Panelist Doug Christiansen noted that some students approach their admissions essays algorithmically, trying to follow some kind of a pattern likely to get them into Vanderbilt. Other phrases used in reference to deep learning included conceptual learning, writing skills, intellectual curiosity, and critical thinking. In other disciplines, critical thinking implies the ability to construct an argument for a position. A theme in responses to this question was the complicated subject of student motivation. Panelist Susan Kevra described an assignment in which students were asked to design a fund-raising campaign for a good cause of their choice.
21 Study Tips for Online Classes Success
The assignment was connected to the study of a French writer who conducted similar campaigns. By surfacing student interests through this assignment before studying the writer, she helped motivate her students to see more value in studying the writer. Other aspects of student motivation raised during the discussion included the role of challenge assignments that are not too hard nor too easy are often more motivating , choice giving students some level of choice in topics, assignment types, grading schemes, and so on, is often more motivating , and, of course, the role of grades.
The following questions were raised in various ways during the discussion. They highlight what appear to be key challenges in helping students make the cognitive adjustment from learning in high school to learning in college. They need explicit instruction in thinking critically. Help students understand what is expected of them via description, examples, and feedback on student work.
Help students understand and practice approaches to learning in and out of the classroom—listening for key ideas in a lecture, learning from a discussion, reading for comprehension, preparing for exams—that will help them make the transition to the kinds of thinking expected of them as college students. Provide opportunities, structure, and guidance for discussing these reactions, explain why you ask students to do what you ask of them, and offer feedback that is not only critical, but also supportive and encouraging.
Teach to a Variety of Learning Styles — We often teach as we were taught, but we were rather exceptional compared to our student peers—we went on to graduate school in our chosen disciplines.
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Be sensitive to the variety of ways that students excel at learning and include a variety of types of learning experiences in your courses to reach the broadest group of students as you can. The Myth of First-Year Enlightenment? This was the description of the workshop: The popular vision of the first year experience is one of personal, ethical, and intellectual awakening. Others pointed to the importance of first-year students seeing personally relevant engagement modeled by older students in the Commons and elsewhere.
There is a difference between first-semester freshmen and second-semester freshmen relevant to this discussion. First-semester freshmen do tend to focus on daily life management out of necessity as they adapt to a new environment. Second-semester freshmen, having largely adapted, are more able to focus their attention on self-questioning. Several participants pointed to this as a reason to provide students with opportunities for such experiences frequently through their first years, even as early as their second week on campus.
1. Set a Major Goal
Some students arrive on campus ready for these experiences. Encouraging first-years to engage in personally relevant ways with their education can be difficult in the classroom. Some students are hesitant to express their personal interest in course discussions in front of their peers; others are too focused on grades and other external rewards to engage in personally meaningful ways. These issues are exacerbated by large first-year classes. Unfortunately, few ideas were suggested for classroom instructors interested in overcoming these roadblocks to engagement.
If memorization is shallow learning, then what does deep learning look like in various teaching contexts? What are some ways to better communicate our expectations for learning to our students? Also, students doing very poorly on this quiz are given an early warning that they will likely encounter further difficulties in the course without some kind of remediation.
From panelist Susan Kevra: Have students submit the notes they take during a class session once , perhaps soon after the first exam. Evaluate the student notes and return them to the students in the next class session. Have a conversation about good note-taking featuring an example or two of good note-taking.
This provides you an opportunity to make more explicit what kinds of things students should be taking away from your lectures, gives students models for note-taking processes that will help them, and provides you with some feedback on the clarity of your lectures. What role does student motivation play in encouraging deep learning?
Easy to read, manageable short chapters with instantly applicable ideas. I read this for developing a future online course and ended up using many of the strategies right away for the course I was teaching this summer. Highly recommend! Feb 21, Aaron rated it it was amazing.
Practical and helpful This short, practical book is a helpful resource written for online instructors by an online instructor. Plenty of real world examples and applications. Jun 05, ASaint rated it it was amazing.
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Mar 11, Pam rated it it was amazing. Not a lot of theories, just plain practical advice. Excellent reading. Jul 07, Heather rated it it was amazing. So incredibly reader-friendly! Not only did I pull many useful strategies for teaching my first online course, but I also found many great suggestions I can use in my face-to-face classroom to make better use of the technology I've been trying to incorporate effectively and efficiently for the past few years.
Another bonus: the additional resources that are provided at the end of each chapter. This book inspired me to stop and work on my course as I read - a testament to its practicality. I've been an online teacher for over 6 years now, so there wasn't a ton of "groundbreaking" info here, in my opinion. However, I could pull out a few useful tips, and I think newcomers to the profession would be helped by the practical advice given in such a succinct format.
Great online resources as well. Dec 10, Carisa Ash rated it it was amazing Shelves: higher-education.
- La Folie Estelle (Editions 1 - Littérature française et étrangère) (French Edition).
- Excellent Online Teaching: Effective Strategies for a Successful Semester Online;
- Benefits and Challenges of Online Instruction | MGH Institute of Health Professions.
- The Homefront Murders (The Sheriff Charles Matthews Mysteries Book 5);
Insightful Ideas, Easy to Read A great book for new teachers as well as teachers who want to improve their online courses. Many of Johnson's tips simply require rethinking effective teaching for a different concept. The book is easy to read and the tips are easy to apply. This book offered very practical techniques for increasing student learning, engagement and ultimately retention in online courses. Definitely worth returning to.
Remedial at best. Janet rated it really liked it Feb 14, Sherry Collins clark rated it liked it Jul 31, Ben Holloway rated it liked it Jan 06, Jeffrey Czarnec rated it really liked it Feb 21, Jane Kass-Wolff rated it really liked it Apr 30, Andrew Levkoff rated it it was ok Jun 06, Cheriecrosby rated it it was amazing Dec 06, Jacob Park rated it did not like it Mar 28, Lecia Sims rated it liked it May 17, Jason Rumbough rated it liked it Oct 08, Kate Miller rated it really liked it Feb 22, Niki rated it it was amazing Jul 01, Susan M rated it it was amazing Jun 07, David Lyons rated it liked it Feb 09, Kathy Clesson rated it really liked it Jul 19, Amanda rated it it was ok May 15, Bob rated it really liked it Mar 27, Amanda rated it it was ok Apr 29, Owsley rated it liked it Feb 08,
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