FFLC #2: Presentations Spring 2018
FFLC #2 Presentations Spring 2018: Dr. Padmaja Guggilla Motivating Students to Learn & Modeling Real World Examples to Increase Student Engagement in Classroom
Motivating Students to Learn & Modeling Real World Examples to Increase Student Engagement in Classroom by
Dr. Padmaja “Paddy� Guggilla Associate Professor of Physics March 21, 2018
Motivating Students to Learn Motivation---directs and maintains behavior • Intrinsic Motivation----driven by internal rewards.
The enjoyment of learning process itself or to make themselves feel better
Pride, Satisfaction, Fun • Extrinsic Motivation---- Comes from outside factor
Hope of some kind of reward
Money, Trophies, Prizes, Grades
My McDonalds Moment
The way we teach and how learning takes place is very important
• Do not criticize for what they haven’t learnt in their high school or them being under prepared
• Ice-breakers in the class to make them open up and feel comfortable in the class with me and with the fellow students
Individual students learn differently from others
• Fill them with confidence that they can learn. • Make them hear the claps… the one who gets used to these can’t under perform.
• Give some assessment tests/quizzes that are easy in the beginning of the semester to make them feel good/interested to learn.
Modeling Real World Examples to Increase Student Engagement in Classroom • Engage the students to have their both mind and body present in their so that they can follow the instructions • Know their names • Keep asking questions by calling individuals names
Modeling Real World Examples to Increase Student Engagement in Classroom • Relate the real world questions such as “When the earth is moving around the Sun and around itself why aren’t we feeling though we are on the Earth?” and create enthusiasm on the subject and relate their learning objectives while covering the syllabus
Life Saver Problem • If a wild animal is trying to chase you with certain speed from certain distance and you need to save yourself how fast you need to run to reach your car • If its easy to move a box across or lift it up? In which case we would be working hard?
Increase Student Engagement in Classroom • One Pop-Quiz per class keeps the no-show and not readiness away • Always pose question to the class before introducing new concept and find their views and explain why they were correct or not correct.
Increase Student Engagement in Classroom • Give extra credit points for answering questions in the class • Every question worth some points towards their final grade • Repeat simple questions to make everyone participate
• Don’t hesitate to give points as students take it seriously when the activity affects their grades • You will see dramatic results • Builds their confidence and changes their attitude towards learning.
Increase Student Engagement in Classroom • HWs are a great way to give practice but making them work with you is more productive as you can see right in the class how they are processing the implicit and explicit information provided
Teach them fishing Assist in setting up goals on individual students and monitor their performance.
Gain their trust that you really care about them and their learning
Thank You
FFLC #2 Presentations Spring 2018: Dr. Reem Albashaireh Graphic Thinking Organization and More
Graphic Thinking Organizers and More Dr. Reem Albashaireh, Ph.D. Freshman Faculty Learning Community #2 Assistant Professor of Mathematics Department of Physics, Chemistry and Mathematics Alabama A&M University
Overview • Teaching strategies that I use in my classes
•Graphic Thinking Organizers •Exam preparation •Blackboard Ultra Collaborative
•Conclusion
Some Teaching strategies that I use in my classes Flipped Classroom
Group Work
Engagement and Mastery
Just in Time
Graphing Thinking organizers
Overview •
Teaching strategies that I use in my classes
•Graphic Thinking Organizers •Exam preparation •Blackboard Ultra Collaborative
•Conclusion
Advantages
Instructor Role
Types
Graphing Thinking organizers
Designs
Functions
Advantages • Subject-matter is comprehended faster and more efficiently. • Help students to developed, organize, and communicate. • Assess students' knowledge and understand of the content, thinking skills and creativity.
Advantages • Help students to see connections, patterns, and relations. • Struggling students can easily organize the information in problem-solving process
• Language barriers (words, grammar) are removed.
Advantages • Highlights important ideas.
• Conveys complex information in a simple-tounderstand manner. • Help structure writing projects, summaries reading texts, organize and store vocabulary • Help in problem solving, decision making, studying, planning research and brainstorming.
Comparing and contrasting
Classifying
Describing Functions
Sequencing
Decision making Cause and effect
Types •
Hierarchy chart: Adding more details to a single topic
Types •
Venn Diagram: Shows similarities and differences
Types • Cluster/Word Web: Shows network of ideas based on a stimulus
Types • Sequence Chart: Shows a topic with a definite beginning and end and a sequence in between
Types • Five W’s Chart: five answers are considered basic in information gathering or problem solving
Types • Story Map: Identify key elements and use it in problem-solving
Instructor Roles
The instructor constructs the graphic organizer
The instructor and students co-construct graphic organizers
Students work in groups to construct graphic organizers with the instructor acting as a guide
The students construct graphic organizers independently
How do I find the inverse of a function?
