Transcript A selection of slides you can use in class to introduce and motivate

A selection of slides* you can use in
class to introduce and motivate
interaction and student engagement
Beth Simon
UCSD, CTD 2012
*Note: Not necessarily intended to ALL be used, or used in order given
READ THE COMMENTS FIELD for information on how to use them/things to say
Learning Requires Your Effort
• I can’t do the learning for you
• Higher-level learning = brain development
It’s like muscle development!
Strenuous, repeated effort ->
New Muscle Cells
Strenuous, repeated effort ->
New Neurons, Links!
Development of new neurons in response to difficult learning task
T. Shors, Sci. Amer. Mar 09
Group Discussion Questions
• Opportunity IN CLASS to develop
understanding, make sure you get it
– By trying to explain to someone else
– Getting your brain actively working on it
• What will happen
– I pose a challenging question on board
– You discuss with 1-2 people around you
• Most important is your understanding of why the answer is
right
– After most people seem to be done
• I’ll ask everyone to get quiet
• Ask people to share what their group talked about
– Good answers are those where you were wrong, then realized…
Instructor Cheat Sheet
Prompting After Group Discussion
• Always ask 2-3 groups to report back in
BEFORE you go over the question
– “Who will share what their group talked about?”
– “Did anyone imagine how someone might get the
wrong answer?”
• If not UTTERLY clear, briefly go over yourself
– “How I think about this question is…”
• Reinforce how this might relate to exam
questions (same, easier, harder, different
structure)
Have you ever had any of these
experiences in lecture?
• After getting lost about 10 minutes in, the
entire rest of the lecture is completely
incomprehensible…
• You wish you had just 30 more seconds to get
that note down…
• You realize 2 slides later that you didn’t get
the material 3 slides ago…
• You are completely sure you got it…
– But later on the homework is really hard
A New Lecture Technique:
Two-Minute Pause
• Research has shown that learning increases
when
– After every 8-12 minutes of lecture
– Students turn to the person next to them and
discuss/review what was just lectured on
• You can
– Double check your notes
– Discuss how you understand something
– Discuss what is important to know
Please pay attention and quickly return to “lecture mode” so we can keep going!
Two-Minute Pause
• Discuss with your Neighbor
– What was important
– What you want to check understanding of
– Notes
– What do you need to know (might be on test)