"Something I am still wondering about..."
Often, the question is as important as the answer! Below we've shared questions that came up at the Retreat Session, and where possible, tried to provide answers, too.
How effective are these strategies when students are not willing to participate?
The effectiveness of any strategy depends on a variety of related circumstances, for example, the instructor's comfort with the strategy and his/her capacity with classroom management in general. Sometimes it can seem "easier" to avoid more "complex" instructional organizers in favour of more traditional teaching techniques. However, when done effectively, cooperative group structures provide one of the highest participation and new learning retention rates. (This research is well documented in the work of Johnson and Johnson, Kagan and others.) An interesting counter question might be, "what do I do when student minds are not actively engaged during my lecture?".
If you anticipate a great deal of resistance, why not start small, say with an exit ticket, to which you can be responsive in the next class? Adding a simple, "take a moment to think about this, and then talk about this with the person next to you" (think-pair-share) begins the interactions of students with each other. The next step may be to include the use of a placemat.
Brain research demonstrates that students learn best in a "high challenge/low threat" environment. (The brain activates its frontal lobe, where higher-order thinking happens.) A thought: Students who are resistant to different formats are often expressing anxiety... anxiety that they may look unknowing, or have no ideas worthy of sharing, or are unsure of how others will respond to their ideas. Taking small steps to to make the classroom a more inclusive, inviting and welcoming place where rich thinking can be constructed begins with framing questions and dialogues/discussions in such a way that students are asked about their thoughts, opinions, responses to or reflections about ideas and course material in a way that is non-threatening.
How do I avoid propagating ignorance during small group dialogue, particularly about factual material?
Knowing what students are thinking is critical in order to effectively guide them to the "truth", or at least, to the planned outcomes/enduring understandings of a particular lesson or class during a course in any subject area. Roving around and listening in while students are engaged in small group discussion and dialogue provides professors with a superb opportunity to "get inside" the minds of their students in order to see what's going on in there. Based on these observations during small group discussions, the professor can plan the "debrief" (or part 3) of the lesson accordingly, and use that consolidation part of the class to deconstruct any misunderstandings he or she noticed while students were engaged in a small group activity.
Does this apply to adults - will it seem amateurish?
Adults -- as children -- learn differently. Some are auditory learners, and really benefit from a lecture style of instruction. Granted, because adults have had to adjust, they tend to be versed in styles other than their dominant one. As well, we know that the university population is skewed towards those who are verbal and auditory learners. Evenso, some of our students are visual, and learn best when photos, diagrams, charts and other visuals accompany a lecture. Still others are more kinaesthetic, and need to move around while learning. Similarly, some learners are introverts, and process new information internally, while other students in your courses may be extraverts, and make meaning through dialogue with their peers. Offering a variety of teaching approaches allows all learners to benefit from your subject area expertise. (Here's an article examining Cooperative Learning in University Settings!)
Try ONE new idea, and try it out a few times, so that you become more comfortable with it. The confidence and attitude with which an instructor introduces a new vehicle for learning can impact the students' perception of said vehicle. And as you experiment with this broadening of your instructional repertoire, please share it with us, so we can all benefit from your work!
Teaching can be an isolating profession. If you like, why not drop in on one of our classes in the Dept of Education, and see how we try to implement differentiated approach to instruction with our adult learners? Please, contact us to set up a mutually convenient time.
How do you manage time effectively combining group experience with lecture/presentation form?
Sometimes we make the mistake of thinking we need to "add on" these new ideas to what we are already doing. At first, it can be difficult to let go of the familiar. But as you experiment with different teaching methods, and come to discover what works best in your context, you may find you are able to let go some of the less effective teaching methods you may have used before. (An example from teaching in elementary school: If we want to embrace the new research on the importance of teaching media and critical literacy, we need to let go of some of those old spelling tests and grammar worksheets, and either incorporate them into our lessons on media as they arise, or simply come to grips with the fact that the students may become critical thinkers who need spell check to produce grammatical perfection!)
How do we do more creative activities with current classroom size and furniture?
This certainly does offer a challenge, and perhaps some stategies cannot be used effectively if the furniture proves too much of a hindrance. Other strategies, such as think-pair-share, are not as furniture/set-up dependant. If an opportunity arises for your input on room selection, and you are interested in experimenting with more differentiated instructional strategies, please make your needs known so that you can be supported if possible.
How to extend strategies to more empirical subjects?
