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SESSIONOUTLINESessiongoalsandprocessIcebreakerstofacilitateparticipationWhystudentparticipationisimportantBuzzgroupactivityGallerywalkactivityCasestudyassessmentSESSIONOUTLINESessiongoalsa1SESSIONICEBREAKERShareyourname,whereyouarefromandthedepartmentwhereyouwillbeservingasaTA.Thinkbacktoyouryearsspentintheclassroomasastudent.Identifyoneinstructorwhosebehaviororactionsinhibitedyourparticipationasastudentintheirclass.Identifythebehaviororactionthatcreatedanobstacleforyou.NOTE:
Toensureanonymity,donotidentifytheinstructorbyname.SESSIONICEBREAKERShareyourn2ICEBREAKERS
ANDSTUDENTPARTICIPATIONIcebreaker–anexercisedesignedtogetthediscussionflowingandtofurtherdemonstratetheseriousnessofaninstructor’sintenttopromotediscussionIcebreakerscanbeusedto:activatepriorknowledgediscussorillustrateclassconceptsICEBREAKERS
ANDSTUDENTPARTI3WHYSTUDENT
PARTICIPATIONISIMPORTANTInvolvementwiththematerial,otherstudents,andtheinstructoriskeytostudentlearning.Studentparticipationandsubsequentlearningmustincludereading,writing,discussion,andactiveproblemsolving.Asstudentinvolvementinclass/classexperiencesincreases,thegreatertheirknowledgeandgraspofmaterial.WHYSTUDENT
PARTICIPATIONIS4OBSTACLESTHATPREVENTSTUDENTPARTICIPATIONBuzzGroupActivity:Formagroupof4-5.Brainstormalistofpotentialobstaclesthatpreventstudentsfromparticipatingincollegecourses.Nowlinkyourgrouptoanotherintheroom.Reviewyourlistofobstacleswiththenewgroupmembers.Finally,generatesomereasonsastowhytheseobstaclesexist.OBSTACLESTHATPREVENTSTUDENT5OBSTACLESTHATPREVENTSTUDENTPARTICIPATIONBoredomDisinterestintopicorsubjectmatterEmbarrassmentFatigue/tiredFearoffailureLackofmotivationLackofunderstanding/preparationDifficultyofsubjectmatterOBSTACLESTHATPREVENTSTUDENT6WHYDOTHESE
OBSTACLESEXIST?BoredomDisinterestintopicorsubjectmatterEmbarrassmentFatigue/tiredFearoffailureLackofmotivationPersonalissuesPreviousbadexperiencesTeachercenteredlearningmethodTeachingleveliseithertoohigh/lowUnclearexpectationsWHYDOTHESE
OBSTACLESEXIST?7GALLERYWALKThinkabouttheobstaclestostudentparticipationandourdiscussionastowhytheyexist.Walkingthroughouttheroom,noteonthelargepost-ithoweachofthefactors(physicalspace,instructor,student)couldfosterstudentparticipation.GALLERYWALKThinkabouttheob8PHYSICALSPACEPHYSICALSPACE9PHYSICALSPACESTRATEGIESTOFOSTERSTUDENTPARTICIPATIONControlanduseclassroomspacestrategically.Arrangeclassroomseatingtofacilitatediscussionandparticipation(groupsofdesks,u-shape).Lightingandtemperaturecangreatlyeffectthemoodandenvironment.PHYSICALSPACESTRATEGIESTOF10INSTRUCTORINSTRUCTOR11INSTRUCTORSTRATEGIES
TOFOSTERSTUDENTPARTICIPATIONEstablishandkeepguidelinesforparticipation.Definewhatyouconsider“participation”foryourstudents.Makeconnectionsbetweencoursematerialandstudentsdailylives.Varyyourteachingstyle.Utilizeteachingtechnologies.Usehumorappropriately.INSTRUCTORSTRATEGIES
TOFOST12STUDENTSTUDENT13STUDENTSTRATEGIES
TOFOSTERSTUDENTPARTICIPATIONStudentsareultimatelyresponsibleforparticipatingandbecomingengagedinaclass.Instructorscanguideandmotivatestudentstoacertainextenthowevertherestisuptothem.STUDENTSTRATEGIES
TOFOSTER14TIPSFROMSESSIONFACILATORSAmy–Tipsforfosteringstudentparticipationinlabsettings.Michael–Tipsforfosteringstudentparticipationinlargelecturestyle settings.TIPSFROMSESSIONFACILATORSAm15CASESTUDIESReadthedistributedcasestudiesandthinkaboutwhatstrategy/strategiescouldbeemployedtofosterstudentparticipation.CASESTUDIESReadthedistribut16CASESTUDY#1RobertohasbeenassignedasanewTAinthesociologydepartmentassistinganinstructorwithanintroductiontosociologycourse.Theexpectedenrollmentforthiscourseisbetween50-75students.Already,thesupervisinginstructorhasgivenRobertotheopportunitytoteachaclassduringthesecondweekofschool.WhatcouldRobertodotofosterstudentparticipationwhileheteachestheclass?CASESTUDY#1Robertohasbeen17CASESTUDY#2AsanewbiologyTA,Janaemustleadafreshmanbiologylabindependentlyduringthefirstmonthofschool.Thesupervisinginstructorisauniversityfavoriteandhasbeencommendedonthehighlevelofstudentinvolvementsheincorporatesintoherclasses;howeverthisfactmakesJanaenervous.WhatmightJanaedotokeepthemomentumofhighstudentinvolvementinthelabsheleadslaterthismonth?CASESTUDY#2Asanewbiology18CLOSINGSummaryofsession