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Maximizing “Down Time”: Innovative Strategies to Build Student Engagement before the Start of Class​


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Lindy Scripps-Hoekstra | Grand Valley State University

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Maximizing “Down Time”: Innovative Strategies to Build Student Engagement before the Start of Class​

  1. 1. Maximizing Downtime TILC 2017 Lindy Scripps-Hoekstra Grand Valley State University Strategies to build student engagement before class As we wait to get started, please complete the activity on your sheet
  2. 2. What did we do?
  3. 3. Objectives... describe the pedagogical purpose of pre-class engagement identify three types of engagement strategies
  4. 4. Pedagogical Purpose efficacy of teaching with few transitional slow-downs (Kounin, 1970) simple, effective warm-ups (Jones, 2000) deterrent to disruptive behavior K- 12
  5. 5. Pedagogical Purpose supports a constructivist approach (Slater, 2006) establishes a tone for the room expands instructional time University
  7. 7. Activate Prior Knowledge What? Triggering retrieval from long-term memory How? Analogous universal experience 
  8. 8. Activate Prior Knowledge What?Examples: The Little Mermaid Crime scene investigation Dating and databases Where do you look for info? Spot the difference puzzle
  9. 9. let's give it a try!
  10. 10. can you spot the differences?
  11. 11. Facilitate Self-Assessment What? Students demonstrate                                       what they already know How? Methods that incorporate creativity & competition
  12. 12. Facilitate Self-Assessment What?Examples: Socrative Space Race Definition Challenge Gist Wordsplash Acrostic Puzzle Haiku
  13. 13. Socrative Space Race
  14. 14. Acrostic Puzzle
  15. 15. let's give it a try! define plagiarism:
  16. 16. Build Rapport What? Establishing connections to                     increase trust & communication How? Generating a tone of approachability by treating students with respect 
  17. 17. Build Rapport What?Examples: Greet each student Name cards "Who am I?"
  18. 18. Benefits Strategies Logistics recap
  19. 19. thank you! Questions? Ideas?
  20. 20. sources Farrell, R. (2015). Crime scene investigation as an analogy for scholarly inquiry. In P. Bravender, H. McClure, & G. Schaub (Eds.), Teaching information literacy threshold concepts: Lesson plans for librarians (43-47). Chicago, IL: Association of College and Research Libraries Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson. Thousand Oaks, CA: Corwin Press. Jones, F. H., Jones, P., & Jones, J. L. T. (2000). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA: F.H. Jones & Associates. McAdoo, M. L. (2012). Fundamentals of library instruction. Chicago, IL: American Library Association. Pena, G. P., & de Souza Andrade-Filho, S. A. (2010). Analogies in medicine: Valuable for learning, reasoning, remembering and naming. Advances in Health Sciences Education, 15(4), 609-619. Slater, T. F., & Blanton, P. (2006). The First Three Minutes…of Class. Physics Teacher, 44(7), 477-478. Stahura, D. (2014). Information intimacy: Getting our students to commit. College and Research Libraries News, 75(9), 486-489. Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success. Science and Children, 49(10), 60-64.