Greetings
Attached to this note is a two page brief on the Interview Matrix strategy.
I mentioned that this is the process that has rendered the most success in a) engaging students in the central inquiry of the course and b) heightened their sense of responsibility to contribute and engage - right from the beginning of the course. It sends a message right off the bat that they are the most important part of the class.
I like it because it optimizes EVERYONE'S involvement in a safe process - and I have been able to use it with groups of 125 plus as well as classes of 25. Hope you find it interesting!
Neil Smith
neil SMITH
Discussions started by neil SMITH
What instructional processes can actively increase the levels of confidence and active engagement with the younger students?
Mary had suggested that grad students always have a greater sense of readiness to "engage actively".. and challenged us to think of sharing ideas of how we increase the capacity of undergrad students to connect with the learning with confidence.
Mary had suggested that grad students always have a greater sense of readiness to "engage actively".. and challenged us to think of sharing ideas of how we increase the capacity of undergrad students to connect with the learning with confidence.
What instructional systems can we put in place to ensure that the "active learning" in our classes moves beyond FUN - "edutainment" as Glen coined it - to substantive learning?
We talked in the session about deep learning and transformative learning in terms of enabling a learner to experience and move to new mindsets, paradigms, or perhaps world views..
If we believe as teachers that transformative learning is a realistic goal - AND that is a good thing to aspire to... what things can we do to realize this goal?
We also discussed the importance dissonance in learning..building some degree of uncomfortability as learners engage with challenging and possibly difficult learning experiences. It begs the question - what role and responsibilities do you think teachers should have in the creating dissonance to promote deep learning?
Thoughts?
If we believe as teachers that transformative learning is a realistic goal - AND that is a good thing to aspire to... what things can we do to realize this goal?
We also discussed the importance dissonance in learning..building some degree of uncomfortability as learners engage with challenging and possibly difficult learning experiences. It begs the question - what role and responsibilities do you think teachers should have in the creating dissonance to promote deep learning?
Thoughts?
Penny asked a great question - what are the common errors that people make in the "bridge in" phase of teaching.
I responded with a brief observation that too often I see teachers jump straight into the heart of their curriculum without any attempt to build some communication line with the students. The teacher is fired up, ready to go, filled with adrenaline, and 100% focused. Students in our interviews have so often told us ... "he's (prof) functioning at 100% focus... we come in, fresh from another class, an argument with our girlfriends, sleep deprived, or from a brutal exam.. and we are expected to make the automatic transition... doesn't happen".
What are your thoughts???...
I responded with a brief observation that too often I see teachers jump straight into the heart of their curriculum without any attempt to build some communication line with the students. The teacher is fired up, ready to go, filled with adrenaline, and 100% focused. Students in our interviews have so often told us ... "he's (prof) functioning at 100% focus... we come in, fresh from another class, an argument with our girlfriends, sleep deprived, or from a brutal exam.. and we are expected to make the automatic transition... doesn't happen".
What are your thoughts???...