WANTING TO LEARN

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WANTING TO LEARN

• PROVIDING FOR STUDENT ENGAGEMENT IN A ONE-SHOT

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WHY DONT YOU WANT TO LEARN?
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ACTIVITY

• 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

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NATIONAL 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

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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

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SOME CHARACTERISTICS OF TODAYS STUDENTS

• PROCESS INFORMATION QUICKLY
• FASTER PROCESSERS
• NOT ATTENTION DEFICIENT
• BORED WITH SLOW MESSAGING

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CHARACTERISTICS

• CAREER INSECURITY
• CHANGE READY
• EXPECT MULTIPLE CHANGES
• FOCUS ON TRANSFERABLE SKILLS
• FLEXIBILITY

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CHARACTERISTICS

• SKEPTICAL BUT OPTIMISTIC
• CHANGE HARDY
• EXPECT INSTABILITY
• INCREASED OPPORTUNITY
• INCREASED RESPONSIBILITY
• INCREASED INDEPENDENCE
• POSITIVE OUTLOOK

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CHARACTERISTICS

• TECHNOLOGY COMFORTABLE
• INCREASING ACCESS TO COMPUTERS
• EMAIL GENERATION
• INTERNET EXPOSED
• EXPECT TECHNOLOGY SOLUTIONS

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CHARACTERISTICS

• AFFILIATIVE
• ATTUNED TO PEER CULTURE
• CHANGES IN FAMILY CULTURE
• CHANGES IN COMMUNITY
• MORE COLLABORATIVE

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CHARACTERISTICS

• VISUALLY ATTUNED
• LIVE IN A VISUAL MEDIA WORLD
• VISUAL IS SUCCINCT AND QUICKLY PROCESSED
• VISUAL IS PERSONAL

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CHARACTERISTICS

• ACTIVITY ORIENTED
• INFORMATION DELUGE
• RAPID CHANGE EQUATES WITH RAPID RESPONSE
• WHAT WORKS
• FACILITATES PERSONAL INTEGRATION

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CHARACTERISTICS

• NO STANDARD RULES
• DIVERSITY OF CULTURE, LIFESTYLE, ETHNICITY
• SITUATIONAL
• NEGOTIATE

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PEDAGOGICAL SHIFTS

• SHORT PRESENTATIONS
• REFLECTION
• APPLICATION
• EXPLORATION
• ASSESSMENT

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SHORT PRESENTATIONS

• ACCOMMODATES
• FASTER PROCESSING TIME
• USING VISUAL FORMS

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REFLECTION

• ACCOMMODATES
• CHANGE HARDY
• CHANGE READY
• FORGING LEARNER CONNECTIONS

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APPLICATION

• ACCOMMODATES
• FEWER STANDARD RULES
• WHAT WORKS
• AFFILIATIVE

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EXPLORATION

• ACCOMMODATES
• ACTIVITY ORIENTED
• WHAT WORKS
• AFFILIATIVE

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ASSESSMENT

• ACCOMMODATES
• CONTEXT FOR APPLICATION OF LEARNING KEEPS
  CHANGING
• CONFIRMATION OF LEARNING

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WHATS THE BIGGEST CHALLENGE TO TEACHING IN A
ONE-SHOT?

• WRITE ON 3X5 CARD

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K.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

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HOW 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

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FROM 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

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CURIOSITY 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

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FOSTERING 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

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ACTIVITY

• MAKE SOMETHING FROM WHAT I GIVE YOU

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ATTRIBUTES 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

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CREATING CREATIVITY

• THINK OF MANY IDEAS (FLUENCY)
• THINK OF VARIED IDEAS (FLEXIBILITY)
• THINK OF UNUSUAL IDEAS (ORIGINALITY)
• ADD TO IDEAS TO MAKE THEM BETTER (ELABORATION)

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RANDYS ACTIVE LEARNING MODEL

• EXPERIENCE
• PRACTICE
• APPLICATION

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ACTIVE LEARNING TECHNIQUE CATEGORIES

• TALKING
• WRITING
• USING
• THINKING

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FIVE 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?

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WHAT 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

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ACTIVITY

• 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

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ACTIVITY

• 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

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THE 3 X 5 CARDS

• SOLUTIONS FOR THE BIGGEST CHALLENGE TO TEACHING
  THE ONE-SHOT

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PARKER PALMER. THE COURAGE TO TEACH

• GOOD TEACHING IS BUILDING A RELATIONSHIP BETWEEN
  THE TEACHER AND THE STUDENT THAT EXEMPLIFIES WHO
  THE OTHER IS