Overview •
Teaching strategies that I use in my classes
•Graphic Thinking Organizers •Exam preparation •Blackboard Ultra Collaborative
•Conclusion
Exam Preparation • Handout a study guide one week before the exam date • Post videos and more practice problems on Blackboard
• Host an online review session the night before the exam (Next)
Exam Preparation • Instructor hold review sessions in class • Students work in groups during review sessions • Encourage Students to create their own study folder
Exam Preparation • Encourage Students to form group study outside the classroom (GroupMe)
• Relax…..Enjoy……and have FUN
Overview •
Teaching strategies that I use in my classes
•Graphic Thinking Organizers •Exam preparation •Blackboard Ultra Collaborative
•Conclusion
Blackboard Ultra Collaborative It is a real-time video conferencing tool that lets you add files, share applications, and use a virtual whiteboard to interact.
Blackboard Ultra Collaborative • Hosting an online review session the night before the exam • Answering the last-minute questions • Helping boost a students’ confidence and increase learning.
Overview •
Teaching strategies that I use in my classes
•Graphic Thinking Organizers •Exam preparation
•Blackboard Ultra Collaborative •Conclusion
Conclusions
Thank you!!! Dr. Reem Albashaireh, Ph.D. Freshman Faculty Learning Community #2 Assistant Professor of Mathematics Department of Physics, Chemistry and Mathematics Alabama A&M University E-mail: reem.albashaireh@aamu.edu
Graphic Thinking Organizers and More Reem Albashaireh Freshman Faculty Learning Community #2
FFLC #2 Presentations Spring 2018: Dr. Sean Halverson Writing To Learn & Student Engagement In History
WRITING TO LEARN & STUDENT ENGAGEMENT IN HISTORY Dr. Sean Halverson Alabama A & M University Centers for Excellence in Teaching & Learning
WHAT IT IS • Writing-to-Learn (Pedagogy) • Short answer writing responses to engage students & assess critical course content • Requires no materials to distribute • Post questions on PowerPoint slide or repeat verbally in class
HOW PROCESS WORKS & TECHNOLOGY • Ask students critical thinking question from that days lecture at conclusion of class • Ask students questions from assigned documentaries or YouTube clips watched outside of class • Ask students questions from YouTube clips shown in class • Students answer questions in class • Graded on addressing questions in detail
OBJECTIVES OBJECTIVES
• Assess critical thinking skills • Increase student engagement in classroom • Focus students on significant content • Obtain greater understanding of course material • Assessment of student learning
COURSES IMPLAMENTED
• World History 101 & 102 • World History Honors • American History 201 & 202 • Military History 315
EXAMPLE QUESTIONS EX) What is the Cold War and what was its greatest impact on American society? EX) Who is Confucius and describe two points of Confucianism?
EX) What is the greatest consequence of the Ming Dynasty and why EX) Describe two most significant points on eighteenth century warfare from documentary video
DIFFERENT IMPLEMENTATIONS • Graded responses in Bluebooks • Scheduled • Ungraded responses • Unscheduled • Two minutes • Ten minutes • End of class
BLUEBOOK
RESULTS •
• Found ten minute more productive than two minutes • Graded typically works best rather than non-graded activity • Technology not necessary • Responses not always better in upper level courses than survey classes • Will receive some insufficient responses • Generally increases student engagement • Overall found students enjoyed process • Some student evaluations desired more such assignments • Works well with writing & flipped classroom methods
Further Information • University of Wisconsin-LaCross • https://www.uwlax.edu/catl/writing/assignments/writingtolearn.htm
FFLC #2 Presentations Spring 2018: Dr. Vernessa Edwards Motivating Student to Learn in Physical Science 101 – Critical Thinking
Motivating Student to Learn in Physical Science 101 – Critical Thinking Presenter: Vernessa M. Edwards, Ph.D.
This past semester marked my 10th year teaching Physical Science to non-science majors here at Alabama A&M University. Last semester was my 4th year to teach this course as a part of the QEP Critical Thinking Program. Over these many years, I have tried many techniques and strategies to motivate students including the ones discussed in our workshops. However, in this reflection paper, I would like to share the most effective motivational tool I have ever used over the course of my tenure as a college professor.
