Empowering students
Empowerment is the development of knowledge, skills and abilities in the learner to enable them to control and develop their own learning.
http://www.qualityresearchinternational.com/glossary/empowerment.htm
A Few Suggestions
The First Day
• Get Students Onboard
• Set the Bar—Establish Expectations
• Include in Syllabus and Stick to It
• Explicit and Explained Expectations
• Student Diagnostic/ Information Sheets
Some Ways to Encourage Participation in Class
• Write, Pair, Share
• Thought Questions
• In-Class Activities (CATS)
• The Power of PowerPoint
• Personal Response Systems
Meet Students Where They Are
• Early Assignments
• Adequate Resources— How can they participate?
• In-Class Dissection of Participation
• Why is participation important in this class?
• What are the ways to participate in this class?
What some students have said
I participate more in classes where…
there’s a smaller number of students.
I feel knowledgeable about the content.
I am required to participate.
I feel comfortable in the class/with prof.
I’m asked for personal input as much as, if not more than, information (from reading).
where ideas are shared and the instructor becomes a mediator, keeping focus adding input, guiding the direction of the forum.
if I am keeping up on the work so I understand and can correctly answer questions in the discussion.
there are a small number of students. In large lecture classes, it is more intimidating to actively participate in class. Also, when classes are divided into smaller groups to do group work, I participate much more.
the information is interesting to me.
there’s a lot of discussion on a certain topic.
participation and attendance are required. There are mandatory weekly readings or assignments and there is a daily schedule that I can see (and the instructor keeps!).
attendance/participation requirements get me talking or going to class even when I feel especially shy and/or lazy.
Mandatory readings/assignments keep me working on the class subject in a weekly routine.
Daily schedules keep me and the professor from straying off onto other thoughts/subjects, etc.
classes have small groups. In large lectures I tend to be a sponge, just sitting there soaking up the information. This works, but some sort of interaction and exchange of ideas can help remarkably in retaining information. If I’m in a group of three students, I feel much more comfortable and am less afraid of saying something stupid.
that I have some background knowledge in.
where ideas are accepted.
we leave room for just discussion.
we discuss topics that could lead to debates—things I am interested in.
when the professor lets me talk when I want to talk, doesn’t pressure me or put me on the spot.
have done reading.
there is diversity.
I feel strongly about an issue.
others become close-minded.
small groups discuss and join large group.
the teacher is ignorant or biased.
I am energized.
(lack of) intimidation.
the teacher requires different people to speak up.
the teacher leaves the awkward silence till someone new speaks up.
the teacher draws me out by asking simple yes/no questions or what do you think questions, after that it makes it easier to speak.
makes you say your name before answering or asks it.
switches between easy, medium, and hard questions.
I like questions that are based on opinion.
other students are not as bright as I am or where no intimidation exists.
instructors ask for and are receptive to participation.
the atmosphere is supportive and I don’t feel like the last kid dumped on a team instead of “picked”.
I feel comfortable.
I know my classmates.
open-ended questions.
silences (awkward silence until a new person speaks).
there’s variety, not just lecture.
creates friendly relationships with students: fun and jokes (but doesn’t have to be a comedian); shows enthusiasm for subject.
Instructors are more likely to get my participation…
ask questions—don’t just lecture the whole time—a lectures isn’t engaging enough, no matter how interesting. We need to be questioned. Pls respect us the way you want to be respected.
Be real with us. Don’t treat us like little kids, but don’t treat us like strangers. We’re here for you to share you knowledge & help us learn. Please teach me, don’t talk at me; be an instructor, not a lecturer.
with questions around material assigned to be read that day.
by involving students in actively describing the subject of the lecture.
if they call on me, have some ways to keep me interested and paying attention in the discussion.
when they have discussion questions. Also, when they make students feel more comfortable and do not put pressure on them to speak.
open up a topic for discussion and not just ask for questions.
If instructors are enthusiastic about the material/subject the class is more enjoyable and therefore I WANT to participate. Make jokes, tell stories (that relate to the subject) to keep us awake and responsive. Ask questions during/after lectures, have a slideshow with more than just words (pics, diagrams, charts, key points…).
