AGHE 2009 DISTINGUISHED TEACHER LECTURE
description
Transcript of AGHE 2009 DISTINGUISHED TEACHER LECTURE
11
“Oldies but Goodies: How to Increase Student Engagement in Traditional and Interactive Television Courses on Adult
Development and Aging”
Laura K.M. Donorfio, Ph.D.Human Development & Family Studies
AGHE 2009 AGHE 2009 DISTINGUISHED TEACHER LECTUREDISTINGUISHED TEACHER LECTURE
University of ConnecticutUniversity of Connecticut
22
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW ““Model” Model” InteractiveInteractive
3
INTRODUCTIONSINTRODUCTIONS MeMe
Teaching 15 yearsTeaching 15 years Approximately 15 coursesApproximately 15 courses Class size 1 – 250 studentsClass size 1 – 250 students UndergraduateUndergraduate & Graduate& Graduate Independent Studies - Traditional - Independent Studies - Traditional - iTViTV Professional Training--Professional Training--
Group DynamicsGroup Dynamics Modification & AccommodationModification & Accommodation
You!You! Name, Teaching areaName, Teaching area What you hope to take away from What you hope to take away from today’s workshoptoday’s workshop
4
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
5
1.1. Identify five engagement strategies Identify five engagement strategies that you can use in any course you that you can use in any course you teach.teach.
OBJECTIVESOBJECTIVES
2.2. Rank the risk—for you and for the Rank the risk—for you and for the students—associated with these students—associated with these engagement strategies.engagement strategies.
3.3. List the Barriers to implementing List the Barriers to implementing various engagement strategies.various engagement strategies.
4.4. Explain whether or not engagement Explain whether or not engagement needs to happen in a timely manner. needs to happen in a timely manner.
6
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
7
Teaching PhilosophyTeaching Philosophy
Practical PedagogyPractical Pedagogy Basic Course KnowledgeBasic Course Knowledge
Applied Course Knowledge Applied Course Knowledge
Marry Up Practical Application With Marry Up Practical Application With Class Theory and MaterialClass Theory and Material
HOW I TEACH ABOUT MY CHOSEN TOPIC?HOW I TEACH ABOUT MY CHOSEN TOPIC?E
ngag
eme n
tE
ngag
eme n
t
88
PRACTICAL PEDAGOGYPRACTICAL PEDAGOGY
http://itl.uconn.edu/mediadesign/services/video.htm
9
Student engagement has become an Student engagement has become an essential aspect of meaningful essential aspect of meaningful learning. learning.
NSSE (2003) & CCSSE (2007) NSSE (2003) & CCSSE (2007) reports have shown that high levels reports have shown that high levels of engagement increase both of engagement increase both learning and retention.learning and retention.
Engagement strategies benefit both Engagement strategies benefit both the students and instructors. the students and instructors.
ENGAGEMENTENGAGEMENT
1010
ENGAGEMENT ENGAGEMENT ResearchResearch
BUT…research continues to report that traditional lecture modes still dominate college & university classrooms
““Learning is still very much a Learning is still very much a Spectator sport in which faculty Spectator sport in which faculty Talk dominates and where fewTalk dominates and where fewStudents actively participate.”Students actively participate.”
--V. Tinto (2002)--V. Tinto (2002)
ENGAGEMENTENGAGEMENT
Passive Learning Passive Learning
My
Dev
e lop
men
tM
y D
e vel
o pm
e nt
Stage 1
12
ENGAGMENTENGAGMENT
What’s the difference?What’s the difference?
