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AGHE 2009 DISTINGUISHED TEACHER LECTURE

AGHE 2009 DISTINGUISHED TEACHER LECTURE. “Oldies but Goodies: How to Increase Student Engagement in Traditional and Interactive Television Courses on Adult Development and Aging ” Laura K.M. Donorfio, Ph.D. Human Development & Family Studies.

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AGHE 2009 DISTINGUISHED TEACHER LECTURE

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  1. AGHE 2009 DISTINGUISHED TEACHER LECTURE “Oldies but Goodies: How to Increase Student Engagement in Traditional and Interactive Television Courses on Adult Development and Aging” Laura K.M. Donorfio, Ph.D. Human Development & Family Studies University of Connecticut 1

  2. OVERVIEW “Model” Interactive • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned 2

  3. INTRODUCTIONS • Me • Teaching 15 years • Approximately 15 courses • Class size 1 – 250 students • Undergraduate& Graduate • Independent Studies - Traditional - iTV • Professional Training-- • Group Dynamics • Modification & Accommodation • You! • Name, Teaching area • What you hope to take away from today’s workshop

  4. OVERVIEW • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned

  5. OBJECTIVES Identify five engagement strategies that you can use in any course you teach. Rank the risk—for you and for the students—associated with these engagement strategies. List the Barriers to implementing various engagement strategies. Explain whether or not engagement needs to happen in a timely manner.

  6. OVERVIEW • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned

  7. HOW I TEACH ABOUT MY CHOSEN TOPIC? Teaching Philosophy Practical Pedagogy Basic Course Knowledge Applied Course Knowledge Marry Up Practical Application With Class Theory and Material Engagement

  8. PRACTICAL PEDAGOGY http://itl.uconn.edu/mediadesign/services/video.htm 8

  9. ENGAGEMENT • Student engagement has become an essential aspect of meaningful learning. • NSSE (2003) & CCSSE (2007) reports have shown that high levels of engagement increase both learning and retention. • Engagement strategies benefit both the students and instructors.

  10. ENGAGEMENT Research • BUT…research continues to report that traditional lecture modes still dominate college & university classrooms “Learning is still very much a Spectator sport in which faculty Talk dominates and where few Students actively participate.” --V. Tinto (2002) 10

  11. ENGAGEMENT Passive Learning My Development Stage 1

  12. ENGAGMENT • What’s the difference? Passive Learning Definition: Students passively take information/material in Examples: Presentation of information/material, connections to content, written feedback on assignments 12

  13. ENGAGEMENT Passive Learning Active Learning My Development Stage 2

  14. ENGAGMENT Active Learning Definition: Students participate in the learning process as opposed to passively taking it in Examples: Minute paper, mind map, muddiest point, open discussion, problem solving, field trips 14

  15. ENGAGEMENT Passive Learning Active Learning My Development Collaborative- Based Learning Stage 3

  16. ENGAGMENT Collaborative-Based Learning Definition: A subset of active learning involving interaction with others – students, instructors, and/or community Examples: Wikis, group project, team debate, pair & share, service learning 16

  17. ENGAGMENT Activity #1 • Write down three activities/ strategies that you do to engage your students and label them as passive, active, or collaborative-based.

  18. OVERVIEW • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned

  19. Activity #2 HOW I DEVELOP MY COURSE(S)? • What variables play an important role in the development of your courses?

  20. “CONTEXUAL ENGAGMENT MODEL” TEACHER TOOLS CLASSVARIABLES “Top Ten Lists” Self-Evaluation Student Composition Mind Maps Personality Student Learning Styles Smile Scavenger Hunts “Does Anyone Know?” Enthusiasm Classroom Layout Speaker(s)/Panel Training (formal & informal) Time of Day Movie Night Field Trips Equipment Needed/Available Humor Debates “How is Everyone Today?” “Play Dumb” Connect with the Students Experiential Exercise(s) Hold Class Somewhere Else Course “Type” & Size Comfort Level #1 Learning Subject Matter “Type” Title or Name? Mental Homework Food / Phone Informal (but could be formal) Toolbox Share Personhood / Open up to Class Questions/Comments/Stories “Take a Walk” Book/Article-of-the-Day Accessibility Study Guides Laura K.M. Donorfio, Ph.D. April 2007 Student “Lens” Field Experience/Internship Eye Contact / “Touch”

  21. “TEACHER VARIABLES” Humor Smile Student “Lens” Self-Evaluation Eye Contact / “Touch” “How is Everyone Today?” Enthusiasm Share Personhood / Open up to Class “Play Dumb” Comfort Level Personality Title or Name? Informal (but could be formal) Accessibility (email/cell) Training (formal & informal)

  22. “CLASS VARIABLES” Classroom Layout Student Composition Student Learning Styles Time of Day Equipment Needed/Available Food / Phone Subject Matter “Type” “Take a Walk” Course “Format” & Size

  23. “TOOLS” “Top Ten Lists” Toolbox Syllabus Mind Maps Scavenger Hunts “Does Anyone Know?” Study Guides Movie Night Speaker(s)/Panel Debates Field Trips Semester Q’s Experiential Exercise(s) #1 Learning Book/Article-of-the-Day Hold Class Somewhere Else Questions/Comments/Stories Mental Homework Internship/Service Learning

