITMENT TO TASK
- CURIOUSITY
- OPENNESS TO EXPERIENCE
- TOLERANCE FOR AMBIGUITY
- BROAD INTERESTS
- VALUE ORIGINALITY
- INTUITIVE WITH DEEP EMOTIONS
- INTERNALLY OCCUPIED OR WITHDRAWN
28CREATING CREATIVITY
- THINK OF MANY IDEAS (FLUENCY)
- THINK OF VARIED IDEAS (FLEXIBILITY)
- THINK OF UNUSUAL IDEAS (ORIGINALITY)
- ADD TO IDEAS TO MAKE THEM BETTER (ELABORATION)
29RANDYS ACTIVE LEARNING MODEL
- EXPERIENCE
- PRACTICE
- APPLICATION
30ACTIVE LEARNING TECHNIQUE CATEGORIES
- TALKING
- WRITING
- USING
- THINKING
31FIVE QUESTIONS FOR ASSESSMENTDEB GILCHRIST
- WHAT DO YOU WANT THE STUDENT TO BE ABLE TO DO?
- WHAT DOES THE STUDENT NEED TO KNOW IN ORDER TO DO
IT WELL? - WHAT ACTIVITY WILL FACILITATE THE LEARNING?
- HOW WILL THE STUDENT DEMONSTRATE THE LEARNING?
- HOW WILL YOU KNOW THE STUDENT HAS DONE IT WELL?
32WHAT DOES APPLYING BAIN LOOK LIKE?
- IDENTIFYING THE REAL STUDENT INTERESTS
- LEARNING TO REASON FROM EVIDENCE
- FOCUS ON QUESTIONS
- HELPING STUDENTS TO UNDERSTAND THE SIGNIFICANCE
OF THE QUESTION - COMPARE, APPLY, EVALUATE, ANALYZE, AND SYNTHESIZE
- HELPING STUDENTS TO ANSWER THE QUESTION
THEMSELVES - GETTING STUDENTS TO WONDER WHAT THE NEXT QUESTION
IS
33ACTIVITY
- GROUPS WILL BE FORMED TO DEVELOP HOW TO
- CREATE A NATURAL CRITICAL LEARNING ENVIRONMENT
- PROVIDE GUIDANCE
- ENGAGE STUDENTS IN HIGHER ORDER INTELLECTUAL
ACTIVITY - HELP STUDENTS ANSWER THE QUESTION THEMSELVES
- GET STUDENTS TO WONDER WHAT THE NEXT QUESTION IS
34ACTIVITY
- GROUPS WILL DEVELOP ONE WAY TO APPLY BAINS HOW
TO ENGAGE STUDENTS - GET STUDENTS ATTENTION AND KEEP IT
- START WITH STUDENTS RATHER THAN THE DISCIPLINE
- SEEK COMMITMENTS (EXPECTATIONS)
- HELP STUDENTS LEARN OUTSIDE OF CLASS
- ENGAGE STUDENTS IN DISCIPLINARY THINKING
(MODALITIES OF PROBLEM-SOLVING) - CREATE DIVERSE LEARNING EXPERIENCES
35THE 3 X 5 CARDS
- SOLUTIONS FOR THE BIGGEST CHALLENGE TO TEACHING
THE ONE-SHOT
36PARKER PALMER. THE COURAGE TO TEACH
- GOOD TEACHING IS BUILDING A RELATIONSHIP BETWEEN
THE TEACHER AND THE STUDENT THAT EXEMPLIFIES WHO
THE OTHER IS