Passive LearningPassive Learning
Definition:Definition: Students passively Students passively take information/material intake information/material in
Examples:Examples: Presentation of Presentation of information/material, information/material,
connections to content, written connections to content, written feedback on assignmentsfeedback on assignments
ENGAGEMENTENGAGEMENT
Passive Learning Passive Learning
Active LearningActive Learning
My
Dev
e lop
men
tM
y D
e vel
o pm
e nt
Stage 2
14
Active LearningActive Learning
Definition:Definition: Students participate Students participate in the learning process as in the learning process as
opposed to passively taking it inopposed to passively taking it in
Examples:Examples: Minute paper, mind Minute paper, mind map, muddiest point, open map, muddiest point, open
discussion, problem solving, discussion, problem solving, field tripsfield trips
ENGAGMENTENGAGMENT
ENGAGEMENTENGAGEMENT
Passive Learning Passive Learning
Active LearningActive Learning
Collaborative-Collaborative-BasedBased
LearningLearningMy
Dev
e lop
men
tM
y D
e vel
o pm
e nt
Stage 3
16
Collaborative-Based LearningCollaborative-Based Learning
Definition:Definition: A subset of active A subset of active learning involving interaction with learning involving interaction with
others – students, instructors, others – students, instructors, and/or communityand/or community
Examples:Examples: Wikis, group project, Wikis, group project, team debate, pair & share, team debate, pair & share,
service learningservice learning
ENGAGMENTENGAGMENT
17
Write down three activities/ Write down three activities/ strategies that you do to strategies that you do to engage your students and engage your students and label them as passive, active, label them as passive, active, or collaborative-based.or collaborative-based.
Activity #1Activity #1
ENGAGMENTENGAGMENT
18
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
19
HOW I DEVELOP MY COURSE(S)?HOW I DEVELOP MY COURSE(S)?
What variables play an What variables play an important role in the important role in the
development of your courses?development of your courses?
Activity #2Activity #2
20
Connect with the Students Connect with the Students
Study Guides
Classroom Layout
Student Composition
Title or Name?
Accessibility
TEACHER TOOLS CLASS VARIABLES
Scavenger Hunts “Does Anyone Know?”
#1 Learning
ToolboxMental Homework
Humor
Experiential Exercise(s)
Comfort Level Hold Class Somewhere Else
Questions/Comments/Stories
“Top Ten Lists”Mind Maps
Speaker(s)/Panel
Field TripsMovie Night
Debates
Book/Article-of-the-Day
Field Experience/InternshipStudent “Lens”
Time of Day
Equipment Needed/Available
Course “Type” & Size
Self-Evaluation
“CONTEXUAL ENGAGMENT MODEL”
Laura K.M. Donorfio, Ph.D.
April 2007
Student Learning Styles Personality
Enthusiasm
Training (formal & informal)
Eye Contact / “Touch”
Subject Matter “Type”
Informal (but could be formal)
Share Personhood / Open up to Class
“Play Dumb”
Food / Phone
“Take a Walk”
Smile
“How is EveryoneToday?”
21
““TEACHER VARIABLES”TEACHER VARIABLES”
Self-EvaluationSelf-Evaluation
PersonalityPersonality
EnthusiasmEnthusiasm
SmileSmile
Training (formal & informal)Training (formal & informal)
““How is EveryoneHow is EveryoneToday?”Today?”
HumorHumor
““Play Dumb”Play Dumb”Comfort LevelComfort Level
Title or Name?Title or Name?Informal (but could be formal)Informal (but could be formal)
Share Personhood / Share Personhood / Open up to ClassOpen up to Class
Accessibility Accessibility (email/cell)(email/cell)
Student “Lens”Student “Lens”
Eye Contact / “Touch”Eye Contact / “Touch”
22
““CLASS VARIABLES”CLASS VARIABLES”
““Take a Walk”Take a Walk”
Food / PhoneFood / Phone
Subject Matter “Type”Subject Matter “Type”
Equipment Equipment Needed/AvailableNeeded/Available
Course “Format” Course “Format” & Size& Size
Time of Day
Classroom LayoutClassroom Layout
Student Learning Student Learning StylesStyles
Student CompositionStudent Composition
23
““TOOLS”TOOLS”““Top Ten Lists”Top Ten Lists”
Mind MapsMind MapsScavenger Hunts Scavenger Hunts “Does Anyone Know?”“Does Anyone Know?”
Speaker(s)/PanelSpeaker(s)/Panel Movie NightMovie Night
Field TripsField TripsDebatesDebates
Experiential Exercise(s)Experiential Exercise(s)
Hold Class Hold Class Somewhere ElseSomewhere Else
#1 Learning#1 Learning
Mental HomeworkMental Homework
ToolboxToolbox
Questions/Comments/StoriesQuestions/Comments/Stories
Book/Article-of-the-DayBook/Article-of-the-Day
Study GuidesStudy Guides
Internship/Service LearningInternship/Service Learning
Semester Q’sSemester Q’s
SyllabusSyllabus
24
WHAT MATTERS MOST TO STUDENTS?WHAT MATTERS MOST TO STUDENTS?
