C.K. Chauhan
IPFW
Are we simply covering or discovering?
Challenges unique to Statistics courses
 No prior knowledge of the subject.
 Course often viewed as very difficult, with numerous
complicated formulas.
 Harder than a math course .
 Teachers expect that the students should be able to
understand/ explain the interpretation of the answers.
 In lower level courses, sometimes the instructors are
unable to fully explain why we do what we do.
 More than one possible ways to solve a problem.
Conflicting Educational Objectives
 Students: Get a good grade with minimum effort .
 Educators : Enhance critical /independent thinking.
Provide life long learning tools/habits.
 Administrators : Retention, graduation rates,
An excellent teacher: A student’s definition
 Can teach in a clear , organized way (24)
 Caring,compassionate, has interest 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 way
 Prepares for life
 Challenges students
What is Learning? Students’ definition
 Ability 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.
Teacher student relationship: Students’ Perspective
 Each has a well defined role:
 Teacher: knowledgeable, judge, lectures in a well
organized manner, prepares them for exams, caring.
 Students: learn new facts/information, prepares for
exam. Follow instructions, take notes, memorize ,etc.
Define Learning
 Should have an on going discussion on Learning.
 Partnership between students and teacher :shared
responsibility.
 Well trained vs well educated students.
 Independent thinking vs knowing/remembering facts.
 Understanding concept vs taking it to another level.
 Asking why, why not, how else, etc.
 Leaving comfort zone vs set in one way of learning.
 Students taking an active role in everyday learning.
Describe Classroom Engagement
 Generic definition: students' willingness to participate in
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routine school activities, such as attending class, submitting
required work, raising hands , following teachers' directions.
Broader definition: Its about being emotionally involved.
Learning from other students , teaching others.
Being connected with each other , and with the teacher.
Invest in the subject.
Share ideas, questions, concerns. Engagement inside/outside
the class.
Learning high priority .
Thinking outside the box.
Classroom engagement should be a norm , and not an
activity to earn bonus points.
Reasons for the lack of classroom engagement
 From students’ perspective: Its not part of learning:
Their definition of learning is “passive”.
 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.
 Not even sure what classroom engagement is.
Reasons for the lack of classroom engagement :
Hesitation
 Fear of being judged/wrong: They don’t see being
wrong as a learning process.
 Lack of preparedness.
 Lack of content knowledge .
 Processing new information, notes taking, listening,
and also engaging in independent thinking may be
overwhelming.
 Not sure what classroom engagement means to them.
 Students with various personalities in one class.
Challenges: From an educator’s perspective
 Leaving the comfort zone.
 Enthusiasm begins to fade with time.
 Time taken for student activity is an issue.
 Content related challenges: Statistics huge challenge.
 Classroom not supportive of student engagement.
suggestions to enhance classroom engagement
 1. Clearly define what learning is.
 2. Clearly define what classroom engagement is and
its value beyond grade, or extra credits.
 3. Clearly define your expectations.
 Higher expectations == higher performance.
 Clearly explain your role as a facilitator in classroom.
Know your students: various personalities
 1. Extrovert ( often over participating) Extroverts
energize in a group. They like to speak, give ideas ( not
necessarily bright ideas).
 2. Introvert ( limited , valuable participation)
 3. Shy ( need a lot of motivation , resist to come out of
the comfort zone.)
Encouraging/respecting introvert students
Quiet: The Power of Introverts in a World That Can't Stop
Talking: Susan Cain.
In an extrovert-dominated culture, we values style over
substance.
introverts are pressured to act like extroverts instead of
respecting their serious, quiet and reflective style.[
Remember: Big ideas often come from shy, introvert
people. Solitude is a crucial and underrated ingredient for
creativity.
WE SHOULD NOT BE IN THE BUSINESS OF CHANGING PERSONALITIES.
Understanding Introverts:
 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.
Strategies to involve introvert students
 Provide opportunity for an introvert to work alone, and
then share results.
 Provide opportunity to work in a small group, which
he/she may lead or share ideas with.
 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.
 Allow an introvert to take time on a tough problem, or
findings, and give an opportunity to share ideas later.
Encouraging Shy students: Need extra TLC.
 Shyness is the fear of social disapproval or humiliation. It
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may be stressful. They may be very sensitive.
Difference between a shy personality and an Introvert.
Correct identification is helpful in dealing with them.
Such people are greatly helped when they view a teacher
more as a facilitator ,and less as a judge. Sharing our own
story of weakness helps such students the most.
Allow students to prepare in advance ( emailing a worksheet
or set of topics in advance) for participation is a big help.
Allowing students to share ideas, brief reports, summary,
answers, etc, via email is great for shy people.
Positive feedback for their efforts is essential to them.
Some common strategies to enhance engagement
 Be an active listener: “Is this what you are saying?”
 Some times we don’t listen to a student’s logic if the
answer is incorrect.
 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.
 Don’t be too quick to answer your own questions :
Students become accustomed to getting answers .
 Don’t always force your style / wording on them.
Some common strategies to encourage all students.
 Avoid the word “wrong”.
 Use an incorrect/incomplete answer as an opportunity
to open a meaningful discussion.
 Have a student write a solution on the board, have
students discuss, and then allow the same student to
modify the solution.
 Become a facilitator who generates interest and
includes all students.
 Acknowledge /provide feedback for various forms of
engagement, including an incorrect answer.
 Tactfully discourage over participators.
Finally: General Suggestions
 Fear of being judged/wrong: Need Encouragement
 1. Stress the importance of mutual respect. Your respect
for them is independent of their grades.
 2. Remind that each student is unique and statistics
may not be their strongest subject.
 3. Share with them your own story of insecurity,
weakness, etc. They should not see you as a perfect,
know- it- all, judge.
 4. Mention that “its not where you start, its where you
finish.
References
 Dallimore, E. J., Hertenstein, J. H., and Platt, M. B.,(2004). Classroom
participation and
 discussion 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.