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Beth Simon UCSD, CTD 2012

A selection of slides* you can use in class to introduce and motivate interaction and student engagement. Beth Simon UCSD, CTD 2012. *Note: Not necessarily intended to ALL be used, or used in order given READ THE COMMENTS FIELD for information on how to use them/things to say.

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Beth Simon UCSD, CTD 2012

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  1. A selection of slides* you can use in class to introduce and motivate interaction and student engagement Beth Simon UCSD, CTD 2012 *Note: Not necessarily intended to ALL be used, or used in order given READ THE COMMENTS FIELD for information on how to use them/things to say

  2. Learning Requires Your Effort • I can’t do the learning for you • Higher-level learning = brain development It’s like muscle development! Strenuous, repeated effort -> New Muscle Cells Strenuous, repeated effort -> New Neurons, Links! Development of new neurons in response to difficult learning task T. Shors, Sci. Amer. Mar 09

  3. Group Discussion Questions • Opportunity IN CLASS to developunderstanding, make sure you get it • By trying to explain to someone else • Getting your brain actively working on it • What will happen • I pose a challenging question on board • You discuss with 1-2 people around you • Most important is your understanding of why the answer is right • After most people seem to be done • I’ll ask everyone to get quiet • Ask people to share what their group talked about • Good answers are those where you were wrong, then realized…

  4. Instructor Cheat SheetPrompting After Group Discussion • Always ask 2-3 groups to report back in BEFORE you go over the question • “Who will share what their group talked about?” • “Did anyone imagine how someone might get the wrong answer?” • If not UTTERLY clear, briefly go over yourself • “How I think about this question is…” • Reinforce how this might relate to exam questions (same, easier, harder, different structure)

  5. Have you ever had any of these experiences in lecture? • After getting lost about 10 minutes in, the entire rest of the lecture is completely incomprehensible… • You wish you had just 30 more seconds to get that note down… • You realize 2 slides later that you didn’t get the material 3 slides ago… • You are completely sure you got it… • But later on the homework is really hard

  6. A New Lecture Technique:Two-Minute Pause • Research has shown that learning increases when • After every 8-12 minutes of lecture • Students turn to the person next to them and discuss/review what was just lectured on • You can • Double check your notes • Discuss how you understand something • Discuss what is important to know Please pay attention and quickly return to “lecture mode” so we can keep going!

  7. Two-Minute Pause • Discuss with your Neighbor • What was important • What you want to check understanding of • Notes • What do you need to know (might be on test)

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