What attributes most strongly What attributes most strongly contribute to student learning?contribute to student learning?
1.1. Faculty attitude & behaviorFaculty attitude & behavior
ResearchResearch
Passion for MaterialPassion for Material ApproachabilityApproachability Ability to ChallengeAbility to Challenge Sense of HumorSense of Humor
2.2. Physical classroomPhysical classroom
25
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
2626
TOPICS I FOCUS ON?TOPICS I FOCUS ON?
1.1. SYLLABUSSYLLABUS – structure & assignments – structure & assignments2.2. Any topic(s) not on syllabus?Any topic(s) not on syllabus?
3.3. Help students identify what they want Help students identify what they want to get out of the classto get out of the class
What do They Want out of Class?What do They Want out of Class? Class session 1 = Time 1Class session 1 = Time 1 Different Intervals = Time 2, etc.Different Intervals = Time 2, etc.
Rev
alua
teR
eval
uate
Relate to MajorRelate to Major Relate to Real WorldRelate to Real World
27
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
2828
CLASSROOM ACTIVITIES & EXERCISESCLASSROOM ACTIVITIES & EXERCISES What are the What are the barriersbarriers? ?
Class sizeClass size Limited class timeLimited class time Subject matterSubject matter Increased prep timeIncreased prep time Impact on teacher Impact on teacher evaluationevaluation University cultureUniversity culture Risk – each activity is uniqueRisk – each activity is unique
29
Defining Defining riskrisk? ? Discomfort for teacher or studentDiscomfort for teacher or student Vulnerability for teacher or studentVulnerability for teacher or student ?? ?? ?? ?? ?? ??
CLASSROOM ACTIVITIES & EXERCISESCLASSROOM ACTIVITIES & EXERCISES
RISK CONTINUUMS RISK CONTINUUMS
Engagement strategies themselvesEngagement strategies themselves exist on a risk continuum from… exist on a risk continuum from…
LowLow HighHighMaking eye contactMaking eye contactPollingPollingHumorHumorOne-minute papersOne-minute papersBrainstormingBrainstormingConcept mapsConcept mapsProviding study guidesProviding study guides
ClickersClickersRole playingRole playingGroup activitiesGroup activitiesSpeakersSpeakersFieldtripsFieldtripsStudents present workStudents present workBlackboardsBlackboards
Technology?Technology?
Order your engagement strategies on Order your engagement strategies on a risk continuum from low to high.a risk continuum from low to high.
Activity #3Activity #3RISK CONTINUUMS RISK CONTINUUMS
What Does Your Risk Continuum Look Like?What Does Your Risk Continuum Look Like?
LowLow HighHigh
TeacherTeacher StudentStudent
Where would your activities Where would your activities fall on the student’s risk fall on the student’s risk
continuum? continuum?
Have you thought about the risk involved Have you thought about the risk involved for the students?for the students?
RISK CONTINUUMS RISK CONTINUUMS
DIFFERENT PERSPECTIVES?DIFFERENT PERSPECTIVES?
DIFFERENT PERSPECTIVES?DIFFERENT PERSPECTIVES?
DIFFERENT PERSPECTIVESDIFFERENT PERSPECTIVES
Student Risk Continuum
Teacher Risk Continuum
Low High
Paired-Samples t Test: Statistically Significant
What Does Your Risk Continuum Look Like?What Does Your Risk Continuum Look Like?
LowLow HighHigh
Teacher
Student Where would your activities fall Where would your activities fall on the student’s risk continuum?on the student’s risk continuum?
Activity #4Activity #4
Thoughts triggered by activity?Thoughts triggered by activity?
ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM
Low High
2. Tool Box
3. Top Ten Lists
4. Humor
Activities & Exercises ranked at student level
1. Book of the Day
HUMORHUMOR—DID YOU EVER WONDER?—DID YOU EVER WONDER?
ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM
Low High
2. Tool Box
3. Top Ten Lists
4. Humor
5. Mind Maps
Activities & Exercises ranked at student level
1. Book of the Day
MIND MAPMIND MAP
Impact of Aging
Bloomers on Society?
