Flipping February 11, 2013
Flipping February 11, 2013
Strategies for setting your students up to succeed
PARTICIPANTS: Aimee Yan, Megan Corry, James Grass, Crima Pogge, Katryn Wiese, Carole Meagher, Jessica Nelson, Kay Murphy, Roger King, Vivien Mun, Chantilly Apollon
Discussion around three questions:
1. How to get students to do the work outside of class - balance motivation vs. consequences?
- Issue: Students don’t buy their book until four weeks in. Responses:
- Web-based resources
- Loaner textbooks
- Post lecture notes through Insight so students can at least read something
- Keep first couple weeks’ assignments “small” (i.e. write a paragraph, works cited page)
- Offer points or taking points away (give everyone a certain number of points at the start, and subtract points from that total for unprepared or incomplete assignments)
- Peer consequences vs. instructor consequences (do peers really push students out when they aren’t prepared?)
- Coming prepared to class, they can join a group; unprepared, they sit in back and work on homework
- Perhaps those unprepared should have to fill out a survey about WHY they are unprepared and HOW they hope to improve for the future
- Provide formative (small, frequent) assessments to keep students engaged every class
- Provide a “to-do” or task for students right when they walk in the door, get them engaged and going quickly
- Provide a pre-quiz that they are guaranteed 50% just by taking it
- Use a system where the maximum they can earn without coming prepared is a B (i.e. peer review sheets required reflecting that they brought in drafts for peer review before completing the final paper)
- Use iClickers in class to keep students engaged and/or test them on preparatory information
- Will students be more motivated to watch videos than read?
- How do we get students to realize that not doing work/cramming later is more of waste of time than putting the work in earlier?
- Group dynamics
- Let students pick their own groups
- Let groups fire members who aren't contributing
- Let groups check who has done the work ahead and who hasn't -- they take care of each other
- Groups can find innovative solutions to problems and obstacles that might exist throughout the semester
2. What to do with students that don’t do the work?
- How to get to the C- student and bring them up?
- Provide links to study-skill research articles (the data is there). (Sample class: four students in a group -- each reads one article about study habits and then shares the info with the rest of the group during group discussion.) Links to potential articles:
- Walk around with a calendar - when are you going to come talk to me?
- Hound/nag some students until they turn something in (especially if they are missing just one thing) -- don't let up.
- Is it possible to get the F student?
3. How can you be flexible to meet student needs without reducing your expectations?
- Allow more absences or extensions for students that are keeping up, but had an obstacle that interfered (within reason)
- Provide pathways for students to help each other (i.e. sharing childcare duties - alternating class meetings and watching kids)
- Don’t fight the phone battle
- Let everyone “drop” a low or missed assignment - everyone has one opportunity to mess up