I use the Socratic method often in class. It gets a good discussion going and allows the students to critical think.
I try and keep lecture to a minimum of 15 minutes and then I do some kind interactive activity to reinforce the material that we have just lectured on. I have also found that small group work and small group discussion is also very helpful in keeping the students engaged. The key is to keep the constantly interested in the material.
When I demonstrate a procedure I usually try to give them examples that happen in real life and some different ways that a procedure could be perform with an accurate result. This also makes them formulate questions and starts a discussion.
John,
I think this is a great example of a positive use of technology & devices. It also helps the students to see how these illustrations are attached to real life & real people.
Dr. Ryan Meers
Students become engaged when asked for their personal experience. This makes them want to share because the instructor is opening up the floor to them as individuals.
Inviting them to use their I-phones or cell phones shows that the instructor doesn't need to know everything. I was telling my accounting students about the bankruptcy of Air Florida after the air crash in Washington, D.C. due to a build-up of ice on the wings when a student helped me with the actual date of the crash and how many were killed in the crash.
Amanda ,
yes & part of our job is helping them learn how to listen, debate, dialogue, etc while still respecting the opinions & freedom of expression of others.
Dr. Ryan Meers
I agree with Ian, it is important to engage students in discussion, dialogue and fair debating. The other day my Pathology class got a little out of hand over a debate regarding smoking cigarettes on a health campus; so while I agree debate is important, it must be reeled in by the instructor. It not only enhances the learning of others, but the instructor as well!
I think I really do focus on the 'Socratic method' and try to engage students in discussion, dialgoue and shared debatting. I am noticing that it works sometimes but not with all students. And when I do that tried and try teacher method of asking a student who is not actively invovled in the disscussion what they think, they often give short simple answers, etc. I find it better to wait until they decide to engage. This happened recently in a crtical thinking class. A student who first apologizes for her accent, then spoke passionately and introdcued a new element into our discussion.
Ask them to do a research project related to the subject at hand. It seems as long as they can use internet, it holds their interest a bit more.
Aaron,
yes, this is a great way to help solidify the concepts in the minds of the students.
Dr. Ryan Meers
Reminds me of an instructor I had in grade school that told me "You don't truly know a subject unless you could teach it to someone". I like to have students come up front and have to explain to me how it works like I was their customer. It seems to get them to process the information more and bring some relevance to the subjects. It will be important one day when they have to explain it to somebody instead of putting a "key word" into a blank.
Michael,
exactly; thank you for nailing the point. I've found the Gen Yers to be full of opinions, but they have difficulty when challenged. I want my students to be able to think through their positions & opinions & defend them & "why" is a great way to get there.
Dr. Ryan Meers
I really like the "why" approach. I tell my students that I will ask "why" more often than a two-year old. My classes are based on frequent discussion, but we need to explore all sides of that discussion. Too often opinions are stated, but no reasons are given for those opinions. Critical thinking demands an ability to see the other side as well as defend your own side.
Nicholas ,
I would agree with this & have observed the same. In general I'm not seeing a huge problem with the interactions.
Dr. Ryan Meers
I find that when placed in a small group setting, student are very comfortable in sharing information and experience.
Before beginning a new lesson, I'll ask students what they know about the topic first. I'm a culinary school instructor, so for example if we are beginning a lesson on pie for the day, I'll ask questions regarding their favorite kind of pie, what they think the difference between a tart and a pie are, examples of savory applications, etc. After each students response I'll incorporate the relevancy of the response along with portions of the lesson. Typically the lesson will go on in a discussion format which keeps all the students engaged. For students that are struggling with being engaged I'll ask questions that require some thought but that don't put them off, which then gets them more interested and engaged in the lesson. I find this to be fun for both the instructor and the class.
The format of classes I teach are 3 hours and 15 minutes long, so it can be a struggle to keep the students engaged for the entire time. I have found success with creating a discussion out of every lesson.
Jo Ann,
connecting the assignments to the objectives & goals is crucial.
Dr. Ryan Meers
Let them know how every activity relates to the overall objectives of the course. Assign some type of grades or points to each activity - if they feel it does not count toward their grade, they are not likely to take it seriously.
Group with students in other generations. I find that assigning groups in the class is often more effective than letting students pick their groups. By grouping un-like students together, they all get a better learning opportunity - it's not just class content, but learning from and about each other as well.
liz,
yes, these types of strategies seem to be particularly engaging for this generation.
Dr. Ryan Meers
liz,
yes, these types of strategies seem to be particularly engaging for this generation.
Dr. Ryan Meers
