Week 4
Student Engagement
Image by Bob Kane https://dc.fandom.com/wiki/Knights_of_the_Round_Table
I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer…education that connects the will to know with the will to become. --Bell Hooks
I have divided this topic, Student Engagement, into three parts.
STUDENT ENGAGEMENT PART 1
In the future, before sitting down with your first class at BOLLI, you will have made a series of decisions regarding the way you will spend your eighty-five minutes of class time.
How exactly do you want to spend class time?
Will you lecture throughout, or devote considerable time to other activities?
Although lecturing might seem to be the natural mode, it can encourage passivity in students.
You may want to build in activities that require interaction with the class.
Does it make sense to include short discussion periods in every class
Or to schedule occasional days of discussion only?
Are there guest lecturers or field experiences that could provide special insight into a topic?
Will role-playing help students understand certain topics?
Is there a video that does a particularly good job of covering a topic?
Note that video use is popular with students only when the video is excellent and relevant to the material.
Also consider use of peer instruction, in which students—through careful group research and presentations— teach their classmates.
Students achieve the highest level of information retention and comprehension when they have taught the material to one another.
Explain to students the learning value of such active engagement.
You may need to assist students in advance for peer instruction
Now you have the overall picture. It is also important to decide, in advance, how you will introduce yourself to the students and the students to each other. We covered some of this in Class 3 but, remember, repetition/emphasis leads to greater likelihood that you absorb the point.
So, the first decision for the first class is:
How much time can an SGL afford to spend allowing the class to introduce themselves?
The answer depends, in part, on the goals of the course and the tone you are trying to set.
Most SGLs find these introductions essential to building class bonding and culture.
Others feel the introductions run the risk of deviating too far away from the topic and/or taking too much time.
Practically speaking, the choice is not all or nothing. In a class I conducted with my wife, students about to spend ten sessions exploring famous art forgers were well-prepared to introduce themselves by answering the questions we had sent them:
“Can you recall the first time you went to a museum?”
“What was the first piece of art you remember seeing.”
With time to focus on an answer prior to class, not caught off guard, everyone gave focused answers; had undivided attention from their fellow class members; and rarely took more than several minutes. When the students had finished their introductions, we had begun the process of bonding that lasted throughout the course, and we had ample time to present “content” and have discussions. The students knew they would be listened to and that all answers were of equal weight.
Another way to strengthen bonding and demonstrate that the students will be major participants in the course is to give them a shared task. For example, in each class on art forgery, we presented slides of two paintings, side by side and asked the class to guess which was real and which the forgery. Students took sides, defending their choices. We had so much fun sorting out the elements of the artist’s and forger’s styles that, more than once, I forgot to give the answer when the voting had ended. My quirky mistake drew many smiles.
STUDENT ENGAGEMENT PART 2
This next section is lengthy because so many of us find ourselves waiting for a genie to come out of a bottle to get the students to talk. First you need the bottle and then the genie.
A perennial topic of major concern is how to get students to talk.
Even the most skilled teachers struggle with class participation. Do not be alarmed if you, too, find yourself confronted with silences that easily prompt you to “take charge.” When we give in to the discomfort silence creates, a pattern is too easily established. The teacher runs the class, dropping “facts” onto the class rather than facilitating discussion.
However, when the students twist and turn with a topic related to the major goal of the course, they are more likely to delve more deeply into the material because of their active participation. Being students, they are free to make associations; have spontaneous insights; and create abstractions rather than fill their minds with sheer memorization. There is, of course, a place for talking and showing slides as long it is not done excessively. When there is excessive direct “teaching,” everyone in the room might have the false satisfaction that the material being fed stands for “learning.” But all that is really happening is that the SGL has calmed the natural anxiety inherent in leading a course. The information “fed” to the students remains undigested. Good stuff but not one of those learning moments when everyone feels the right amount of “tension” (cf Donald Norman’s quote in Class 1), the electricity in the air.
Well, that was rather poetic! Now, get ready for some real pedagogy. It helps to have a basket of possible ways to make it hard for students not to talk.
GETTING STUDENTS TO TALK IN CLASS
Here are some suggestions from Stanford Teaching Commons on how to build community and relationships in online classrooms.
DECENTRALIZE
Literally tell the students to address their comments to each other, not the SGL.
Try not to respond to every student comment
Instead ask the class what they think about what has just been said.
As an icebreaker, ask a question for which there is no single correct answer and go around the table with it.
Example: What is the first adjective that comes to mind when you think of the protagonist of this story?
Or: On a scale of 1 to 10, rate the effectiveness of Allied military leadership in 1916.
If the discussion group is large, divide it into smaller units, each one dealing with the same or separate problems in the reading.
Float from group to group, giving guidance and answering questions when needed.
Leave twenty minutes to reassemble the class and have the small groups report to each other.
SHARE THE AUTHORITY
Have students make a list of topics for discussion at the beginning of a class.
These can be problems, confusions, interesting points, or basic ideas in the text.
Let the group pick those topics they want to cover.
CONSIDER YOUR QUESTIONS
Try not to use rhetorical questions or “yes/no” “agree/disagree” questions.
Pose an either/or question:
“Is the frontier or the industrial revolution more important for an understanding of American character?”
Have the class divide physically into those who favor each side and those who are undecided.
Have the pro and con sides debate the issue, with the undecided free to contribute at any time.
Instruct students to move to the other group if they change their view during the debate.
This kind of debate helps students experience intellectual flexibility
Use material “in hand” to stimulate discussion.
Material in hand is easier to discuss than readings done and ‘forgotten.’
