From Comfort Zone to Creative Learning Zone

From Comfort Zone to Creative Learning ZoneChand ChauhanYvonne ZubovicFACET Retreat May18, 2013

Introduction of the speakers, our commitment to teaching, and our mutual desire and effort to transform the teaching of statistics(5 minutes)1What is an Excellent Teacher?

Ask the audience to write down their definition of an excellent teacherGive them time to write 4-5 attributesDiscuss in small groups; each group can compile ideas to share(7 minutes)

2What the students saidCan teach in a clear, organized way (24)Caring, compassionate, interested in student success (18)Approachable/makes student feels comfortable (11)Passionate/excited about teaching (10)Well informed in his /her area (8) Helps students prepare for the test (6)Can engage students effectively (5)Able to explain in more than one wayPrepares for lifeChallenges students

Share students ideas based on a recent survey of 65 students and comments on student evaluations and one-on-one conversations.It is clear that their view of an excellent teacher is one with knowledge and one who can present the knowledge in an organized manner, cares about them and helps them prepare for the test/exam.(5 minutes)3How would you define learning?

Ask audience to write their definition of learning. Give time to write 4-5 definitions. Each group compile.(7 minutes)4What the students saidAbility to solve problems on my own.Understand new information and be able to apply it.Becoming aware of important information.Self improvement: beyond knowing the facts and skills.Ability to understand concepts.Comprehend and reproduce the information with ease.Learning is more effective when students take an active role.Gaining knowledge or skills through study, practice, or experience.

Again, share the students ideas based on small class.5Roles and RelationshipsFrom Students Perspective:Ideal from Educators Perspective:Teacher:Knowledgeable, judge, lectures in well organized manner, prepare us for exams, caringStudent:Learn new facts/information, prepares for exam. Follow instructions, take notes, memorize, etc.

Teacher:

Student:

With conflicting definitions of learning and excellent teaching, the students perception on teacher versus student roles differs from ours. Well-defined roles are a component of the comfort zone. (5 minutes)

6Conflicting Educational ObjectivesStudents: Get a good grade with minimum effort.

Educators : Enhance critical /independent thinking. Provide life long learning tools/habits.

Administrators : Improved retention, graduation rates.

With conflicting definitions of learning and excellent teaching, it is not surprising that there are conflicting educational objectives among students, educators and administration. (2 minutes)

7Comfort to Creative Learning ZoneComfortCreative Learning Educator:Lecturing (role)

Cover materialMy way

Students:Receiving information (role)Passive Learning for testsEducator:Facilitating learning centered interactionsUncover materialOur way (mutual)

Students:Seeking understandingActiveLife-long learning

This is a traditional comfort zone for our field, your field may be different. (6 minutes)8Why Leave Our Comfort Zones?

(5 minutes)9Why Leave Our Comfort Zones?Students are demonstrating rote memory of information rather than deep understanding of conceptsNot retaining concepts over time (not successful at next level)Not able to see connections between different courses or different concepts within same courseNot able to apply concepts to real life problemsDo not appreciate the discipline

(2 minutes)10Some of Our ChallengesLack of classroom engagementDefine student engagement and its importance Define reasons for the lack of student engagement. Ways to enhance.OutcomesIncreased # of students participating in discussionsIncreased # of students willing to share their work with the class (board, group, etc.),a short talk, research.Increased # of students finding applications outside of classChand talks about her experiences (10 minutes) 2 minutes. 11 Student Engagement Student engagement, learning are inseparable. Learning is a shared responsibility.Learning is a continuous process.Being connected with the content, with other students, and with the teacher.Being engaged both inside/outside the class.Take an active role in deeper understanding.Classroom engagement should be a norm , and not an activity to earn bonus points.

