Since about 2000 I have been associated with the global organization Students in Free Enterprise (SIFE) that promotes student engagement in the communities for the betterment of our lives. SIFE is appealing because it invites teams to come, first, to their regional competitions, where each team in about 25 minutes has to impress judges (usually sponsoring firms’ upper-level management) with the team’s projects, but also with the quality of vocal and visual presentations.
Effective Teaching Strategies
Do you sometimes (maybe regularly) get papers from students filled with spelling, punctuation, proofreading, and other more serious grammatical problems? Yours is not an English class and you have other content to teach, making it difficult to address these writing problems. And yet leaving them unaddressed puts students in jeopardy. They may not believe us, but the fact is we still live in a culture that “sorts out” people based on their use of language and a student who can’t put together an error-free résumé or cover letter isn’t likely to get many interviews or good jobs.
With the number of non-traditional students growing, many educators have discovered that adult learners are fundamentally different than their younger counterparts in many ways. Yet, most instructors have been left to their own devices to figure out how best to reach these students who come to class with an entirely different set of challenges, demands and expectations, and generally at a much different level of maturity.
The typical college student dreads hearing, “Let’s review the chapters you read for homework.” What generally ensues is a question and answer drill in which students are peppered with questions designed to make clear who has and hasn’t done the reading. In reality, these exchanges do little to encourage deep thought or understanding of the assigned reading. They produce awkward silences during which students squirm in their seats, hoping to become invisible. Other times students decline to answer for fear of giving the wrong answer. Almost all the time a negative tone permeates the classroom during this review. I decided to restructure the way that I approached reviews of reading assignments, and found that by doing things differently, I could change both the tone and outcomes of the review activity. I’d like to share some of the ideas and techniques that I have found useful:
The Writing Process: Step-by-Step Approach Curbs Plagiarism, Helps Students Build Confidence in Their Writing Ability
I’ve long been an advocate of student-centered learning and approaching material from a variety of perspectives. We hear so many buzzwords describing the ways we should teach or the ways our students learn, and we deal increasingly with issues of plagiarism and academic dishonesty. In a classroom of adult learners who frequently view themselves as consumers, we balance the need to meet their demands with the need for them to meet ours. Getting back to the basics can intrinsically incorporate kinesthetic, collaborative learning and nearly eliminate plagiarism while promoting critical thinking.
For many college instructors, getting students to read their textbooks is a continuous struggle. Not only are students unmotivated to read, but even when students do read they often lack the necessary skills to fully comprehend the material. As a result, instructors may subtly or unwittingly communicate that reading the textbook is not necessary in order to pass a course. This communication can take the form of providing students with elaborate study guides or notes that summarize the reading or include all the answers to upcoming tests or quizzes.
Do you find that students often struggle to put together effective oral presentations? To help students, try this activity as a way to provide feedback before the big speaking day. The four-corners activity can foster confidence in students while informing them about effective non-verbal/verbal delivery, audience needs, and how to craft effective speaking notes.
The challenge of engaging students in a large, introductory political science course, motivated Christopher Soper [article referenced below] to start exploring whether music might help him better connect students and course content. He now opens every class session with a song, and selecting those songs is part of an extra-credit assignment in the course.
Finding ways to actively engage your students can significantly enhance student learning. In an email interview with The Teaching Professor, Alice Cassidy PhD explains how to select and implement active learning techniques that are well suited to your content and students.