class participation July 13

Class Participation: What Behaviors Count?

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What counts for participation isn’t always addressed when we talk with students about the importance of participation. It’s easy to assume that everybody knows what’s involved—but is that a safe assumption?

When considering what qualifies as participation, some behaviors come to mind quickly—asking questions, answering questions, and making comments. But are those the only options? Maybe interaction in our courses would improve if we broadened the definition and considered some alternatives.

The behaviors that most often count as participation relate to verbal communication—what students say. And we all know that some students, close to 50% according to most studies, are very reluctant to say anything. With broader, more inclusive definitions, we might make it easier for shy, fearful, and reticent students to learn how to answer confidently when they are called on and how to speak up in a discussion when they have something of value to contribute.

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male professor calling on student March 13

Participation Points: Making Student Engagement Visible

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As I contemplate my syllabi for a new semester, I possess renewed hope for students eager to discuss anything at 8 a.m., yet I have taught long enough to know that I will simply appreciate clean clothes and brushed teeth. As reality sets in, I add to my grading criteria an element that I hope will encourage engagement from even the most timid learners.


in class group work March 2, 2016

Clear Criteria: A Good Way to Improve Participation

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I continue to be impressed by the need for teachers to clarify common aspects of instruction instead of assuming that students’ understanding of what they entail are the same as ours. Participation is a good example. How often is it defined in the course syllabus? How often is it characterized beyond the basics when it’s discussed at the beginning of the course or at different times throughout the semester? We do probably agree on the essentials—questions, answers, and comments—but much more than that is needed if classroom interaction is to realize its potential as a student engagement strategy. Here’s an example of the degree of clarification I think we should be after:


August 18, 2014

Using “Mulligans” to Enhance Student Participation and Reduce Test Anxiety

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When I speak with other professors who work extensively in the classroom, we often find that we share many of the same challenges. Students’ lack of classroom participation in discussion and test anxiety are two of the most common. Many professors try to mitigate these issues through two time-honored pedagogical tactics: a participation grade and extra credit questions on tests. While both tactics can be effective, by applying concepts from gamification research I found a way to both enhance classroom participation and reduce test anxiety with one simple technique.



March 4, 2014

Discussion Made a Difference in Student Learning

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The evidence that students benefit when they talk about course content keeps mounting. In the study highlighted below, students in two sections of an introductory zoology course were learning about the physiological mechanisms of RU-486 and about emergency contraception medication. They learned about the topic in three 50-minute lecture periods. Students in both sections were given supplementary reading that reinforced the content, and they were encouraged to ask questions and discuss the content during lab. In addition, students in the experimental bioethics section read and discussed essays that addressed the social, ethical, and legal issues associated with use of emergency contraception. Students in the experimental section then discussed these readings. They managed the discussion, asking questions and raising the issues they wanted to talk about. The instructor intervened only when there was confusion about the content or when prompting and follow-up were needed to advance the discussion.



October 30, 2013

You Got Students Talking about Their Experiences, Now What?

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“Get students talking about their experiences!” I heard this recommendation in a couple of sessions at the recent Teaching Professor Technology Conference, and the admonition does rest on sound premises. Students learn new material by connecting it to what they already know. If a teacher gets a sense of that knowledge base (which often grows out of and rests on experience) it’s a lot easier to make good connections between what students know and what they need to learn.