  24. WHAT MATTERS MOST TO STUDENTS? What attributes most strongly contribute to student learning? • Faculty attitude & behavior • Passion for Material • Approachability • Ability to Challenge • Sense of Humor Research • Physical classroom

  25. OVERVIEW • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned

  26. TOPICS I FOCUS ON? • SYLLABUS – structure & assignments • Any topic(s) not on syllabus? • Help students identify what they want to get out of the class • What do They Want out of Class? • Class session 1 = Time 1 • Different Intervals = Time 2, etc. Revaluate • Relate to Major • Relate to Real World 26

  27. OVERVIEW • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned

  28. CLASSROOM ACTIVITIES & EXERCISES • What are the barriers? • Class size • Limited class time • Subject matter • Increased prep time • Impact on teacher evaluation • University culture • Risk – each activity is unique 28

  29. CLASSROOM ACTIVITIES & EXERCISES • Defining risk? • Discomfort for teacher or student • Vulnerability for teacher or student • ? • ? • ? • ? • ? • ?

  30. RISK CONTINUUMS • Engagement strategies themselves exist on a risk continuum from… Low High Clickers Role playing Group activities Speakers Fieldtrips Students present work Blackboards Making eye contact Polling Humor One-minute papers Brainstorming Concept maps Providing study guides Technology?

  31. High Low RISK CONTINUUMS Activity #3 What Does Your Risk Continuum Look Like? • Order your engagement strategies on a risk continuum from low to high.

  32. RISK CONTINUUMS Teacher Student Have you thought about the risk involved for the students? • Where would your activities fall on the student’s risk continuum?

  33. DIFFERENT PERSPECTIVES?

  34. DIFFERENT PERSPECTIVES?

  35. DIFFERENT PERSPECTIVES Student Risk Continuum Low High Teacher Risk Continuum Paired-Samples t Test: Statistically Significant

  36. What Does Your Risk Continuum Look Like? Teacher Activity #4 Low High Thoughts triggered by activity? Student • Where would your activities fall on the student’s risk continuum?

  37. ENGAGEMENT RISK CONTINUUM 1. Book of the Day 2. Tool Box Low High 3. Top Ten Lists 4. Humor Activities & Exercises ranked at student level

  38. HUMOR—DID YOU EVER WONDER?

  39. ENGAGEMENT RISK CONTINUUM 1. Book of the Day 5. Mind Maps 2. Tool Box Low High 3. Top Ten Lists 4. Humor Activities & Exercises ranked at student level

  40. MIND MAP Policy/Law Reform Healthcare Road Structure Leisure Activities Older Workforce Impact of Aging Bloomers on Society? Housing Needs Caregiving Assisted Living Transportation Social Security Euthanasia Young & Old Competing for Resources Family Structure

  41. ENGAGEMENT RISK CONTINUUM 1. Book of the Day 5. Mind Maps 2. Tool Box 6. Mix it Up! Low High 3. Top Ten Lists 4. Humor Activities & Exercises ranked at student level

  42. MIX IT UP! lecture & discussion class exercise Class Time How Do You Spend Your Time? book of day speaker(s) “Trick students into learning without them knowing.”

  43. ENGAGEMENT RISK CONTINUUM 1. Book of the Day 5. Mind Maps 2. Tool Box 6. Mix it Up! Low High 3. Top Ten Lists 7. Media Clips, Video 4. Humor Activities & Exercises ranked at student level

  44. DEFINING ENGAGEMENT STRATEGIES Laura extract #1.mov

  45. ENGAGEMENT RISK CONTINUUM 1. Book of the Day 5. Mind Maps 2. Tool Box 6. Mix it Up! Low High 3. Top Ten Lists 8. Props 7. Media Clips, Video 4. Humor Activities & Exercises ranked at student level

  46. PROPS!

  47. ENGAGEMENT RISK CONTINUUM 1. Book of the Day 9. Student Goals 5. Mind Maps 2. Tool Box 10. Inside Out! 6. Mix it Up! Low High 3. Top Ten Lists 8. Props 7. Media Clips, Video 4. Humor Activities & Exercises ranked at student level

  48. INSIDE OUT! As Gubrium and Holstein (2000) point out in their analysis of social gerontology, the perspective that is often neglected is that of the“everyday life of older people.” –p.3 “It was the way she brought in real people to show us.”

  49. WHAT STUDENTS LIKED THE MOST? Rank each item in order of how engaged in the material each helped you be (14 strategies listed): • PowerPoint's 100% • Lectures 94.7% • Guest Speakers 92.1% “Guest speakers. They taught me that it is okay to get old and age.” “The guest speakers helped me to better understand what aging is like for a person experiencing it.”

  50. OVERVIEW • Introductions • Objectives • How I Teach About My Chosen Topic? • How I Develop My Course(s)? • Topics I Focus On • Classroom Exercises & Activities • Problems I Have Encountered • Engagement & iTV: Making the Transition • Assignments I Give • Lessons Learned

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