Hard to say what an "empirical" subject is without more information here... if we take something like Math, for example, we might ask students to do a think-pair-share on a new problem or formula. Or, when presenting a new
Brain research demonstrates that students learn best in a "high challenge/low threat" environment. (The brain activates its frontal lobe, where higher-order thinking happens.) A thought: Students who are resistant to different formats are often expressing anxiety... anxiety that they may look unknowing, or have no ideas worthy of sharing, or are unsure of how others will respond to their ideas. Taking small steps to to make the classroom a more inclusive, inviting and welcoming place where rich thinking can be constructed begins with framing questions and dialogues/discussions in such a way that students are asked about their thoughts, opinions, responses to or reflections about ideas and course material in a way that is non-threatening.
How do I avoid propagating ignorance during small group dialogue, particularly about factual material?
Knowing what students are thinking is critical in order to effectively guide them to the "truth", or at least, to the planned outcomes/enduring understandings of a particular lesson or class during a course in any subject area. Roving around and listening in while students are engaged in small group discussion and dialogue provides professors with a superb opportunity to "get inside" the minds of their students in order to see what's going on in there. Based on these observations during small group discussions, the professor can plan the "debrief" (or part 3) of the lesson accordingly, and use that consolidation part of the class to deconstruct any misunderstandings he or she noticed while students were engaged in a small group activity.
Does this apply to adults - will it seem amateurish?
Adults -- as children -- learn differently. Some are auditory learners, and really benefit from a lecture style of instruction. Granted, because adults have had to adjust, they tend to be versed in styles other than their dominant one. As well, we know that the university population is skewed towards those who are verbal and auditory learners. Evenso, some of our students are visual, and learn best when photos, diagrams, charts and other visuals accompany a lecture. Still others are more kinaesthetic, and need to move around while learning. Similarly, some learners are introverts, and process new information internally, while other students in your courses may be extraverts, and make meaning through dialogue with their peers. Offering a variety of teaching approaches allows all learners to benefit from your subject area expertise. (Here's an article examining Cooperative Learning in University Settings!)
Try ONE new idea, and try it out a few times, so that you become more comfortable with it. The confidence and attitude with which an instructor introduces a new vehicle for learning can impact the students' perception of said vehicle. And as you experiment with this broadening of your instructional repertoire, please share it with us, so we can all benefit from your work!
Teaching can be an isolating profession. If you like, why not drop in on one of our classes in the Dept of Education, and see how we try to implement differentiated approach to instruction with our adult learners? Please, contact us to set up a mutually convenient time.
How do you manage time effectively combining group experience with lecture/presentation form?
Sometimes we make the mistake of thinking we need to "add on" these new ideas to what we are already doing. At first, it can be difficult to let go of the familiar. But as you experiment with different teaching methods, and come to discover what works best in your context, you may find you are able to let go some of the less effective teaching methods you may have used before. (An example from teaching in elementary school: If we want to embrace the new research on the importance of teaching media and critical literacy, we need to let go of some of those old spelling tests and grammar worksheets, and either incorporate them into our lessons on media as they arise, or simply come to grips with the fact that the students may become critical thinkers who need spell check to produce grammatical perfection!)
How do we do more creative activities with current classroom size and furniture?
This certainly does offer a challenge, and perhaps some stategies cannot be used effectively if the furniture proves too much of a hindrance. Other strategies, such as think-pair-share, are not as furniture/set-up dependant. If an opportunity arises for your input on room selection, and you are interested in experimenting with more differentiated instructional strategies, please make your needs known so that you can be supported if possible.
How to extend strategies to more empirical subjects?
Hard to say what an "empirical" subject is without more information here... if we take something like Math, for example, we might ask students to do a think-pair-share on a new problem or formula. Or, when presenting a new
rich math problem, we might have students work it out individually first, via a placemat, before sharing different solutions with one another and having a small group discussion about which solution is most effective given the problem. Some strategies, like concept mapping, also provide excellent review for a written exam.
Concept Maps
Please click to enlarge!
Which method should I use? How to determine which strategy is appropriate for which content and which context?
Some tools, strategies and organizers, like "think-pair-share", are effective in a wide variety of circumstances, whereas others, like "concept attainment" lend themselves better to some teaching situations than others. Knowing when to use which one comes with time and experience. But we have to begin somewhere... choose something and try it out. Take some time after the class to reflect on how it worked (or didn't work), and think about how you might do it differently next time. Consider dialoguing with a colleague to share celebrations and frustrations as you experiment with new teaching methods this year!
