GENERATING STUDENT PARTICIPATION Dr. D. Gallow, Director Teaching, Learning & Technology Center [email_address] (949) 824-6189

STUDENT PARTICIPATION Deep vs. Surface Learning Low-Tech, Low-Risk

Deep vs. Surface Learning

Low-Tech, Low-Risk

DEEP LEARNING ENGAGEMENT RETENTION CREATIVE PROBLEM SOLVING

ENGAGEMENT

RETENTION

CREATIVE PROBLEM SOLVING

BLOOM’S TAXONOMY “ Higher Order” Thinking Skills Analysis Synthesis Evaluation Creativity

“ Higher Order” Thinking Skills

Analysis

Synthesis

Evaluation

Creativity

SURFACE LEARNING Recall Comprehension Application

Recall

Comprehension

Application

TYPES OF PARTICIPATION Individual Whole Class Smaller Group

Individual

Whole Class

Smaller Group

2 LOW-TECH, LOW RISK STRATEGIES: 3X5 or 4x6 Index Cards Beginning & Mid-Lecture Prompts

3X5 or 4x6 Index Cards

Beginning & Mid-Lecture Prompts

3X5” INDEX CARDS Lower risk participation Why or How Questions Only

Lower risk participation

Why or How Questions Only

3X5” INDEX CARDS 1-2 Minute Time Limit Collect & Redistribute Practice Speaking Normalize Validate

1-2 Minute Time Limit

Collect & Redistribute

Practice Speaking

Normalize

Validate

3X5” INDEX CARDS End-of-Class Writing Collect & Review Patterns Address in Class C lassroom A ssessment T echnique (C.A.T.)

End-of-Class Writing

Collect & Review

Patterns

Address in Class

C lassroom A ssessment T echnique (C.A.T.)

BEGINNING & MID-LECTURE PROMPTS Beginning Open-Ended Question Lecture 7-10 Minutes Foreshadow Active Listening

Beginning

Open-Ended Question

Lecture 7-10 Minutes

Foreshadow

Active Listening

BEGINNING & MID-LECTURE PROMPTS “ Turn-to-Your-Neighbor”

“ Turn-to-Your-Neighbor”

BEGINNING & MID-LECTURE PROMPTS Generate 5-7 Subsidiary Questions

Generate 5-7 Subsidiary Questions

TO LEARN MORE: Barkley, Cross, & Major, Collaborative Learning Techniques . Bloom’s Taxonomy UC Berkeley’s Teaching Tips Deep & Surface Learning TLTC’s Teaching Guide

Barkley, Cross, & Major, Collaborative Learning Techniques .

Bloom’s Taxonomy

UC Berkeley’s Teaching Tips

Deep & Surface Learning

TLTC’s Teaching Guide

TO LEARN MORE: Make an appointment with a TLTC Consultant FREE & CONFIDENTIAL! Internet Search: “active learning”

Make an appointment with a TLTC Consultant

FREE & CONFIDENTIAL!

Internet Search: “active learning”

TO LEARN MORE: Auster & MacRone , The Classroom as Negotiated Setting: An Empirical Study of the Effects of Faculty Members’ Behavior on Students’ Participation . Fassinger , Professors’ & Students” Perceptions of Why Students Participate in Class .

Auster & MacRone , The Classroom as Negotiated Setting: An Empirical Study of the Effects of Faculty Members’ Behavior on Students’ Participation .

Fassinger , Professors’ & Students” Perceptions of Why Students Participate in Class .

TO LEARN MORE: Prosser, M. & Trigwell, K. (1999). Understanding Learning & Teaching on Deep & Surface Learning . Society for Research into Higher Education, Open University Press, Ch. 4.

Prosser, M. & Trigwell, K. (1999). Understanding Learning & Teaching on Deep & Surface Learning . Society for Research into Higher Education, Open University Press, Ch. 4.

TEACHING, LEARNING & TECHNOLOGY CENTER 3000 ANTEATER INSTRUCTION & RESEARCH BUILDING (AIRB) (949) 824-1150 (MAIN OFFICE)

3000 ANTEATER INSTRUCTION & RESEARCH BUILDING (AIRB)

(949) 824-1150 (MAIN OFFICE)