Road Structure
Policy/Law Reform
Transportation
Caregiving
Euthanasia
Family Structure
Older Workforce
Young & Old Competingfor Resources
Social Security
Healthcare
Housing Needs
Leisure Activities
Assisted Living
ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM
Low High
2. Tool Box
3. Top Ten Lists
4. Humor
6. Mix it Up!
5. Mind Maps
Activities & Exercises ranked at student level
1. Book of the Day
““Trick students into learning without them knowing.”Trick students into learning without them knowing.”
Class Class
TimeTime
lecture & lecture & discussiondiscussion
speaker(s)speaker(s)
class class exerciseexercise How Do How Do
You Spend You Spend Your Your
Time?Time?book of book of dayday
MIX IT UP!MIX IT UP!
ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM
Low High
2. Tool Box
3. Top Ten Lists
7. Media Clips, Video
4. Humor
6. Mix it Up!
5. Mind Maps
Activities & Exercises ranked at student level
1. Book of the Day
DEFINING ENGAGEMENT STRATEGIESDEFINING ENGAGEMENT STRATEGIES
Laura extract #1.mov
ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM
Low High
2. Tool Box
3. Top Ten Lists
7. Media Clips, Video
4. Humor
6. Mix it Up!
5. Mind Maps
8. Props
Activities & Exercises ranked at student level
1. Book of the Day
PROPS!PROPS!
ENGAGEMENT RISK CONTINUUM ENGAGEMENT RISK CONTINUUM
Low High
2. Tool Box
3. Top Ten Lists
7. Media Clips, Video
4. Humor
6. Mix it Up!
9. Student Goals5. Mind Maps
8. Props
10. Inside Out!
Activities & Exercises ranked at student level
1. Book of the Day
INSIDE OUT!INSIDE OUT!
As Gubrium and Holstein (2000) point out in their analysis of social gerontology, the perspective that is often neglected is that of the “everyday life of older people.” –p.3
“It was the way she brought in real people to show us.”
WHAT STUDENTS LIKED THE MOST?WHAT STUDENTS LIKED THE MOST?
Rank each item in order of how engaged in Rank each item in order of how engaged in the material each helped you be (14 the material each helped you be (14 strategies listed): strategies listed):
1.1. PowerPoint'sPowerPoint's 100%100%2.2. LecturesLectures 94.7%94.7%3.3. Guest SpeakersGuest Speakers 92.1%92.1%
“Guest speakers. They taught me that it is okay to get old and age.”
“The guest speakers helped me to better understand what aging is like for a person experiencing it.”
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
5151
PROBLEMS I HAVE ENCOUNTEREDPROBLEMS I HAVE ENCOUNTERED
1.1. ContentContent AgeismAgeism What the heck is old? 50? 60? 70?What the heck is old? 50? 60? 70? Lack of excitabilityLack of excitability How does it apply to them?How does it apply to them? Can it be positive? Can it be positive? Lack of personal connectionsLack of personal connections Sensitivity of physical decline & lossSensitivity of physical decline & loss Engagement issuesEngagement issues2.2. Converting Course to iTVConverting Course to iTV
52Distance Education & Interactive Television
PROBLEMS I HAVE ENCOUNTEREDPROBLEMS I HAVE ENCOUNTERED
53
QUESTIONS, QUESTIONS, …QUESTIONS, QUESTIONS, …
How do I teach an iTV course?
How do I deliver a course at a distance?
How do I engage the students?
What will work?What won’t work?
54
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
Laura Donorfio - iTV
COME TAKE A PEEK…COME TAKE A PEEK…
“It is a three-ring circus.”
Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition
How would you make the How would you make the transition? transition?
How would you get the How would you get the students involved / engaged?students involved / engaged?
ActivityActivity #5#5
COURSE DESIGN & DEVELOPMENTCOURSE DESIGN & DEVELOPMENT
COURSE DESIGN & DEVELOPMENTCOURSE DESIGN & DEVELOPMENT
COURSE DESIGN & DEVELOPMENTCOURSE DESIGN & DEVELOPMENT Course Platform Course Platform
face-to-face contact / rotateface-to-face contact / rotate On-line course management toolOn-line course management tool AvailabilityAvailability Handpicked TA at each siteHandpicked TA at each site Weekly PowerPoint'sWeekly PowerPoint's TrainingTraining
technologytechnology equipmentequipment practice sessionspractice sessions
Distance Learning Handbook Distance Learning Handbook
ADJUSTMENTS?ADJUSTMENTS?