Pass out poll results, historical documents, pictures, etc.
GIVE STUDENTS TIME TO THINK
Begin the class by giving students five to ten minutes to write on a topic relevant to the discussion. They can assemble their thoughts, particularly with complex material.
It will also reinforce the utility of writing for sorting out one’s thoughts.
If students seem to need more time to think, ask them to turn to a classmate and brainstorm some responses to your question for two or three minutes.
RESPOND TO “OFF TARGET” COMMENTS ENCOURAGINGLY
Even if the comment is completely wrong or “off the wall,” thank the student for sharing their idea and
This is your creative challenge of the day
Find a way to link their concept back on the correct track of discussion.
A repertoire of encouraging comments is useful here:
“Thank you for those thoughts on the matter. If you were to approach the concept from a slightly different angle, you might see that…”
Or, “I’m glad you brought up that idea. It reminds me that one of our concerns here is actually…”
After class, take the time to talk with the student who made the erroneous comment and discuss the issue with him or her then.
This will reinforce that you want people to take risks with their ideas in class, and yet you are committed to helping your students understand the material correctly.
A graphic display helps students stay on track and think schematically.
For example, put a certain outcome or viewpoint on the board and ask the students to work backwards through the most plausible causal chains or logical defense.
Let students explore multiple pathways.
USE STRATEGIC BODY LANGUAGE
Literally push your chair away from the table during the discussion, signaling that the forum is now theirs.
Nod your head encouragingly, place your hand over your mouth when a student is speaking
This signals that you are not going to interrupt them; it also helps give the impression of open consideration and reserving judgment.
Try not to cross your arms or frown when students are speaking
TAKE NOTES WHEN STUDENTS ARE SPEAKING
This shows them that you value what they say and are learning from them.
Taking notes allows you to remain engaged in the discussion without dominating it.
It also helps you ask students questions when you want them to clarify their ideas.
Taking notes helps you remember what the students said so that you can refer to their comments later, which also shows them that you value their ideas.
Knowing their ideas are valued will encourage them to speak in the future.
USE ACTIVE LEARNING STRATEGIES
Solo free write: give students time to jot down some ideas in response to a problem or question before you expect them to have an answer ready.
Students will have some ideas to share with the class.
Use small Groups (see above): put the class into groups of three or four
Have them assign a scribe/spokesperson who will present the ideas they generate.
Give them problems to solve or questions to answer or material to analyze from different perspectives. (See Small Group Exercises article.)
HOW AND WHEN TO ASK A QUESTION
How and whom you ask a question can influence question’s effectiveness.
Pay attention to the following aspects of group dynamics:
Decide whether to ask questions of an individual or the whole group.
Sometimes calling on an individual may help to get a slow class going
But it can release the other students from the responsibility of formulating answers for themselves.
It also puts students on the spot, which can decrease goodwill and intellectual risk-taking.
Directing questions to the entire class may mean waiting longer for an answer.
Leave sufficient wait time after asking a question before answering it yourself, repeating it, rephrasing it, or adding further information.
Wait at least ten to fifteen seconds before making any change in your question.
Avoid rapid reward for responding.
Rapid reward means approving immediately a correct response that a student has given without allowing other students to respond as well.
This prevents other students from evaluating the response for themselves and interrupts their thinking process.
STUDENT ENGAGEMENT PART 3
Guide to Asking Essential Questions
ASKING GOOD QUESTIONS OVERVIEW
A good question is both answerable and challenging.
It will inspire analysis, synthesis, interpretation, and critical thinking.
Below are several types of questions and suggestions about when to use which kind.
At the end, under group dynamics, are some basics for encouraging successful response to questions.
WHERE TO BEGIN?
Learn to prepare a mix of questions—
Those that are easily answered, slightly challenging
Or overly complex—that can be approached as the class progresses.
Begin with material students are familiar with or feel comfortable with.
For example, a question that can be answered with information from general experience or from basic data in the subject area.
Once students are warmed up, ask questions requiring students to explain relationships among the units of information and to form general concepts.
Let the discussion peak by asking questions that require students to apply concepts and principles they have developed to new data and different situations.
TYPES OF EFFECTIVE QUESTIONS
Here are some types of questions that tend to facilitate thoughtful, sustained discussions:
Analysis
Questions beginning with “Why…” “How would you explain…” “What is the importance of…” “What is the meaning of”
Example: What is the meaning of Madame X’s comment about Jacque’s activities the week before their encounter at the opera?
Compare and Contrast
“Compare…” “Contrast…” “What is the difference between…” “What is the similarity between…”
Example: What is the difference between the mother and the father’s attitudes toward the daughter’s relationship with Philippe?
Cause and Effect
“What are the causes/results of…” “What connection is there between…”
Example: What is the cause of Lea’s distress when she looks at herself in the mirror?
Clarification
“What is meant by…” “Explain how…”
TYPES OF INEFFECTIVE QUESTIONS
Below are types of questions to avoid as they can lead to dead ends, are unclear, imply the intended answer, or make judgments that shut down the discussion.
Simple Yes-No
Produces little discussion and encourages guessing.
Example: “Is the Aunt expressing a desire for Gigi to marry?”
Elliptical
Too vague; it is not clear what is being asked.
Examples: “What about the aunt’s sexual history?” “Well, what do you think about the Don Juan’s values?”
Leading
Conveys the expected answer.
Example: “Don’t you think that Colette is condemning the Don Juan figure for his lack of caring?”
Slanted
Shuts off the student who may not agree with the implied assumption.
Example: “Why are Colette’s young women so corrupt?”