Tag: engagement strategies
-
Integrating classroom interactivity with Pear Deck
Finding the right classroom tech is difficult, especially when so many schools provide different types of access or have varying resources–and many have none. This post reflects on accessible educational technology (with premium trial and option) and easy to integrate into your classrooms using either Microsoft or Google. For transparency, I use the Google-based platform, […]
-
Who Do You Want to Be? Setting up your classroom for culture-focused learning
Changing first-day questions can help elevate classroom culture for the remainder of the term. We all know that the first week of classes is commonly and comically referred to as “syllabus week.” It stems from the likely time spent reading the syllabus as a class, or what is more likely: to the class. There is […]
-
Learning more about students with four corners
Sometimes I want students to share more of themselves with the class, but I also acknowledge that doing this may be difficult if we focus on individual call-and-response. This activity gives you the opportunity and flexibility to get to know your students in a way that will help them feel seen yet still part of […]
-
Keeping up with the conversation: Assessing your discussion leadership
The fifth strategy of a five-part post about discussion strategies. These five strategies will help students to improve small-group communication while also allowing them to synthesize important course content in large-group discussions. It is appropriate and fair to see setting up discussions as one of the most difficult instructional strategies in our lessons. The easiest […]
-
Keeping up with the conversation: Fishbowls
The fourth strategy of a five-part post about discussion strategies. These five strategies will help students to improve small-group communication while also allowing them to synthesize important course content in large-group discussions. It is appropriate and fair to see setting up discussions as one of the most difficult instructional strategies in our lessons. The easiest […]
-
Keeping up with the conversation: Speed dating
The third strategy of a five-part post about discussion strategies. These five strategies will help students to improve small-group communication while also allowing them to synthesize important course content in large-group discussions. It is appropriate and fair to see setting up discussions as one of the most difficult instructional strategies in our lessons. The easiest […]
-
Keeping up with the conversation: Affinity mapping
The second strategy of a five-part post about discussion strategies. These five strategies will help students to improve small-group communication while also allowing them to synthesize important course content in large-group discussions. It is appropriate and fair to see setting up discussions as one of the most difficult instructional strategies in our lessons. The easiest […]
-
Keeping up with the conversation: The jigsaw
The first strategy of a five-part post about discussion strategies. These five strategies will help students to improve small-group communication while also allowing them to synthesize important course content in large-group discussions. It is appropriate and fair to see setting up discussions as one of the most difficult instructional strategies in our lessons. The easiest […]
-
How to elevate connections between students and their terms
Utilizing the Frayer Model provides unique chances to engage students with important vocabulary while formatively assessing their comprehension of reading and course concepts. One of the most common assumptions many of us make in our teaching is that students are on the same page as us when it comes to the terms we are using. […]
-
How to shift point-focused reading assessments to engagement
Utilizing trivia and incentives provides a mix of enjoyment and encouragement for student learning. To begin, I am firmly against the way in which we frame grading and scoring currently. I think it is entirely unfair and unprofessional to tell students that nearly 60% of all of the potential graded outcome is labeled as “fail.” […]
Patrick R. Johnson, MJE 