1.1. In-class activitiesIn-class activities2.2. Out-of-class activitiesOut-of-class activities3.3. TechnologyTechnology4.4. Student comfort with technologyStudent comfort with technology5.5. Student comfort with HuskyCTStudent comfort with HuskyCT6.6. Students comfort being at a site Students comfort being at a site
without facultywithout faculty
Course taught 4x’sCourse taught 4x’s On-line surveys: formative & summativeOn-line surveys: formative & summative
STUDENT FEEDBACKSTUDENT FEEDBACK Teacher evaluationsTeacher evaluations
2004: 9.62004: 9.6 TraditionalTraditional 2006: 9.6; 9.6; 9.42006: 9.6; 9.6; 9.4 iTViTV 2007: 9.5, 9.7, 9.72007: 9.5, 9.7, 9.7 iTViTV 2008: 9.7, 9.7, 9.42008: 9.7, 9.7, 9.4 iTViTV“I like the distance learning classroom. To me, it was no different than a regular classroom. I feel equally engaged in each.”
“I feel that I was given more resources to learn, lecture, PowerPoint and activities, than other classes. I was more involved.”
62
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
6363
ASSIGNMENTS I GIVEASSIGNMENTS I GIVE For Both Traditional & iTV For Both Traditional & iTV
Experiential ReportsExperiential Reports DebatesDebates Scavenger HuntsScavenger Hunts Personal Interviews of individuals Personal Interviews of individuals
related to lecture topicsrelated to lecture topics Book Report (encourage creativity)Book Report (encourage creativity) Field TripsField Trips
Being Developed…Being Developed… iTV & Service LearningiTV & Service Learning
64
Introductions Introductions ObjectivesObjectives How I Teach About My Chosen Topic?How I Teach About My Chosen Topic? How I Develop My Course(s)?How I Develop My Course(s)? Topics I Focus OnTopics I Focus On Classroom Exercises & ActivitiesClassroom Exercises & Activities Problems I Have EncounteredProblems I Have Encountered Engagement & iTV: Making the TransitionEngagement & iTV: Making the Transition Assignments I GiveAssignments I Give Lessons Learned Lessons Learned
OVERVIEWOVERVIEW
Designing (redesigning) courseDesigning (redesigning) course Some factors stay constant—objectives, Some factors stay constant—objectives, who delivers it, studentswho delivers it, students Situational factors change – “Contextual Situational factors change – “Contextual picture”picture” If designed well, delivery can be changed If designed well, delivery can be changed to achieve success for teacher and studentto achieve success for teacher and student
LESSONS LEARNEDLESSONS LEARNED #1
66
ENGAGEMENT—WHOSE RESPONSIBILITY?ENGAGEMENT—WHOSE RESPONSIBILITY?
Faculty Faculty AttitudeAttitude Belief systemBelief system ImportantImportant Risk taking Risk taking
StudentsStudents Need to see the valueNeed to see the value Have to be willing to Have to be willing to engageengage Risk takingRisk taking
BOTHBOTH
LESSONS LEARNEDLESSONS LEARNED #2
67
““Can engagement go unnoticed with Can engagement go unnoticed with respect to time, place, space, and respect to time, place, space, and
reaction?”reaction?”
Objective 4:Objective 4: Explain whether Explain whether or not engagement needs to or not engagement needs to happen in a timely manner. happen in a timely manner.
LESSONS LEARNEDLESSONS LEARNED #3
68
““Almost never do teachers know exactly Almost never do teachers know exactly how their words, or actions, affect how their words, or actions, affect students… From my perspective the students… From my perspective the handling that I accomplished so handling that I accomplished so memorably did not occur. From her point memorably did not occur. From her point of view, an offhand remark of mine must of view, an offhand remark of mine must have seemed directed at her and have seemed directed at her and provoked thought that rolled through provoked thought that rolled through years.”years.” Sam PickeringSam Pickering
Letter to a Teacher (2004)Letter to a Teacher (2004)
LESSONS LEARNEDLESSONS LEARNED
69
Add two additional engagement Add two additional engagement techniques to the next course you teach. techniques to the next course you teach.
TEACHING CHALLENGETEACHING CHALLENGE
LowLow HighHigh
Teacher
Student
#1
#2