The role and effectiveness of technology in the learning experience
The purposes for using technology relate to that of good teaching:
- promote the engagement of the learner
- have them work with the ideas and information
- demonstrate their understanding and knowledge
PROMOTE THE ENGAGEMENT OF THE LEARNER
The use of such technology as powerpoint, websites, videos, overheads/document cameras and interactive whiteboards all contribute to providing variety to the presentation of information and concepts. The visual and auditory aspects match the learning styles of a number of students in any class. Memory is often enhanced when information and concepts are presented in a multi-modal way.
WORK WITH IDEAS AND INFORMATION
The use of computers and hand held devices such as Blackberries and Iphones are the choice of many students and professionals as a medium for recording information and make a good alternative to using paper and pencil for storing information. The information is always readable, can be stored virtually and can be manipulated, categorized or placed into mind or concept maps.
Cameras, and most students have those as part of their phones, are good for recording and storing information from the black/white board. Say, in a statistics course, solutions are put on a black/white board. Students taking a picture of the solution is an alternative to coying it down... and it will be accurate.
DEMONSTRATE LEARNING
Technology broadens the means that students can demonstrate understanding and knowledge. Developing a power point, video, or mind map or concept map using technology can be alternatives for students to demonstrate their knowledge and understanding for culminating assignments.
A Note on Computer Apps...
The use of computer applications such as word prediction, text-to-speech, voice recognition (speech-to-text), and context extraction tools are very beneficial to student who have difficulties in the mechanical areas of reading and writing. Such students can include those who are learning ELL. These apps can help them overcome the mechanical difficulties and access and interact with the course material. We have these apps available for all tyndale students on the library computers and have licensing to be loaded onto students' personal computers.
Not sure I'd use anything I learned today
We're sorry to hear this, but are hopeful that you will be open to hearing how the strategies are working for others who are giving them a try.
Research on best teaching methods
Our "Resources" page was developed for you! Check it out to read the research on cooperative learning, constructivism and differentiated instruction. And, please don't hesistate to ask more questions as you read....
How does this translate to a large seminanary / graduate classroom of 80? 45? 2?
Whereas some teaching tools, organizers and strategies lend themselves better to larger or smaller groups, others can be used with any sized group. We know that every 7-12 seconds, the brain wanders... regardless of group size! So... review your handout from the session, and think about which ONE strategy you could try out next week in YOUR classes, given the size, furniture arrangement and subject area. Then, drop us a line and let us know how it went! We will share selected stories here.
How do we get pens, chart paper, photocopying, post-it notes, etc.?
Check with your respective Dean, and ask that the items you need be ordered. Tyndale regularly orders from Staples, and we get a significant discount for orders made on our account.
Collation of information - the end of the process
Is this a question about the consolidate/debrief part of the lesson? (The end, or part three) If so, take that time to bring the students back together as a large group, and lead a mini-lecture or conversation to clarify any misunderstandings, and consolidate the learning for that class. You may also want to use an exit ticket on the way out the door -- have students respond in writing to one rich question based on the class material. The responses will help you get a sense of what they learned that class, and/or what you may need to revisit in future classes.
How do you shape a class time?
The 3-part lesson format seems to work well and lends shape to a lesson, providing predictability for students, and a design format for the instructor. Begin with a "minds on" activity (visual synectics, think-pair-share, four corners, value line, or some other "hook"), then launch into the "action" part of the lesson. (If this is new for you, the "action" may be your lecture... but why not provide an outline on which students can take notes? Could be done electronically, just some scaffolding to keep them engaged as they listen. This also ensures YOU stay focussed!) Finish up your class time with a "consolidate/debrief activity", perhaps a short written reflection or exit ticket which you collect, or why not try something more active like give one/get one or snowball?
How to facilitate these strategies with second language students and profound introverts
Introverts and English Language Learners especially need time to process and think about information before sharing aloud. Offering opportunities for individual thought prior to group sharing (for example, using the placemat organizer) can be extremely helpful for both types of learners. An activity like visual synectics can really help English Language Learners make mental connections, even in their home language, to the material taught in class. Even think-pair-share gives students time to formulate new words in their mind, then offers them the safe opportunity to hear themselves
say these words to just one other person, in order to build in them the confidence to say these new words in front of many others.
How to integrate these techniques with more "standard" teaching?, How do we change our traditional way of teaching when students come for content? How to apply this to a higher order of teaching?
These are excellent questions which stem from our understanding of our task. By "standard teaching", do you mean "the way it's always been done"? Also, in terms of content, no one is suggesting we abandon content, just that we consider ways of sharing that content with students using a differentiated approach, so that a wider variety of learners might be able to access said content.
Another thought... If students are coming primarily for content, are we satisfied with this? Is content alone sufficient for the complexity of living as Christ followers in this time?