.Thanksforattendingoursession.Shouldyouneedanyhelporhavequestionsthisyear,feelfreetocontact:MichaelSturmmsturm@CLOSINGSummaryofsession.19STRATEGIESFOREFFECTIVECLASSROOMDISCUSSIONSSetclearexpectationsforstudentparticipationindiscussionsessions.Breaktheicewithinformaltalkoutsideofclass.Controlanduseclassroomspacestrategically.Useeyecontactpurposefullyandstrategically.Avoidopenquestions;callonindividualstudents.Askgoodquestions.STRATEGIESFOREFFECTIVECLASS20SESSIONOUTLINESessiongoalsandprocessIcebreakerstofacilitateparticipationWhystudentparticipationisimportantBuzzgroupactivityGallerywalkactivityCasestudyassessmentSESSIONOUTLINESessiongoalsa21SESSIONICEBREAKERShareyourname,whereyouarefromandthedepartmentwhereyouwillbeservingasaTA.Thinkbacktoyouryearsspentintheclassroomasastudent.Identifyoneinstructorwhosebehaviororactionsinhibitedyourparticipationasastudentintheirclass.Identifythebehaviororactionthatcreatedanobstacleforyou.NOTE:
Toensureanonymity,donotidentifytheinstructorbyname.SESSIONICEBREAKERShareyourn22ICEBREAKERS
ANDSTUDENTPARTICIPATIONIcebreaker–anexercisedesignedtogetthediscussionflowingandtofurtherdemonstratetheseriousnessofaninstructor’sintenttopromotediscussionIcebreakerscanbeusedto:activatepriorknowledgediscussorillustrateclassconceptsICEBREAKERS
ANDSTUDENTPARTI23WHYSTUDENT
PARTICIPATIONISIMPORTANTInvolvementwiththematerial,otherstudents,andtheinstructoriskeytostudentlearning.Studentparticipationandsubsequentlearningmustincludereading,writing,discussion,andactiveproblemsolving.Asstudentinvolvementinclass/classexperiencesincreases,thegreatertheirknowledgeandgraspofmaterial.WHYSTUDENT
PARTICIPATIONIS24OBSTACLESTHATPREVENTSTUDENTPARTICIPATIONBuzzGroupActivity:Formagroupof4-5.Brainstormalistofpotentialobstaclesthatpreventstudentsfromparticipatingincollegecourses.Nowlinkyourgrouptoanotherintheroom.Reviewyourlistofobstacleswiththenewgroupmembers.Finally,generatesomereasonsastowhytheseobstaclesexist.OBSTACLESTHATPREVENTSTUDENT25OBSTACLESTHATPREVENTSTUDENTPARTICIPATIONBoredomDisinterestintopicorsubjectmatterEmbarrassmentFatigue/tiredFearoffailureLackofmotivationLackofunderstanding/preparationDifficultyofsubjectmatterOBSTACLESTHATPREVENTSTUDENT26WHYDOTHESE
OBSTACLESEXIST?BoredomDisinterestintopicorsubjectmatterEmbarrassmentFatigue/tiredFearoffailureLackofmotivationPersonalissuesPreviousbadexperiencesTeachercenteredlearningmethodTeachingleveliseithertoohigh/lowUnclearexpectationsWHYDOTHESE
OBSTACLESEXIST?27GALLERYWALKThinkabouttheobstaclestostudentparticipationandourdiscussionastowhytheyexist.Walkingthroughouttheroom,noteonthelargepost-ithoweachofthefactors(physicalspace,instructor,student)couldfosterstudentparticipation.GALLERYWALKThinkabouttheob28PHYSICALSPACEPHYSICALSPACE29PHYSICALSPACESTRATEGIESTOFOSTERSTUDENTPARTICIPATIONControlanduseclassroomspacestrategically.Arrangeclassroomseatingtofacilitatediscussionandparticipation(groupsofdesks,u-shape).Lightingandtemperaturecangreatlyeffectthemoodandenvironment.PHYSICALSPACESTRATEGIESTOF30INSTRUCTORINSTRUCTOR31INSTRUCTORSTRATEGIES
TOFOSTERSTUDENTPARTICIPATIONEstablishandkeepguidelinesforparticipation.Definewhatyouconsider“participation”foryourstudents.Makeconnectionsbetweencoursematerialandstudentsdailylives.Varyyourteachingstyle.Utilizeteachingtechnologies.Usehumorappropriately.INSTRUCTORSTRATEGIES
TOFOST32STUDENTSTUDENT33STUDENTSTRATEGIES
TOFOSTERSTUDENTPARTICIPATIONStudentsareultimatelyresponsibleforparticipatingandbecomingengagedinaclass.Instructorscanguideandmotivatestudentstoacertainextenthowevertherestisuptothem.STUDENTSTRATEGIES
TOFOSTER34TIPSFROMSESSIONFACILATORSAmy–Tipsforfosteringstudentparticipationinlabsettings.Michael–Tipsforfosteringstudentparticipationinlargelecturestyle settings.TIPSFROMSESSIONFACILATORSAm35CASESTUDIESReadthedistributedcasestudiesandthinkaboutwhatstrategy/strategiescouldbeemployedtofosterstudentparticipation.CASESTUDIESReadthedistribut36CASESTUDY#1RobertohasbeenassignedasanewTAinthesociologydepartmentassistinganinstructorwithanintroductiontosociologycourse.Theexpectedenrollmentforthiscourseisbetween50-75students.Already,thesupervisinginstructorhasgivenRobertotheopportunitytoteachaclassduringthesecondweekofschool.WhatcouldRobertodotofo
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