3 minutes : not about being in the class,and raise hands. YOU INVEST IN LEARNING. This message is being conveyed repeatedly in the class. We dont lecture. 12 Reasons for the lack of classroom engagement : Fear of being judged. Processing new information, notes taking, listening, and engaging in independent thinking may be too much. From students perspective: Its not part of learning. Too set in their comfort zone: classroom is a place to take notes. Learning occurs just before the test .No real value of engagement: Their value= grade value.Some educators hesitate to leave the comfort zone.Time taken for student activity is an issue for educators.

If we need to enhance classroom enhancement, we need to know the cause for the lack of it. Fear of being judged not trealizing that being incorrect is part of lewarning and an inciorrect answer may be very valuable. Learning is a process and it is not always right or wrong. When you can do a problem by repadd exercise, you are well trained and not well educated. 3 minutes 13 Ways to Enhance Engagement: Know your students1. Extrovert: often over participating, energize in a group, like to speak, lead, give ideas.

2. Introvert: take time to respond , use long term memory to build ideas, may sometimes seem uninterested, prefer to work alone or in small group, unlikely to lead or volunteer, take their share of work seriously, likely to speak when called upon.

3. Shy: need more motivation, fear of being wrong/judged, , resist to come out of the comfort zone.

WE SHOULD NOT TRY TO CHANGE PERSONALITIES. WE SHOULD MAKE ROOM FOR VARIOUS FORMS OF ACTIVITIES.An introvert may prefer a quiet environment. Source of stimulation are ideas, impressions, and emotions, rather than people, or activities. The introvert uses long term memory to build ideas, and find solutions. Therefore the introvert needs more time to develop /share her ideas . An introvert may sit in the back row. May seem un interested/uninvolved. Prefer to work in a small group or independently . Unlikely to volunteer to answer questions. Likely to speak when called upon. 4 minutes

14 Strategies to involve introvert studentsProvide opportunity to do internet search on content related topics, and then give a 3 to 4 minute talk.Assign a challenging problem as a home work assignment, to be discussed in the classroom. Provide opportunity for students to help other students . Directly call on the student to engage. Such people may talk when given the floor to do so. Create a strategy in the classroom where each student is randomly called, such as using a pair of dice.This technique has been very effective, and then once they give a talk, being recognized, they feel comfortable. A challenging problem is given where they think outside the classroom, Can be done by giving chance to 15 Some common strategies to enhance engagementBe an active listener: specially if an answer is incorrect.Dont force your style / wording . Avoid the word wrong.Respect an unfamiliar idea . Involve other student: Can you repeat what he just said in your own words? Do you think his/her reasoning works all the time? Can you think of a counter example? Do you agree or disagree? This allows students to focuses their attention on what their classmates are saying. It also helps to strengthen the connections between ideas.Use an incorrect/incomplete answer as an opportunity to open a meaningful discussion. Become a facilitator who generates interest and includes all students. Tactfully discourage over participators.Another ChallengeLack of daily preparationQuestions as you readReading quizzes or informal CATRedesign class sessionspend time on challenging concepts, applying to problemsOutcomes:Spend less time on remedial conceptsFewer mistakes of low levelStudents participation increased in small groups

Comfort to Creative Learning ZoneComfortCreative Learning Educator:Lecturing (role)

Cover materialMy way

Students:Receiving information (role)Passive Learning for testsEducator:Facilitating learning centered interactionsUncover materialOur way (mutual)

Students:Seeking understandingActiveLife-long learning

This is a traditional comfort zone for our field, your field may be different. (6 minutes)18Take time to think aboutIdentify one challengeIdentify one strategy that pulls you outside of your comfort zone that may address this challengeHow might you assess whether your strategy is effective?Given them 5 minutes to think about thisTake the remaining time to share ideas with the group 5 minutes

19 References Dallimore, E. J., Hertenstein, J. H., and Platt, M. B.,(2004). Classroom participation anddiscussion effectiveness: Student generated strategies. Communication in Education, 53 (1), 103-115.

McPherson, M. B., and Liang, Y. (2007). Students reactions to teachers management of compulsive communicators. Communication Education, 56 (1), 18-33.