Maximizing “Down Time”: Innovative Strategies to Build Student Engagement before the Start of Class
- 1. Maximizing Downtime TILC 2017 Lindy Scripps-Hoekstra Grand Valley State University Strategies to build student engagement before class As we wait to get started, please complete the activity on your sheet
- 2. What did we do?
- 3. Objectives... describe the pedagogical purpose of pre-class engagement identify three types of engagement strategies
- 4. Pedagogical Purpose efficacy of teaching with few transitional slow-downs (Kounin, 1970) simple, effective warm-ups (Jones, 2000) deterrent to disruptive behavior K- 12
- 5. Pedagogical Purpose supports a constructivist approach (Slater, 2006) establishes a tone for the room expands instructional time University
- 6. PRE-CLASS ENGAGEMENT strategies ACTIVATE PRIOR KNOWLEDGE FACILITATE SELF- ASSESSMENT BUILD RAPPORT
- 7. Activate Prior Knowledge What? Triggering retrieval from long-term memory How? Analogous universal experience
- 8. Activate Prior Knowledge What?Examples: The Little Mermaid Crime scene investigation Dating and databases Where do you look for info? Spot the difference puzzle
- 9. let's give it a try!
- 10. can you spot the differences?
- 11. Facilitate Self-Assessment What? Students demonstrate what they already know How? Methods that incorporate creativity & competition
- 12. Facilitate Self-Assessment What?Examples: Socrative Space Race Definition Challenge Gist Wordsplash Acrostic Puzzle Haiku
- 14. Acrostic Puzzle
- 15. let's give it a try! define plagiarism: splasho.com/upgoer5
- 16. Build Rapport What? Establishing connections to increase trust & communication How? Generating a tone of approachability by treating students with respect
- 17. Build Rapport What?Examples: Greet each student Name cards "Who am I?"
- 20. sources Farrell, R. (2015). Crime scene investigation as an analogy for scholarly inquiry. In P. Bravender, H. McClure, & G. Schaub (Eds.), Teaching information literacy threshold concepts: Lesson plans for librarians (43-47). Chicago, IL: Association of College and Research Libraries Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson. Thousand Oaks, CA: Corwin Press. Jones, F. H., Jones, P., & Jones, J. L. T. (2000). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA: F.H. Jones & Associates. McAdoo, M. L. (2012). Fundamentals of library instruction. Chicago, IL: American Library Association. Pena, G. P., & de Souza Andrade-Filho, S. A. (2010). Analogies in medicine: Valuable for learning, reasoning, remembering and naming. Advances in Health Sciences Education, 15(4), 609-619. Slater, T. F., & Blanton, P. (2006). The First Three Minutes…of Class. Physics Teacher, 44(7), 477-478. Stahura, D. (2014). Information intimacy: Getting our students to commit. College and Research Libraries News, 75(9), 486-489. Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success. Science and Children, 49(10), 60-64.