We are not sure what you mean by "a higher order of teaching", but if you mean that we honour the prior knowledge and understanding that our students bring with them to our classes, and build on this schema, then we ought to do whatever we can to ensure that their time in our classes deepens their understanding (not just their "knowledge").
How to use the new techniques in the limited time available for teaching.
See below...
Importance of content neglected (balance)
We are sensing a theme developing... perhaps the concern is, "how do I get to my content if I am doing all this fluff?" We are certainly not advocating that anyone throw out the content, rather, we are inviting you to consider teaching some or all of your content through differentiated means. Sometimes a well-delivered lecture is just the tool needed, while at other times, students need a more constructivist approach to uncover the enduring understanding or "big ideas" of any given content. It is easy to fall into the falacy of "I taught it, so they got it." If we want every student in our course to "get it", we need to deliver the content in a way that works for them. While some of us may think that the classroom is the sovereign domain of the teacher, it is perhaps more the students' domain, in which we are privileged to share.
Time is of course frequently a challenge, which is why it is so critical to consider the big ideas, or "enduring understandings" of one's course material, and choose carefully the best manner of guiding students to an rich understanding of said big ideas, ones which will outlast the final exam!
How do we discern the Kairos moment in the life of the student?
This is not something that can easily be taught. It is a matter of being sensitive to the spirit of God working in the classroom. It is amazing to observe how God can use our teaching to speak to a student at a particular time of his or her life. (Interestingly, the teacher often doesn't know the impact s/he may have had on a student -- some of us get letters or emails years after the fact from students we might least have expected to impact!)
How do I "do" better assessment?
The Ministry of Education says "the primary purpose of assessment is to improve student learning". Just like instruction, we need to differentiate our assessment methods, if we really want to find out what each student in our course knows and can do. Only then can we know what to teach next to solidify understanding and enrich subsequent thinking.
If you notice a students stuggling with an essay, why not suggest s/he demonstrate learning orally, through an interview with you, or visually, by creating a mind or concept map?
If you notice a students stuggling with an essay, why not suggest s/he demonstrate learning orally, through an interview with you, or visually, by creating a mind or concept map?
Is this a 'fair' assessment for all the learners in the group?
How will the D.Min Students "react" to this approach?
Not sure, how do they "react" to lectures and essays? Try out something new this year, and let us know how it goes!
How not to raise anxiety levels. If I were in one of these classrooms I'd withdraw.
We, too, would withdraw from a class that tried to cover as much as we did in our Faculty Retreat presentation! We ran through many instructional strategies, tools and organizers -- some of which were actually quite complex -- in a very short time! We would never teach one of our classes this way. In a "real" class, we would focus on using 2-3 of the strategies best suited to the material and hand, and allow them the time, depth and attention they deserve. Our session at the retreat was meant merely to introduce a large variety of options, one or two of which might poke you in the eye and inspire you to sprinkle a little here and there amongst the other good teaching strategies you already employ. Why not try something simple like "think - pair - share", meant to decrease anxiety while increasing participation? Let us know how it goes, so we can share your success story here!
Can I do this? My fear.
All of us have experienced what Parker Palmer so wonderfully articulates in his book, The Courage to Teach. He talks about those days where in, everything in his classes go so well that he cannot imagine doing anything else. He also talks about those days when nothing went right and he was made to feel the imposter that he is. He encourages us to identify the fear that is within us all. We highly recommend that you read Chapter Two of this book.
What are "wrap-up" and "bring the activity to a close" strategies?
Exit tickets, give one/get one and snowball are ones that come to mind...
How could this in-servicing be on-going for all profs? (at Tyndale)
We are open to your ideas! Drop us a line, and let us know what you have in mind.
To test theme: that spelling doesn't matter
This is an interesting issue, one with which many more traditional instructors struggle. In an age of "spell check" and modern evolutions of language (texting, for example, and media short forms of communications), how important is spelling? Sometimes, a better question is, "What am I assessing: Spelling? Or demonstrated understanding of course material?"
In the education department, we use an approach that calls for consideration of context. For example, if students are filling out a short exit card by hand, content -- rather than spelling -- is critical. If, however, they are submitting a larger assignment, one they've had considerable time to work on, it is expected that they would have a chance to spell check and/or have someone proof-read their work before it is handed in.
How does the emotive aspect positively enhance learning?
Robert Sylwester, in his book "A Biological Brain in a Cultural Classroom" addresses the brain research behind this. Carla Hannaford is another good read on brain-based learning, as is Eric Jensen is another good read on brain-based learning. Jeanne Gibbs, in her TRIBES work, has long touted the importance of engaging the limbic system in order to integrate learning.