Pictured above is a copy of the extra credit dollars my students can earn during the course of the semester. Listed below are a few of the ways these dollars are earned as listed in my course syllabus. • There will be many opportunities to earn extra credit: • Punctuality • Class Participation • Classroom Assistance • Office Hour Sessions • Tutoring Sessions • Supplemental Class Sessions • High Score on unannounced quizzes • Board Work • Writing Assignments • Exemplary Notebook
The implementation of actually giving the students these dollars or depositing the dollars into their “Direct Deposit Accounts� motivated the students beyond what I expected! Imagine the exhilaration of walking into the classroom at 10:00 a.m. or 11:00 a.m. and finding the majority of the students already present in anticipation of receiving their extra credit dollars. Last semester, for the first time, I had many days where I had perfect attendance in my 11:00 am – 12:20 p.m. class simply because punctuality was the easiest way to earn extra credit dollars.
• The natural result of first having the students attend class, participate in the class discussions, come to my office hours, attend tutorial sessions, maintain an exemplary notebook, etc., are students who are getting results from their efforts and are motivated to learn. One hundred extra credit dollars translate into 100 points, an extra 10%, averaged in during the final grade calculation. This is enough to boost a student’s grade one letter grade. But my data show that, at the end of the semester, the majority of the “A” students don’t need the extra credit. •
• The students are encouraged to earn the dollars and also spend them. There is not a predetermined amount of dollars to be earned, so I have to also provide activities where dollars must be spent in order to ensure that at the end of the semester there isn’t an overabundance of extra credit dollars left to “purchase” 100 points I try to keep track of the dollars and provide opportunities for the dollars in the students account to decrease.
• One method the students take advantage of is where they spend dollars to purchase tips on the quizzes and exams. A tip on a quiz could cost as little as $3.00 with only one tip provided per student. On exams, for example the Mid-Term, tips cost $10 and each student can purchase 2 tips each. I highly encourage spending the dollars in this manner. A tip usually consists of helping the student to better analyze the question being asked in a particular problem or exercise.
• The activity where they actually lose the most money is playing my version of “Physical Science JEOPARDY”. Jeopardy is rarely announced and here the students can lose up to $25 per game. There is always a $5 question and sometimes a $10 questions. The questions come from the most recent class activity which motivates them to keep up and stay current with the course material. Money is added to their account for correct answers and withdrawn for wrong answers. •
• To keep the printed dollars in circulation, I offer 20% interest when the dollars are returned to me. They can only be returned in $5 increments, making it easy to record $6, $12, etc., in my ledger.
• When I first started this motivational method it was somewhat time consuming, but over the years I have managed to find many timesaving techniques. I keep track of the money earned by direct deposit on my daily attendance roster and sign in sheet. When students are retuning money, they indicate by their name how much they are retuning. I keep track of the money on the same excel spreadsheet I use to record attendance and grades.
• I cannot overstate how much the students enjoy this motivational tool. I often have to remind them, “It’s not real money!”
Last Name____________________First Name ______________________ Major_________________$ ________
Date ________________ 1. Azelastine hydrochloride is an antihistamine nasal spray. A standard size container holds one fluid ounce (1 oz) of the liquid. You are searching for this medication in a European drugstore and are asked how many milliliters (mL) there are in one fluid ounce. Using the following conversion factors, determine the number of milliliters in a volume of one fluid ounce: ,
ANSWER:
What is ___________________________
Choose one
$5.00 $10.00 (DD)
, and
Rules of Play: 1. Every student is a participant, even when absent. 2. The answer must be given with the correct number of significant digits and units.
.
FFLC #2 Presentations Spring 2018: Yvelle Thompson Student Motivation
Student Motivation Yvelle Thompson FFLC #2 March 20, 2018
First Day of Class • • • • •
Introductions Expectations Class format
Job description Contact information
Classroom Climate • • • • •
Lecture Blackboard Study Guides
Supplemental Materials Video Lessons
Flipped Classroom • This method is working for most of my classes. • Videos are used in several ways. 1. Reinforcement
2. Remediation 3. Introducing a concept
HOW CAN I PASS THIS CLASS? This is really what the students want to know. My answer: Don’t cheat yourself out of your education. Cheating in my class will guarantee failure. Learn the materials.
How to keep the students interested
•Enthusiasm •Consistency •Perspective
AAMU COURSES Classes being taught this semester:
• • • •
MATH 010 MATH 011
MATH 012 MATH 115
I follow the same technique in all my classes to stay consistent to my teaching style.
Alternate Presentation Topic
HOW TO TRANSITION FROM MATH COACH TO MATH CHEERLEADER
WHAT DOES A COACH DO?
Math Coach • • • •
Calls the plays. Give you directions on what to do Provide the skills to solve the problem
Improve your critical thinking skills.
WHAT DOES A CHEERLEADER DO?
Math Cheerleader • Encourages you that “YOU CAN DO IT!” • Says “TRY SOMETHING” • Reminds you that you have the tools to figure it out.
Questions?