Communication

1. Communication How to Effectively Engage Students in Any Environment Janis Gallagher & Aimee Byk Ivy Tech - Lawrenceburg

2. Objectives • Explain the value of discussion • How to foster discussion from Day One • How to ask the right questions • How to troubleshoot

3. Four Kinds of Learning • Students learn “information” or “facts”. • Student learn what other scholars think about those facts. • Students learn how to take in, process and use all that information and create new knowledge. • Students learn how they can relate to and feel about all disciplines.

4. The Value of Discussion • True learning is best achieved through dialogue. • “Talking it out” helps create new knowledge • Builds a “community of learners” • Practice “thinking” about subject matter • Thinking is active, listening to lectures is passive (low TTT: teacher talk time) • More likely to remember info they have discussed

5. Why Discussion Works • It demands students’ attention. • “Next class, prepare to talk about…” • Students receive immediate feedback. • Accommodates collaborative learning styles • Models work environments • Explain all this to your students!

6. May I Have Your Attention, Please?: Arousal Theory • When arousal is too low, we get bored • Discussion provides stimulation • Arousal level varies from person to person, and from one situation to another • Student interest peaks in the first ten minutes of class time, and then steadily decreases. • Individual attention span is limited to 45-50 minute intervals.

7. The First Day: Face-to-Face • Say hello! • “M&M’s work” • Learn their names. • Collect information about each student. • Have them get to know each other. • Reveal information about yourself. • Invite questions • Do all this before the syllabus!

8. The First Day: Face to Face • Define your expectations for discussion. • “Come to class ready to discuss!” • “This is your class, not mine.” • Ask general, open-ended questions • “What have you heard about psychology?”

9. The First Day: Online • “Welcome” email/announcement • “Small talk” in the Coffee House forum • Collect information about each student. • Have them get to know each other (post introduction/reply). • Reveal information about yourself. • Model discussion: Invite questions, show enthusiasm • Define expectations in syllabus

10. Ask the Right Questions: Face-to-Face • Begin with common experiences • Introduce surprising/controversial topics • Ask open-ended questions • Build on their previous knowledge and interests • Give a problem that they need to solve.

11. Teacher’s Role in Discussion • Wait it out! • “Write your answer.” • Guide the discussion, do not determine it. • Leave personal bias out of it. • Restate, summarize, ask questions. • Model discussion; show enthusiasm, acknowledge different sides and admit you don’t hold the ultimate answer!

12. Ask the Right Questions: Online • More time to formulate answer • Writing helps clarify views, time to edit • Easier to wait it out • Give several discussion options • Join in!: Ask questions, summarize progress at end • Provide stellar examples • Require replies • Hold a real-time chat session

13. Troubleshooting #1. No One’s Talking! • Determine why they aren’t talking. • Get them more acquainted. • Break in smaller groups. • Ask them to write down the answer and then call by name. • Encourage them with smiles, name, points. • Use the “good” students to get others involved. • Ask questions that require personal knowledge. • Make it count in their grade!

14. Troubleshooting #2. Discussions Getting Heated • Define expectations early (“listen with respect”, “do not attack other students”) • Agreements are not always ideal. • Address the argument immediately. • Create an assignment from it. • Refer to book, other research. • Be well-prepared for this situation. • Online: Privately e-mail student, ask to modify post if necessary, post on board

15. Troubleshooting #3. Discussions are Getting Off Track/Ineffective • Discussions require some structure • Give them a clear goal • Move students around and move yourself • Call on everyone during a two-week period • Assign a student leader • Acknowledge the problem #4. Boundary Issues • Many students might not used to an active classroom setting. • “Friendly” versus “Friends”

16. Troubleshooting #5. Group Project Woes • Explain its’ value. • Define expectations early. • Give examples. • Designate a leader. • Assign individual grades.

17. Conclusion • Discussions are vital to learning. • Personalize your course. • Ask the right questions. • Guide the discussion, don’t determine it. • Address issues immediately, and explain the value of disagreements.

18. Conclusion • Create a warm, safe atmosphere for students, but don’t be their buddy! • Note what worked and what didn’t work (and ask your students). • Share your experiences with other teachers.