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Student Engagement Techniques

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Preface xi The Author xv Part One: A Conceptual Framework for Understanding Student Engagement 1 1 What Does Student Engagement Mean? 3 2 Engagement and Motivation 9 3 Engagement and Active Learning 16 4 Promoting Synergy Between Motivation and Active Learning 24 5 Additional Facets to Consider 39 6 From Theory to Practice: Teachers Talk About Student Engagement 45 Part Two: Tips and Strategies (T/S) 79 7 Tips and Strategies for Fostering Motivation 81 T/S 1 Expect engagement 81 T/S 2 Develop and display the qualities of engaging teachers 82 T/S 3 Use behaviorist-based strategies to reward learning rather than behaviour 82 T/S 4 Use praise and criticism effectively 83 T/S 5 Attend to students' basic needs so that they can focus on the higher-level needs required for learning 84 T/S 6 Promote student autonomy 85 T/S 7 Teach things worth learning 86 T/S 8 Integrate goals, activities, and assessment 87 T/S 9 Craft engaging learning tasks 89 T/S 10 Incorporate competition appropriately 89 T/S 11 Expect students to succeed 91 T/S 12 Help students expect to succeed 91 T/S 13 Try to rebuild the confidence of discouraged and disengaged students 92 8 Tips and Strategies for Promoting Active Learning 94 T/S 14 Be clear on your learning goals 94 T/S 15 Clarify your role 95 T/S 16 Orient students to their new roles 96 T/S 17 Help students develop learning strategies 98 T/S 18 Activate prior learning 98 T/S 19 Teach in ways that promote effective transfer 98 T/S 20 Teach for retention 100 T/S 21 Limit and chunk information 102 T/S 22 Provide opportunities for guided practice and rehearsal 102 T/S 23 Organize lectures in ways that promote active learning 103 T/S 24 Use reverse or inverted classroom organization 104 T/S 25 Use rubrics to give learners frequent and useful feedback 104 9 Tips and Strategies for Building Community 110 T/S 26 Move away from an authoritarian role 110 T/S 27 Promote class civility 111 T/S 28 Create a physical or online course environment that supports community 112 T/S 29 Reduce anonymity: Learn students' names and help students learn each other's names 112 T/S 30 Use icebreakers to warm up the class 115 T/S 31 Use technology to extend or reinforce community 120 T/S 32 Be consciously inclusive 121 T/S 33 Subdivide large classes into smaller groupings 122 T/S 34 Involve all students in discussion 122 T/S 35 Use group work effectively 124 T/S 36 Revisit icebreaker kinds of activities later in the term 125 T/S 37 Celebrate community 125 10 Tips and Strategies for Ensuring Students Are Appropriately Challenged 127 T/S 38 Assess students' starting points 127 T/S 39 Monitor class pacing 128 T/S 40 Help students learn to self-assess 129 T/S 41 Differentiate course elements to meet individual student needs 130 T/S 42 Use scaffolding to provide assistance for complex learning 133 11 Tips and Strategies to Promote Holistic Learning 135 T/S 43 Pick up the pace to hold attention 135 T/S 44 Offer options for non-linear learning 137 T/S 45 Use principles of universal design 137 T/S 46 Incorporate games 138 T/S 47 Teach so that students use multiple processing modes 138 T/S 48 Incorporate multiple domains when identifying learning goals 140 T/S 49 Include learning activities that involve physical movement 144 T/S 50 Consider creating a graphic syllabus 145 Part Three: Student Engagement Techniques (Sets) 149 Category I. Techniques to Engage Students In Learning Course-Related Knowledge and Skills 12 Knowledge, Skills, Recall, and Understanding 155 SET 1 Background Knowledge Probe 156 SET 2 Artifacts 161 SET 3 Focused Reading Notes 164 SET 4 Quotes 167 SET 5 Stations 170 SET 6 Team Jeopardy 174 SET 7 Seminar 181 13 Analysis and Critical Thinking 186 SET 8 Classify 187 SET 9 Frames 191 SET 10 Believing and Doubting 195 SET 11 Academic Controversy 199 SET 12 Split-Room Debate 202 SET 13 Analytic Teams 207 SET 14 Book Club 212 SET 15 Small Group Tutorials 215 14 Synthesis and Creative Thinking 218 SET 16 Team Concept Maps 219 SET 17 Variations 226 SET 18 Letters 229 SET 19 Role Play 232 SET 20 Poster Sessions 238 SET 21 Class Book 243 SET 22 WebQuests 246 15 Problem Solving 251 SET 23 What's the Problem? 252 SET 24 Think Again! 256 SET 25 Think-Aloud-Pair-Problem Solving (TAPPS) 259 SET 26 Proclamations 264 SET 27 Send-a-Problem 267 SET 28 Case Studies 272 16 Application and Performance 275 SET 29 Contemporary Issues Journal 276 SET 30 Hearing the Subject 280 SET 31 Directed Paraphrase 285 SET 32 Insights-Resources-Application (IRAs) 287 SET 33 Jigsaw 289 SET 34 Field Trips 296 Category II. Techniques for Developing Learner Attitudes, Values, and Self-Awareness 17 Attitudes and Values 300 SET 35 Autobiographical Reflections 301 SET 36 Dyadic Interviews 305 SET 37 Circular Response 310 SET 38 Ethical Dilemmas 313 SET 39 Connected Communities 317 SET 40 Stand Where You Stand 321 18 Self-Awareness as Learners 323 SET 41 Learning Logs 324 SET 42 Critical Incident Questionnaire (CIQ) 328 SET 43 Go for the Goal 332 SET 44 Post-test Analysis 336 19 Learning and Study Skills 340 SET 45 In-class Portfolio 341 SET 46 Resource Scavenger Hunt 345 SET 47 Formative Quiz 347 SET 48 Crib Cards 351 SET 49 Student-generated Rubrics 354 SET 50 Triad Listening 357 Appendix A: Key to Courses and Professors in SET Examples 363 Appendix B: NSSE/SET Crosswalk Tables 371 References 379 Index 391

About the Author

Elizabeth F. Barkley is professor of music at Foothill College in Los Altos, California. She is anationally known scholar, educator, and consultant and has been the recipient of several honors,including being named California's Higher Education Professor of the Year by The Carnegie Foundationfor the Advancement of Teaching. She is coauthor of Collaborative Learning Techniques from Jossey-Bass.


?The conclusion is easy: if you?re going to be teaching on the moon and have only one suitcase for resources, this is the book on motivation and active learning that you?ll want to pack. I know it?s the one I?d be taking with me? probably as a carry-on so I have something good to read on the way.? ?The Teaching Professor, December 2009 ?The book is full of practical advice and ideas for teachers who are striving to increase student engagement and learning supported by research. It is well organized and accessible. Student Engagement Techniques is an important and useful guide for any teacher interested in improving student learning.? ?Gayle Venegas, Math Teacher, San Jacinto USD (Icezablog.com) ?This handbook will be useful to educators with any level of experience in the classroom. It can provide guidance to new faculty and ways to refresh a stale course for faculty who want to update or enhance their classroom experiences. While some of the SETS are common sense?and you may be using them already?the help comes from the details about how to use the SETS more effectively and how to extend or vary different activities. Even if you do not have the time to appreciate the theory presented in the first sections of the book, the SET examples alone make this book valuable for novice and experienced educators alike.? ?Laura L. Carruth, Neuroscience Institute, Georgia State University, for CBE?Life Sciences Education, Vol. 11, 135?136, Summer 2012

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