Also, don’t try too hard because someone will always be dissatisfied or just not ambitious/respectable enough to attend or participate. If you just share your info to me as an adult than I will do my best to be an active participant. This is my education…
if the environment is relaxed. If the instructor makes me laugh out loud, I tend to lose that nervous feeling that usually blocks me from voicing my opinion.
if they make class fun or joke around.
if I am not put down for answering questions incorrectly.
if they create a relationship (friendly) with the class other than the typical teacher/student.
if they encourage communication.
they give points on participation. It’s part of the grade.
approach your answer with an open mind. Don’t make you feel stupid about what you say.
be available, approachable.
ask for our input.
ask lots of questions.
leaves room for discussion, not the class just taking notes when the prof lectures.
creates personal relationships—knows names.
randomly call my name.
are approachable.
communicate well.
do not push a discussion but let it develop.
connect the issues personally/relations.
if I feel I will impress the ladies present, or if I need extra points.
encourage participation.
ask for feedback.
encourage questions.
treat questions as valid not a bother.
know my name/if I have spoken with them outside of class and feel comfortable.
provide a safe & supportive atmosphere.
approachability.
demonstrations. (Show us what you are talking about.)
they don’t make it a race to the right answer.
don’t embarrass me.
actually incorporate students—our questions, use us as examples.
show their own vulnerability.
What I (the student) can do…
respectful listener; show compassion for the prof on the spot @ the front of the room; be there to learn; be prepared; make an effort to participate.
show up prepared and willing to talk about the material. Make the job of the instructor easier because of my contribution.
make an attempt to focus and to participate. I can make sure I have read/done the assignments so I am more willing to participate.
raise my hand and ask questions.
Show up.
Be prepared (do the homework/reading).
force yourself to be engaged (raise your hand).
Pay attention (don’t daydream/doodle all the time).
Develop a good relationship with classmates/teacher (office hrs!).
tell the instructor that “I learn better when…”
go to class.
do the homework so I understand what is going on.
not sit by friends.
visit office hours.
I can hold myself accountable to go to class & participate. I know if I get into the material & discussions I will know & learn the information better.
observe.
listen.
appreciate.
self-introduction.
ask questions.
do the required reading.
try to come to class with at least one question.
pay attention.
don’t be afraid to speak up.
actually read the material so that I will have something intelligent to contribute to the discussion.
go to office hours and make a personal connection.
ask questions.
share relevant info, articles, videos, unassigned stuff from the book.
keep up on the homework & reading.
For me, I try not to miss class no matter what, unless I’m out of town. I do mostly cuz I’m afraid to miss important questions that might show up on midterms and finals. Just being in class makes me connected and feel on top of it.
make friends in the class.
appreciate the instructor’s passion and (investment of) time.
Resources
Activities that Increase Student Participation in the Classroom
http://www.bus.indiana.edu/mahmed/teachln/stu_part.htm
Extensive list of activities from Technology Services at the Kelley School of Business at Indiana University Bloomington.
Class Participation: More than just raising your hand
http://www.cet.sfsu.edu/etl/content/participation/participation.pdf
Multi-page handout from San Francisco State University.
Encouraging Student Participation in Class
http://www.utexas.edu/student/utlc/si/simanual4la/leaddiscussions/encstupart.doc
Concise information that introduces the idea of participation on a variety of levels. (Downloads as a Word document.)
Overview of Learner-Centered Education: Some Things for Students to Know as We Start
(c) Glinda Crawford 2003
http://www.und.edu/instruct/gcrawfor/writing/instruction/overview.htm
Information that this particular instructor shares with students about the importance of engagement in the class. Good
reading.
A Participation Rubric
Adam Chapnick of the University of Toronto.
http://cstl.syr.edu/cstl/TeachProf/TP0503.pdf
Class Participation Rubric
William J. Monaco, Pennsylvania State University, DuBois Campus, Biological Sciences
http://www.personal.psu.edu/faculty/w/x/wxm15/curriculum/participation_rubric.htm
Class Participation Rubric
Kent Brorson, University of Minnesota Duluth, College of Education and Human Services Professions
http://www.d.umn.edu/~kbrorson/classparticipation.htm
Classroom Participation Rubric
Phillip VanFossen, Purdue University, College of Education
http://www.edci.purdue.edu/vanfossen/604/604partrubric.html
Student Participation: Assessment and Evaluation
Kathleen Tunney, Southern Illinois University-Edwardsville, Department of Social Work
http://www.siue.edu/~deder/partrub.html
Class Participation Rubric
Craig Rowland, George Mason University, Graduate School of Education
http://gse.gmu.edu/syllabi/summer2004/edle/EDLE616-C01-04D-Rowland.pdf
Source- http://tep.uoregon.edu/workshops/teachertraining/beginnings/index.html#resources
http://www.qualityresearchinternational.com/glossary/#a
A lecture on the subject at YouTube Lecture at
http://www.youtube.com/watch?v=Neqjq1qXHCw
Robert L. Fielding
Friday, October 10, 2008
First thoughts
My first thoughts (and those of others) on empowering students
Foreword
Any attempt to empower students must take into account every implication of the meaning of ‘empowering’ in the context of language learning.
