What to do?
What are some good ways to break the ice if the class gives the "zombie stare" reaction to an instructor after introductions, syllabus, etc.? Is there a good way to get them to open up and ask the questions that are obviously in their minds?
Scott,
I like the way you approach introducing critical thinking into your content area. By using the knowledge and experiences the students are bringing into the science classroom you are helping them build a solid foundation of both previous and expanded knowledge.
Gary
Dr. Gary Meers
I frequently use this technique. Instead of case studies, I often have the small groups discuss and come up with a list of what they already know or think they know about the subject at hand. For example, when I teach Physics, I have each group come up with its own definition of Physics. Later, each group will share its definition and the various definitions will be discussed. I help them to see the common threads running throughout their definitions and use those threads to develop a more formal, working definition of Physics.
Michael,
Good strategies to follow. These types of different deliveries and activities help to keep the students engaged.
Gary
Dr. Gary Meers
I like the idea of giving them one or more small group projects or discussion topics. Nothing that is going to be graded or where they will be judged or feel any pressure. Sometimes it doesn't even have to be anything to do with the subject matter of the class. Just something to get them to relax and begin to interact, both with each other and with me. Humor helps break the ice too.
Sean,
You have a great resource in your class with these students. You are using a very good strategy in using their experiences to help you in sharing the content.
Gary
Dr. Gary Meers
Hmm, I like that. It has been a few weeks of class, so like three class meetings. A good group of more mature and very experienced students (Many of them with more experience in the field than most teachers including me...)
I will have them group up and talk about experience and how it relates to class, then I can cross reference that with the couse material..
Stephanie,
This is a good introductory icebreaker. Thanks for sharing it with us. I know it will be of value to other instructors.
Gary
Dr. Gary Meers
Do you want them to talk or to talk about the course? two different objectives. I have them play "find someone who" game. It is a grid of 16 squares, each with a different prompt. They have to find a student who fulfills that square and sign their name.
I find that once they have sized up the other students in the class they feel a little more comfortable asking questions so I give some time to re-visit the syllabus, objectives, etc.
Clint,
Put them into small groups (3-4 students) and give them case studies or problems. Give them a few minutes to talk about them among themselves and then have them report out. It won't take long before they are all talking about the challenge they have been given and what they think should be done about it.
Gary
Dr. Gary Meers
