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How To Increase Class Attendance
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How To Increase Class Attendance

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Presentation at GBS Teaching Community of Practice

Presentation at GBS Teaching Community of Practice

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How To Increase Class Attendance How To Increase Class Attendance Presentation Transcript

  • How to Increase Class Attendance GBS Teaching Community of Practice Tuesday, 5 August 2008 Peter Woods
  • Objective  That participants will adapt teaching strategies that will improve class attendance
  • Why?  Why should I attend if I just want to pass this course?  Why should I attend if hardly anyone else attends?  Why should I attend if my learning style is better suited to private study?  Why should I attend if I am distracted during class?
  • Why should I attend if I just want to pass this course?  Just passing is a wasted opportunity  Expand career awareness in class – industry speakers, wage/ consultancy scales, input from industry seminars/ news  Relate content to career goals  Relate teaching and learning activities to professional realities (project teams, critically evaluating meeting ideas, presentations)
  • Why should I attend if hardly anyone else attends?  Assessment reasons + personal benefit reasons  Course outlines and class attendance categories – explain why attendance will be beneficial in outlines  Tell stories of past student experiences  Present previous course evaluations  Avoid focussing on the complainers
  • Assessment Reasons  Lecture/ workshop quizzes – very clear rules are needed, especially the ‘failure to attend’ rules, link to previous delivered lectures  Reflective journals – limited number of submissions needed  Case studies in exam – must make exam procedures very clear from the beginning  Content structure – must tie in each week’s content to a content/ module structure, linked to learning objectives and assessment tasks
  • Why should I attend if my learning style is better suited to private study?  Learning activities cater for all learning styles  Develop learning activities that cater for a variety of learning styles (visual, audio, active, reflective)  Lectures – application discussion groups, stories/ cases, problem-based discussions, ask hard questions  Tutorials – How would a reflective learner benefit?
  • Why should I attend if I am distracted during class? Because most students find the lectures interesting: -  Short video clips (5 mins) followed by discussion  Use a central case study in each lecture  Develop the art of story telling  Break up lecture into 5min blocks  Present latest research in class  Provide an outline only in notes  Manage class participation  Control classroom noise
  • Why should I attend if I am distracted during class? Because most students find the tutorials interesting:-  Produce a clear tutor guide with outlines and activities  Train and meet regularly with tutors  Record attendance and use student names (communicate regarding attendance)  Use a variety of activities – games, debates, hypotheticals, quizzes, case studies  Present information visually as well as verbally – record student ideas on power-point  Expect preparation and separate the prepared from the unprepared
  • Conclusion  Students ask ‘why should I attend?’ rather than ‘why shouldn’t I attend?’  Teachers must be able to provide clear and feasible answers to this question and structure class activities and content accordingly