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cjbonk@indiana.edu
Expectations List
For Instructors:
Get to know students better
More reflection on teaching
More confidence
Test Question #1
When will active learning meet
active teaching?
Traditional
Teachers
Anyone? Anyone?
Student Engagement
Evidence of
Student Engagement
(Kuh, 2003)
To what extent are students engaged
in effective educational practices?
How can we obtain and best use such
information?
National Survey of
Student Engagement
(pronounced nessie)
Community College
Survey of Student
Engagement
(pronounced sessie)
Benchmarks of Effective
Educational Practice
(Kuh, in press)
(Kuh, 2003)
Sample of 10 questions:
Number of assigned textbooks, books, or
book-length packs of course readings
Number of written papers or reports of 20
pages or more
Coursework emphasizes: Analyzing the basic
elements of an idea, experience or theory
Coursework emphasizes: Synthesizing and
organizing ideas, information, or experiences
Coursework emphasizes: Making judgments
about the value of information, arguments, or
methods
(Kuh, 2003)
Students learn more when they are
intensely involved in their education and
are asked to think about and apply what
they are learning in different settings.
Collaborating with others in solving
problems or mastering difficult material
prepares students to deal with the messy,
unscripted problems they will encounter
daily during and after college.
(Kuh, 2003)
7 questions:
Asked questions in class or contributed to class
discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare
class assignments
Tutored or taught other students
Participated in a community-based project as part of
a regular course
Discussed ideas from your reading or classes with
others outside of class (students, family members,
co-workers, etc.)
Student-Faculty Interaction
Elon University added an extra
hour of class meeting time for
experiential learning. This allows
students and faculty to dig
deeper and promotes more
frequent student-faculty contact.
Learning Metaphors
Teacher or text-centered to Student or thinking
skill-centered to Student generated or problemcentered
Transmission to Construction or Design to
Discovery or Transformation
Boring to Active to Love of Learning
Sponge to Growing Tree to Pilgrim on a
Journey
Smart Schools
(Perkins, 1992)
Causes of educational shortfall
Educational Goals
Retention, understanding, and active use of knowledge
Consultative Teachers
Resources in a Learning
Environment:
Teachers
Peers
Curriculum/Textbooks
Technology/Tools
Experts/Community
Assessment/Testing
Self Reflection
Parents
Sociocultural Ideas
Constructivism--concerned with
Online Learning
Boring?
From Forrester, Michelle Delio (2000),
Wired News. (Interviewed 40 training
managers and knowledge officers)
1. Motivational Techniques
ActivitiesMotivational Ice
Breakers
1. Expectations (flip chart)
2. Self-Disclosures
3. Talking String
4. Visuals
5. Index Card
6. Treasure Hunt
7. Accomplishment Hunt
8. Psychic Massage
9. Have You Ever Been?
10. CR, CT, CL Web
2. Self-Disclosure Introductions...
Round II. Self-disclosure introductions...
a. Treasured Objects--Take out two items
out of your wallet and describe how
they best represent you (e.g., family
pictures, credit cards, rabbits' feet)
and share.
b. Describe themselves (e.g., "I am a
tightwad," "I am superstitious")
c. State name with an adjective starting
with 1st letter of 1st name (e.g.,
Marvelous Mary.
2. Self-Disclosure Introductions...
Round II. Self-disclosure introductions...
d. Now intro self & also by a nickname
current, past, or potential nickname.
e. Brainstorm a list of questions you
would like to ask the others...(e.g., My
person I most admire is? The best
book I ever read?)
F. Middle name game (state what middle
name is and how you got it).
3. Expectations Charts
What do you expect from this workshop,
what are your goals, what could you
contribute?
a. Write short and long terms goals down
on goal cards that can be referenced later
on.
b. Write 4-5 expectations for this
workshop/retreat
c. Expectations Flip Chart: share of 1-2 of
these...
