I usually use small groups in class with activities. They have some individual activities and then some group activities. For both of them get credit. Students notice that working with peers really helps them to understand better the material and as a bonus they get a better grade. For written assignments students get to choose their own topic about a recent science news. They discuss and elaborate based on additional scientific research. They are allowed to work in groups and I have noticed that at the beginning they want to work by themselves but after having the small class groups, they get to know each other and find out that it is worth working in groups and they create those groups and work together (for the paper I allow groups of 2).
I think being very available/approachable as an instructor is important... even though we would try and train the students to be self-sufficient in their learning as much as possible, when they are starting out with the student-centered learning things I think they need to know that you are there as a support to help them if needed... then they may be more willing to go out on a limb and try new things...
In my graphics application course I started requiring the students to decide what they will do for the last 20% of weekly assignments. The only constraint is that it must relate to that weeks topic and they must describe what they did and why it should be counted. This prepares them for the final exam which they create, get approved by me and then complete according to their own specifications.
I introduced my students to some new technology this semester and I knew I would get some moans and groans out of them. So I started by letting them all know that I was going to teach them something new and they would be unfamiliar with it which generally causes some anxiety and/or uncomfortable feelings. I also let them know that I would guide them through the process and told them that once they understood the technology they would realize that this actually makes things easier on them.
So I guess my point here is that when we do introduce something new I believe we should be giving them thorough explanations as to why and let them know how it will benefit them. We also need to have patience as well as for some technology is a demon they don't want to deal with.
I am very happy to report that as I started showing my students what I wanted them to do and guided them trough the process they have seemed really excited and have embraced this new technology.
-- Olga's comments about making use of small groups does go a long way toward helping reduce resistance, although you do need to work to get students to overcome their resistance to working in groups! :) It helps to create "learning communities" among the students and means that when they come to class, they feel a part of the social interaction and networking going on. -- Similarly, Dena's comments are right on the mark. It is critically important that we prepare students for learning; we need to explain to them the rationale behind the methods we are using. It is a common faculty misconception that if we "demonstrate" something on the board, in a classroom demonstration, etc. to students, that they will transfer that experience to their own lives and apply it. However, the data does not support that assumption. Students may be impressed by what YOU can do, but it doesn't mean they believe THEY can, or ought to, follow your example. -- This means that we need to create the time to explain why writing is important, or what critical thinking skills actually are (Bloom's Taxonomy works well for this -- we need to share and explain it more to students), how to make groups work effectively and why they benefit learning, etc. I have found that doing this really makes a significant difference in the level of student resistance in my classes.
Associate Professor of Education at Utah Valley University specializing in brain-based teaching, learner-centered teaching, and technology integration.
6 comments:
I usually use small groups in class with activities. They have some individual activities and then some group activities. For both of them get credit. Students notice that working with peers really helps them to understand better the material and as a bonus they get a better grade.
For written assignments students get to choose their own topic about a recent science news. They discuss and elaborate based on additional scientific research. They are allowed to work in groups and I have noticed that at the beginning they want to work by themselves but after having the small class groups, they get to know each other and find out that it is worth working in groups and they create those groups and work together (for the paper I allow groups of 2).
I think being very available/approachable as an instructor is important... even though we would try and train the students to be self-sufficient in their learning as much as possible, when they are starting out with the student-centered learning things I think they need to know that you are there as a support to help them if needed... then they may be more willing to go out on a limb and try new things...
Can you post links to soft-copies of those assessments that were handed out today?
Thanks
In my graphics application course I started requiring the students to decide what they will do for the last 20% of weekly assignments. The only constraint is that it must relate to that weeks topic and they must describe what they did and why it should be counted.
This prepares them for the final exam which they create, get approved by me and then complete according to their own specifications.
I introduced my students to some new technology this semester and I knew I would get some moans and groans out of them. So I started by letting them all know that I was going to teach them something new and they would be unfamiliar with it which generally causes some anxiety and/or uncomfortable feelings. I also let them know that I would guide them through the process and told them that once they understood the technology they would realize that this actually makes things easier on them.
So I guess my point here is that when we do introduce something new I believe we should be giving them thorough explanations as to why and let them know how it will benefit them. We also need to have patience as well as for some technology is a demon they don't want to deal with.
I am very happy to report that as I started showing my students what I wanted them to do and guided them trough the process they have seemed really excited and have embraced this new technology.
-- Olga's comments about making use of small groups does go a long way toward helping reduce resistance, although you do need to work to get students to overcome their resistance to working in groups! :) It helps to create "learning communities" among the students and means that when they come to class, they feel a part of the social interaction and networking going on.
-- Similarly, Dena's comments are right on the mark. It is critically important that we prepare students for learning; we need to explain to them the rationale behind the methods we are using. It is a common faculty misconception that if we "demonstrate" something on the board, in a classroom demonstration, etc. to students, that they will transfer that experience to their own lives and apply it. However, the data does not support that assumption. Students may be impressed by what YOU can do, but it doesn't mean they believe THEY can, or ought to, follow your example.
-- This means that we need to create the time to explain why writing is important, or what critical thinking skills actually are (Bloom's Taxonomy works well for this -- we need to share and explain it more to students), how to make groups work effectively and why they benefit learning, etc. I have found that doing this really makes a significant difference in the level of student resistance in my classes.
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