College 101: Introducing At-Risk Students to Higher Education
Making questioning and thinking processes visible and public within the class membership on a blog or wiki allows students to both see new ways of thinking and to reflect upon their own investigative processes. Be sure to focus in these settings on questions that permit multiple points of view or can be argued in different ways. Questions with single correct answers will not generate the kind of peer-to-peer conversation needed to help students learn to answer their own questions. Self-direction becomes increasingly important in online and hybrid learning environments where engagement with materials and with the instructor at a distance require more self-motivation and active involvement on the part of the student than many traditional classroom settings.
If, as Marshall Brain claims 9 , a student asking a question is at that moment an engaged, self-motived learner, then the more opportunities for question-asking you can create, the more involved and engaged your students will be. Another idea, which works in either an online or face-to-face environment, is to use technology to create backchannels of communication that are based on student questions During lectures, for instance, Twitter or an online chat tool can be used as a way for students to ask questions that would normally be seen as interrupting the lecture.
The professor, a TA or an assigned student can monitor the question feed in order to judge when it might be important to stop the lecture and address some fundamental misconceptions or confusion.
This method does have the downside of potentially distracting students from the matter at hand in order to write a question, and thus requires both careful planning and a willingness to get productively sidetracked. In the online environment, scaffolding can be built-in to guide a student through a learning task with links to webpages, tutorials, or group work involving peers who either hold different perspectives or are more advanced You can help students feel comfortable asking and answering their own questions if you create an environment in which inquiry is not only fostered but also rewarded.
This may mean changing the way you give credit for assignments — from awarding all the credit for a correct answer to awarding partial or even total credit for a well-done exploration of a topic that arrived at the wrong answer. It may also mean establishing with your students that learning to ask and answer their own questions is an ongoing and formative process, whereby you expect to see effort and progress as the semester unfolds, and will grade based upon evidence of that progress, rather than on whether students reach certain benchmarks.
Self-assessment has the potential to teach self-judgment based on criteria that have been either provided by the teacher, or have been generated through a collaborative process Self-assessment can take the form of simple checklists or learning logs, where students routinely record short diary-like entries about their learning experience.
In the online environment, feedback structured as a dialogue back and forth between peers has been shown to have a positive effect on student question-generation When students see that asking and answering their own questions is directly connected to more and better learning, their motivation and persistence will increase.
Some instructors design lectures that simply telegraph answers to students. Infusing lectures with questions that spark students toward self-discovery, however, can help to foster more productive, interactive learning spaces.leondumoulin.nl/language/alternate/5453-i-am.php
Teacher Response to Student Needs: A Starting Point for Differentiation
Found ways to help students answer their own questions Helping students answer their own questions means they are motivated to find answers, have the skills and tools needed to do so, and that they are learning skills they will take with them after a specific course. Do This Today Briefly go over the basic components of a course concept with students.
Asking questions that push students to discover information for themselves This video of an Instructional Move from the Harvard Graduate School of Education provides further insight and examples of this Teaching Method Some instructors design lectures that simply telegraph answers to students. References Myers, C. Promoting active learning: Strategies for the college classroom. San Francisco: Jossey Bass.
Sense of belonging decreases in secondary school
Perry, W. Forms of intellectual and ethical development in the college years. San Francisco: Jossey-Bass. Bloom, B. Taxonomy of educational objectives: The classification of educational goal Handbook 1: cognitive domain. New York: Longmans Green. Anderson, L. New York: Longman.
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- Chapter 3. Teacher Response to Student Needs: A Starting Point for Differentiation?
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Empowering At-Risk Students to Succeed
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