I tried some different techniques for class discussions over the years, some that I have written in previously in the orientation of the faculty. In recent years, I have composed a 3 -step process of discussion in my face -to -face lessons, which helped me create a committed class climate. It is the Think-Pair-Share (TPS), with some upgrades.
I refined my TPS process after attending the workshop of Jeremy Rentz “Put your hammer” (detailed in the The best of the 2021 teaching teacher’s conference). His key idea was “the person who learns is the person who does the work”. I thought of making my students do more “work” in my major courses based on conferences. Although I knew the active learning advantages of a technique like TPS, I had trouble implementing it. There were often too many clumsy silences for TPS as engaging as I would have liked. After Jeremy’s workshop, I made some upgrades to TPS who invigorated him for the students and for me.
Step N ° 1: Think
Upgrade: discussion bubbles
Instead of asking my question of discussion after having covered the content of my slide, I now ask the question in a bubble of discussion alongside the content. Before implementing this, I would revise the slide, then asked my question, either a specific question, or something general like “Anyone has something to add?” Then there would be the annoying silence while the students think, and I would try to be cold. Have a bubble discussion starts students think And be ready to share (in small or large groups) once I have finished seeing the slide again. It decreases not only clumsiness (which seems to feed on itself), but it also increases the participation of discussion in small and large groups.
Sometimes these discussion bubbles include a question of survey that I use to record and display the opinions of students (for example, Do you prefer A, B or C?). Students can then see that they are not alone in their opinions and are more confident to share their perspectives at stages 2 and 3.
Step # 2: pair
Upgrade: one minute timer
I give students a minute Talking with his classmates about their reflections on the discussion bubble or their answer to the survey question. The first day, I tell students that I will use my watch to define a one-minute timer and that we will have some in each class. I believe that these short and reliable segments help students feel safe and avoid small clumsy and clumsy provisions. At the end of the pavement discussion of a minute, I do not check if they need more time because I have large classes, and the level of discussion is variable. In recent course surveys (classes of 90-175 students), around 70% of students wanted to keep these discussions by one minute and only 13% wanted to change them (some were undecided). In addition, around 44% of students agreed that these one -minute discussions helped them feel more connected to their classmates (42% had mixed or neutral feelings) and 63% said they were comfortable sharing in class. So, it’s not perfect for everyone, but it benefits many students. In addition, I have no students every time I have a discussion bubble – sometimes I jump 2 and go directly to step 3.
After step 1 and maybe 2, I encourage discussions in large group with an additional credit point to share aloud. I have already written on my Drawn and ready to discuss Process, which consists in granting students up to 1 point each class (and 3-5 points in total for the semester) to share aloud. I have undergraduate educational assistants present and ready to grasp the student’s point in the booklet as soon as they say their name and sharing (and if they forget, they can find educational assistants after lessons). It is an immediate reward that encourages sharing in a high class. Only about half of the students in my major classes share aloud and earn points drawn, but in a class of 100 students, obtaining 50 to speak out loud is enough to create a climate of engaging class. In recent surveys, 70% of students want to continue to shoot (and only about 10% want to change it).
This improved TPS not only helps students to “do the work”, but that also makes it a fun and engaging course. This gives my conferences a predictable rhythm that creates psychological security for students’ commitment. It also helps me to stay confident and relax, which is in isomorphically encouraging students to relax and take the risk of sharing their thoughts.
Dr. Ashley Harvey is a professor in the Department of Human Development and Family Studies at Colorado State University (CSU). Since 2007, she has taught more than 10,000 students in 15 different courses in more than 150 first cycle and cycle sections. Dr. Harvey spoke to Tedx, is an approved wedding and family therapist, and earlier in his career worked at the CSU veterinary university hospital as a mourning advisor and educator.
References
Harvey, Ashley. “An activity that promotes engagement with the required readings, even in major classes.” Facus of the faculty. February 2017. https://www.facultyfocus.com/articules/effective-teaching-strategies/activity-pomotes-engagement-required-readings-fee-ven-lag-classes/
Harvey, Ashley. “Filled and ready to discuss.” Facus of the faculty. February 2020. https://www.facultyfocus.com/articules/effective-classroom-maragement/fired-pand-ready-to-siscuss/
Back, Jeremy. “Put the hammer and build your teaching toolbox.” The best of the conference of the teaching teacher of 2021. October 2021. https://www.magnapubs.com/wp-content/uploads/2021/10/free-reeport-best-of-tpc-2021-opdf
(Tagstotranslate) Active learning