An attempt that ignores any part of the definition, or lessens the value to learners and teachers of any part of that definition will only partially succeed.
Robert L. Fielding
Definition: ‘Empowerment is the development of knowledge, skills and abilities in the learner to enable them to control and develop their own learning.’
http://www.qualityresearchinternational.com/glossary/empowerment.htm
The development of:-
i) knowledge
ii) skills
iii) abilities
To enable learners to:-
a) control their own learning
b) develop their own learning
i) The development of knowledge
Knowledge is defined (Oxford English Dictionary) variously as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation.
ii) The development of skills
Clearly there are many different types of skills. Here are some of the most appropriate ones for learners to master.
A skill is the learned capacity or talent to carry out pre-determined results often with the minimum outlay of time, energy, or both.
Communication skills - The set of skills that enables a person to convey information so that it is received and understood. Communication skills refer to the repertoire ...
rrtcpbs.fmhi.usf.edu/rrtcpbsweb/glossary.htm
Thinking - thinking refers to the process of creating a structured series of connective transactions between items of perceived information.
Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.
Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.
Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question.
http://www.adprima.com/thinkskl.htm
Information Seeking Strategies
I. Determine the Range of Possible Sources
1. Make a list of resources that you know about and can use for the assignment.
2. Ask another person or group for other sources you may not already know about.
II. Evaluating the Different Possible Sources to Determine Priorities
1. Select the resources on your list that will give the best information for the assignment.
2. Develop a priority listing of these selected resources based on importance to the assignment and their availability.
________________________________________
Location and Access
I. Locate the Sources
1. Identify the sources in your classroom and home environments (i.e. textbooks, magazines, encyclopedias, Internet).
2. Find additional sources in the school or public libraries.
o Use the electronic catalog to determine the location of each source and whether or not it is available.
o Write down the location number for each source.
o Use the library map to determine the physical location of each source.
o Go to the location of each source in the library.
II. Finding Information Within the Sources
1. Use the Table of Contents, Glossary, and Index to locate specific information within each source.
2. Browse the shelves for your topic's location number to locate other source on your topic.
3. For electronic sources: conduct subject and word searches to locate the specific information you need.
________________________________________
Use of Information
I. Engaging the Information in a Source
1. Read, hear, or view the information in a source.
2. Identify the main ideas, key words, dates, names, etc. that will be important for note-taking.
3. Evaluate the information for reliability and usefulness.
II. Extracting Information from a Source
1. There are many approaches to extracting information from a source.
2. If the source is written material, the Photocopy/Highlight note-taking method can be used.
3. When using other types of materials like audio tapes and videotapes, listen to or watch the whole presentation first. Next, listen to or view the presentation again, stopping top write down important information.
4. For electronic sources of information, download appropriate files.
5. Write down bibliographic information for the sources you use.
________________________________________
Synthesis
I. Organizing Information from Multiple Sources
1. Put note cards (from multiple sources) in logical order.
2. Develop an outline (storyboard, script, etc.) for the topic.
3. Write a bibliography and include it in your project. It is always important to tell where you got the information you used.
II. Presenting Information
1. Choose the best way to present the information.
2. Allow enough time to do a good job.
3. Pay close attention to details (e.g. neatness, spelling, etc.) These things can make or break a presentation.
________________________________________
Evaluation
I. Judging the Product
1. Decide whether or not the assignment is fully completed.
2. Decide if the project meets the criteria set up for the assignment.
II. Judging the Information Problem Solving Process
1. Determine whether the information need as originally defined is met.
2. State what you would do differently next time.
http://www.jlhs.nhusd.k12.ca.us/Classes/Science/Research.html
iii) The development of abilities
The quality of being able to do something, especially the physical, mental, financial, or legal power to accomplish something.
2. A natural or acquired skill or talent.
http://www.thefreedictionary.com/ability
a) Control their own learning
To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior.
http://www.dynamicflight.com/avcfibook/learning_process/
b) Develop their own learning
Robert L. Fielding
Foreword
Any attempt to empower students must take into account every implication of the meaning of ‘empowering’ in the context of language learning.