4. Treasure Hunts
After completing card with
interests, where born, would
like to live, strengths, job role,
hobbies, etc. and find a match
(find one thing in common and
one thing different with
everyone)
5. Accomplishment Hunt
a. Turn in 2-3 accomplishments
(e.g., past summer, during college,
during life);
b. Workshop leader lists 1-2 of
those for each student on a sheet
without names.
c. Participants have to ask "Is this
you?" If yes, get a signature.
7. Team Brainteasers
IQ tests
Scrambled cities
Crossword puzzles
Competitions
Dilemmas or Situations
Unscrambled sayings.
16. Communication/Learning
Visuals
Draw one or more of the following:
Gun,
cannon,
noose,
high fives,
thumbs up,
watch,
toilet,
smiley face,
etc.
The 3 Cs:
1. Critical
2. Creative
3. Cooperative
Creative
Critical
Cooperative
Pedagogical Strategies:
A. Creative Thinking
1. Brainstorm, Reverse BS: Top Ten Lists
2. Simulations, Creativity License Cards, Six Hats
3. Wet Inking, Freewriting, or Diaries
4. Role Plays & Assigning Thinking Roles
5. Forced Wrap Arounds
6. Semantic Webbing or Mapping
7. Idea-Spurring Questions, Think Sheets
8. Metaphors, What Ifs, Analogies
9. Checkerboarding, Attribute Listing
10. Exploration and Web Link Suggestions
ActivitiesCreativity Tasks
1. Metaphorical Thinking
2. New Perspectives
3. Webbing
4. Just Suppose
5. Creativity Awareness
6. Creative Dramatics
7. Creative Writing and Story Telling
8. Wet Ink or Freewriting
9. Brainstorming
10. Reverse Brainstorming
1. Metaphorical thinking
how is my school like:
a prison, a beehive, an
orchestra, ghetto,
expedition, garden, family, herd,
artist's palette,
machine, military camp, Olympic
games, hospital, theater, etc.
1. Metaphorical thinking,
Analogies,
1. Creativity is like ____.
2. Being Creative is like ____.
3. Creativity is to ___ as...
1. Synectics
Combining 2 dissimilar ideas. The
joining together of unrelated
elements (William J. J. Gordon).
One brings strange concepts into
familiar areas.
Putting yourself in a situation.
Thinking of how others might solve
the problem.
3. Webbing
Directions: write the topic in the
center and link closely related
ideas or questions in the first
ring of ideas. As new ideas are
suggested, they are connected
by a line to the related item or
items.
3. Webbing
Webbing can be used to determine:
(1) all the possible directions and activities a
student or class can explore as a result of
interest in a specific topic or subject
(2) all that is presently known, and
(3) knowledge interrelationships.
This technique expands awareness for
relating, integrating, and organizing
brainstormed ideas.
3. Webbing
a. Part I: What is creativity,
critical thinking, cooperative
learning?
b. Part II: What is active
learning (i.e., students:)
(discover, drawn upon, break
free from, use, take
ownership, talk, write, relate)
5. Creativity Awareness:
Creativity Scales
Self-awareness of creative
traits is important in
promoting creativity.
Rate yourself for creativity.
What is creativity here? How
did you do?
5. Creativity Awareness:
Creativity Models
von Oech's
Explorer
Artist
Judge
Warrior
6. Creative Dramatics
Biggest/smallest thing; Holding up the roof;
Favorite animal; Mirror effect; Imagine
taste/smell...
More Creative Dramatics (Davis book)
Imagine taste/smell... Ice Cubes, Puppets,
Mirror effect, Ridiculous Poses, Favorite
animal, People Machines, Invisible Balls.
Imagine hear, touch, smell, tastes,
stiffest/most rubbery, Angriest/happiest.
Object Obituary:
Write a fictional obituary for some object that you own or
were close to.
9. Brainstorming
Generating ideas to solve a particular
problem, issue, situation, or concern.
Here more is better and the wilder the
better. The hitchhiking or piggybacking
as well as combination of ideas is
encouraged. However, there is no
evaluation of ideas allowed.
For example, How can we increase the
use of active learning ideas in college
settings?
Pose
futuristic
problem.
Have students solve in
teams.
Present to class.