Working with the Resistant College Student
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This document provides guidance for working with college students resistant to learning or change. It discusses that student resistance can arise for various reasons, such as when values are challenged, concepts are not understood, or there is a lack of interest. It recommends establishing respect among all views, promoting empathy, explaining the relevance of topics, and regulating an open environment where students feel comfortable sharing ideas. Finally, it poses questions to consider, such as whether to address resistance individually or in groups, and when to take an "agree to disagree" approach.
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Professor Devlin was an invited speaker at the International Conference on Teaching and Learning in Higher Education: National University of Singapore, Dec 3-5, 2008
Engagement Handout 2016
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
Making Thinking Visible
This document discusses how making student thinking visible through various tools and strategies can benefit teaching and learning. It provides examples of visual thinking tools like Venn diagrams, fishbone diagrams, and concentric circles that can show student thinking. Making thinking visible allows teachers to gain feedback from students, address complexity in instruction, and assess student learning. It also engages students and helps cement their understanding. The document discusses how visible thinking strategies can be incorporated into various subject areas like English, social studies, science, and arts.
College and Career Readiness Culture
This document discusses characteristics of good teachers and effective teaching practices. It asserts that good teachers are leaders in their classrooms who create productive learning environments. They effectively manage human relations to build caring classroom communities. Good teachers engage learners by putting them in direct contact with content and having students take ownership of their learning. They strive to make their teaching engaging, give learners opportunities to practice, and teach both content knowledge and how to learn.
A brainstorming flipped classroom approach for improving
The document describes a study that tested a brainstorming flipped classroom approach for teaching civics education. The study found that using this approach improved students' learning performance, motivation, interactions with teachers and peers, and creativity compared to a control group that used direct teaching. Specifically:
- The experimental group used a brainstorming flipped classroom approach where students learned content at home and then discussed topics in class guided by the teacher using brainstorming.
- A quasi-experiment over 6 weeks involved 56 junior high students, with the experimental group using the brainstorming flipped classroom and the control using direct teaching.
- Results showed the flipped classroom approach increased performance, motivation for civics, participation attitudes,
The Role of Student Voice in Curriculum Design - Final Draft
This document discusses using student voice to develop English as a Second Language curriculums. It begins with an introduction on the growing prominence of student voice research and its potential as an emancipatory tool. The literature review then covers definitions of student voice, continuums of student voice engagement from consultation to self-initiation and leadership, and benefits such as gaining new perspectives, channeling student creativity, and its potential as an emancipatory tool. The review establishes a framework for utilizing student voice to alter ESL curriculums to fit student needs and interests while developing critical thinking.
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Working with the Resistant College Student
- 1. A guide to working with college students resistant to learning and/or change in Higher Education curricula and Students Affairs programs By Mario Adkins – EDH 686 Issue Critique Working with the Resistant College Student References Boyle, C. (2013). Student learning: Improving practice. New York: Nova Science Publishers. Dembo, M. H., & Seli, H. P. (2004). Students' resistance to change in learning strategies courses. Journal of Developmental Education, 27(3), 2-11. Eaton, P. W. (2014). "Whole" learning: Student affairs' challenge to college curriculums. JCT (Online), 30(1), 64. Hains, B. J., & Smith, B. (2012). Student-centered course design: Empowering students to become self-directed learners. Journal of Experiential Education, 35(3), 357. Sanford, N. (1966). Self and society: Social change and individual development. New York: Atherton. Van de Kleut, G., & White, C. (2010). Teaching, learning, and resistance. Language Arts, 87(6), 447-456.
- 2. When working with students in a teaching capacity, rather a faculty member is teaching a course or a student affairs administrator is facilitating a program, a number of possible issues can arise during lessons. One of the most noteworthy is dealing with a student resistant to learning (Dembo & Seli, 2004). Having a student resistant to learning can happen due to a number of reasons (see right column) and have the potential to restructure the learning session, especially within group settings such as a classroom or campus program. These situations also test the facilitator or faculty in how knowledgeable they are in their subject (Boyle, 2013). Resolving a resistant student, especially one who challenges and questions multiple ideals, can make or break the climate and credibility of the topic being taught (2013). Politics, religion, diversity, sex/gender, history, and judicial hearings are common situations that can be emotionally charged and/or be aligned with strong values students might hold. While resolving resistance among students can require extra energy and effort, it can be an immense learning experience for them. Establish Respect Even among disagreements, establishing respect is necessary. Affirm answers and opinions from students and encourage them to understand even among contrasting views, mutual respect is important in the academic and professional world. Promote Empathy Is there a way verbally or visually you could put your students in the place, perspective or role you are addressing? When you convey a topic can affect students, you can potentially further convey the effect (Eaton, 2014). Answer the “Why” Why does this topic relate to your students? If students have no investment in your subject, they may “check out” simply because they perceive the subject does not relate to them (Van de Kleut, & White, 2010). Help in building that connecting bridge. Environment Regulation Promote an open environment where students feel comfortable sharing ideas. If the setting feels hostile or one-sided, students may perceive their opinions matter little (Hains & Smith, 2010). Validate, then regulate. Working with the Resistant College Student In a setting when values are challenged Not understanding new ideas or concepts Confusion or lack of confidence in topic Lack of attention due to low interest and boredom Having opposing views to a particular topic Allowing preconceived notions to prevent learning Perception of a hostile or unwelcoming environment Questions to Consider Is it best to resolve student resistance issues in a group setting or individually? When should educators/programmers settle on the “agree to disagree” stance? Is the challenge and support theory (Sanford, 1966) applicable here? NOTES ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ____ (Sanford, 1966) An exceptional summary of dealing with resistant students from Dr. Diane J Goodman