1 / 23

Active Engagement In Lecture

Active Engagement In Lecture. Person A states his/her understanding of what has been said, then elaborates. Person B agrees or disagrees with the interpretation, or adds to the interpretation, then gives an example of it, relating the idea to something in life.

xanti
Download Presentation

Active Engagement In Lecture

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Active Engagement In Lecture Person A states his/her understanding of what has been said, then elaborates. Person B agrees or disagrees with the interpretation, or adds to the interpretation, then gives an example of it, relating the idea to something in life.

  2. Active Engagement In Lecture (cont.) • Person B states his/her understanding of what has been said, then elaborates. • Person A agrees or disagrees with the interpretation, or adds to the interpretation, then gives an example of it, relating the idea to something in life.

  3. Critical Reading • Person B reads aloud one sentence, then states in his/her own words what has been read. In other words, person B interprets the sentence. • Person A then either agrees with the interpretation or offers a different interpretation, adds to the interpretation, etc. • Participants should not in any way critique what they are reading, merely interpret. • Person B then reads the second sentence, and the same process occurs. • Person A then takes the next two sentences, one sentence at a time, reading, interpreting, getting feedback from person B, using the same method. • Participants take turns reading and interpreting using this method, each person reading and interpreting two sentences, then switching roles, until the entire page is read.

  4. Follow up activity • Close mini-guides, and individually complete the following statements (in writing): • The main ideas on page 1 of this mini-guide are… • In other words… • To give an example

  5. Intro to Elements and Standards • Get into pairs. Concepts and Tools miniguide. • Person A studies pp. 2-4. • Person B studies pp. 7-9. • Study your pages for 7 minutes in order to teach the content on the pages to your partners. • When you begin to teach, you will be able to use any notes you have written, but not the guide itself (in other words, you cannot read from the guide).

  6. Elements of Reasoning • Pairs. Persons A, B. Person A will study pp. 2-3. Person B, pp. 4-5. • Study for approx. 5 minutes in order to teach your pages to one another. • When teaching, notes can be used to teach, but not the guide (unless you want to point out a diagram).

  7. Teaching Elements • Join groups together to form groups of 4. Persons A, B, C, D. The goal in this activity is for you to learn the elements of reasoning more deeply. You will study, in order to teach, the following pages (Analytic Guide): • Person A will focus on Purpose, (pp. 10, 37), and Assumptions (pp. 14, 41) • Person B will focus on Question, (pp. 11, 38), and Concepts, (pp. 15, 42) • Person C will focus on Information (pp. 12, 39), and Point of View, (pp. 16, 43) • Person D will focus on Inference, (pp. 13, 40), and Implications, (pp. 17, 44)

  8. You will have 12 minutes to study all pages in order to teach your concepts to your group. After six minutes, I will signal you to move to your second concept in preparing, if you haven’t already.

  9. Check for Understanding In the next phase of this activity, before you begin to teach, you will join together with the people who studied the same concepts you studied. This is an important part of the study process. It will help correct for mistakes in understanding as well as deepen your understanding of the concepts you will be teaching. Persons A join together in one group, Persons B, Persons C, and Persons D in other groups. If you have more than 5 people per group, split into additional groups, so you may have several “Person A” groups, etc.

  10. Teach to Your group • Now participants go back to your original groups of 4 for the teaching process. • Each person will have 3 minutes to teach each of your elements to their group.   • If you run out of things to say in your 3 minutes, see if you can answer any questions from your group. Person A will begin with Purpose. At the end of 3 minutes, you will hear the tone. Stop immediately, even if in mid- sentence, and Person B then teaches Question for three minutes. Keep going around the table in this way moving through all of the eight elements in this order. Move to the next person, and therefore the next concept every time you hear the tone.

  11. Teach in this order: • Purpose • Questions • Information • Inference • Assumptions • Concepts • Point of View • Implications

  12. Analyzing the Logic of a Problem Analyze the logic of a problem in your life or in your discipline by using the template and referring to the example on pp. 22-23 of the Analytic Thinking Guide.

  13. Analyzing the Logic of An Article • Using the template on pp. 24-25 of the Analytic Guide, work through the logic of the brief article on p. 26 – then compare your answers to those on p. 27. Cover up p. 27 while writing out the logic of the article so you won’t be tempted to look at our sample.

  14. I teach _____________. Therefore I teach my students to think like a _______________. (I teach botany. Therefore I teach my students to think like a botanist.) (I teach nursing. Therefore I teach my students to think like a good nurse).

  15. Figure Out the Logic of a Subject or Discipline • Write out the logic of one subject you teach using the questions on p. 30 of the Analytic Guide (the top half of the page). First review the sample logics on pp. 31-36.

  16. Inferences and Assumptions • In pairs, read pp. 45-46 in the Analytic Guide, and come up with examples of your own to show that you understand the difference between inferences and assumptions.

  17. Think for Yourself (10-3): The Concept of Education • As educators, it is important that we distinguish between a few important related, but different, concepts. It is important that we clearly distinguish between education, indoctrination, socialization, and training. These concepts are often confused. Using a good dictionary as your reference, complete the following statements (you may want to look these words up in more than one dictionary for a more comprehensive understanding of these terms).

  18. Referring to a good dictionary, complete these statements: • 1)according to the dictionary, the meaning of the word indoctrination that contrasts with the meaning of education is… • 2)according to the dictionary, the meaning of the word socialization, that contrasts with the meaning of education is… • 3) according to the dictionary, the meaning of the word training, that contrasts with the meaning of education is… • 4) according to the dictionary, the most fundamental meaning of the word education that contrasts with the meaning of indoctrination is… The main difference between these four concepts, therefore, is…

  19. Complete these statements: • 1) The meaning of the word indoctrination that contrasts with the meaning of education is… • 2)  The meaning of the word socialization, that contrasts with the meaning of education is… • 3) The meaning of the word training, that contrasts with the meaning of education is… • 4) The most fundamental meaning of the word education that contrasts with the meaning of indoctrination is… The main difference between these four concepts, therefore, is…

More Related