An attempt that ignores any part of the definition, or lessens the value to learners and teachers of any part of that definition will only partially succeed.
Robert L. Fielding
Definition: ‘Empowerment is the development of knowledge, skills and abilities in the learner to enable them to control and develop their own learning.’
http://www.qualityresearchinternational.com/glossary/empowerment.htm
The development of:-
i) knowledge
ii) skills
iii) abilities
To enable learners to:-
a) control their own learning
b) develop their own learning
i) The development of knowledge
Knowledge is defined (Oxford English Dictionary) variously as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation.
ii) The development of skills
Clearly there are many different types of skills. Here are some of the most appropriate ones for learners to master.
A skill is the learned capacity or talent to carry out pre-determined results often with the minimum outlay of time, energy, or both.
Communication skills - The set of skills that enables a person to convey information so that it is received and understood. Communication skills refer to the repertoire ...
rrtcpbs.fmhi.usf.edu/rrtcpbsweb/glossary.htm
Thinking - thinking refers to the process of creating a structured series of connective transactions between items of perceived information.
Metacognition - metacognition refers to awareness and control of one's thinking, including commitment, attitudes and attention.
Critical thinking - critical thinking refers to reasonable, reflective thinking that is focused on deciding what to believe or do. Critical thinkers try to be aware of their own biases, to be objective and logical.
Creative thinking - refers to the ability to form new combinations of ideas to fulfill a need, or to get original or otherwise appropriate results by the criteria of the domain in question.
http://www.adprima.com/thinkskl.htm
Information Seeking Strategies
I. Determine the Range of Possible Sources
1. Make a list of resources that you know about and can use for the assignment.
2. Ask another person or group for other sources you may not already know about.
II. Evaluating the Different Possible Sources to Determine Priorities
1. Select the resources on your list that will give the best information for the assignment.
2. Develop a priority listing of these selected resources based on importance to the assignment and their availability.
________________________________________
Location and Access
I. Locate the Sources
1. Identify the sources in your classroom and home environments (i.e. textbooks, magazines, encyclopedias, Internet).
2. Find additional sources in the school or public libraries.
o Use the electronic catalog to determine the location of each source and whether or not it is available.
o Write down the location number for each source.
o Use the library map to determine the physical location of each source.
o Go to the location of each source in the library.
II. Finding Information Within the Sources
1. Use the Table of Contents, Glossary, and Index to locate specific information within each source.
2. Browse the shelves for your topic's location number to locate other source on your topic.
3. For electronic sources: conduct subject and word searches to locate the specific information you need.
________________________________________
Use of Information
I. Engaging the Information in a Source
1. Read, hear, or view the information in a source.
2. Identify the main ideas, key words, dates, names, etc. that will be important for note-taking.
3. Evaluate the information for reliability and usefulness.
II. Extracting Information from a Source
1. There are many approaches to extracting information from a source.
2. If the source is written material, the Photocopy/Highlight note-taking method can be used.
3. When using other types of materials like audio tapes and videotapes, listen to or watch the whole presentation first. Next, listen to or view the presentation again, stopping top write down important information.
4. For electronic sources of information, download appropriate files.
5. Write down bibliographic information for the sources you use.
________________________________________
Synthesis
I. Organizing Information from Multiple Sources
1. Put note cards (from multiple sources) in logical order.
2. Develop an outline (storyboard, script, etc.) for the topic.
3. Write a bibliography and include it in your project. It is always important to tell where you got the information you used.
II. Presenting Information
1. Choose the best way to present the information.
2. Allow enough time to do a good job.
3. Pay close attention to details (e.g. neatness, spelling, etc.) These things can make or break a presentation.
________________________________________
Evaluation
I. Judging the Product
1. Decide whether or not the assignment is fully completed.
2. Decide if the project meets the criteria set up for the assignment.
II. Judging the Information Problem Solving Process
1. Determine whether the information need as originally defined is met.
2. State what you would do differently next time.
http://www.jlhs.nhusd.k12.ca.us/Classes/Science/Research.html
iii) The development of abilities
The quality of being able to do something, especially the physical, mental, financial, or legal power to accomplish something.
2. A natural or acquired skill or talent.
http://www.thefreedictionary.com/ability
a) Control their own learning
To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior.
http://www.dynamicflight.com/avcfibook/learning_process/
b) Develop their own learning
Robert L. Fielding
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