Faculty Fellows Lunch and Learn
January 21, 2015
Dr. Deanna Sellnow
Classroom Engagement Challenges
How?
• Characteristics of
College Students Today
• Lecture Note
Transformation
• Practical Working
Sample
Characteristics
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Consumer Orientation
Entertainment Orientation
Techno-literate
Instant Gratification ≠
Short Attention Span
Information Saturation
Multitasking
Stressed
Negotiation
Pedagogical Adjustment
(≠teach as we were taught)
1) Developmental approach
2) Clarify learning outcomes &
expectations (early & often)
3) Lighten up (Assume the best
first!)
4) Rethink content coverage
5) Learner-centered pedagogy
Learning =
• Comprehension +
• Retention +
• Application
Learning Cycle ≠ Learning Styles
Stage 4
Stage 1
Stage 3
Stage 2
Your Learning Style Preference
• Why?
– So you don’t overlook any stages
when you teach.
• How?
– Learning Styles Quiz
Learning Styles Quiz (Sellnow, 2005)
Directions: For each of the following 15 questions, mark
the letter of the response that is MOST LIKE YOU. Work
quickly and circle only one answer. Record your first
thought.
1) I tend to learn best when I can:
A.trust my feelings and intuition.
B. observe and reflect.
C. analyze and evaluate.
D. actively experiment.
2) When I learn:
A. I am receptive and open-minded.
B. I am careful and reflective.
C. I am rational and analytical.
D. I am practical and active.
3) I enjoy learning when I focus on:
A. concrete experiences.
B. reflective observations.
C. abstract concepts.
D. active experimentation.
4) I tend to enjoy learning most when there are lots of:
A. real life examples.
B. visual aids.
C. abstract concepts.
D. opportunities for active experimentation.
5) I tend to learn best when:
A. I am presented with actual examples from & about people & events.
B. I have time to reflect.
C. I can examine facts and statistics.
D. I can try to actively solve a problem.
6) If I were asked to choose, I'd say that I generally act based on:
A. my intuition.
B. careful observations.
C. logical reasoning.
D. my actual experiences.
7) When I learn, I prefer to:
A. feel personally involved in things.
B. take time to reflect.
C. examine theories.
D. see results from my work.
8) I prefer working in an environment where I can:
A. interact with others.
B. take time to process things.
C. critique things.
D. try things out myself.
9) I especially like workshops that encourage learning by:
A. having fun with others.
B. reflecting privately.
C. analyzing and critiquing.
D. actively experimenting/applying.
10) When discussing ideas with others, I am best at:
A. considering a variety of points of view.
B. taking time to reflect before responding.
C. using logic to analyze and evaluate.
D. getting things done and accomplishing goals.
11) When learning a new procedure, I most likely BEGIN by:
A. asking about the experiences of people who've done it before.
B. reading through the directions and pondering them carefully.
C. researching all I can about it origins, pros, cons, etc.
D. trying it out and moving forward based on trial and error.
12) I learn best when I:
A. have an opportunity to hear actual personal stories about the
topic.
B. can take time to think about the material.
C. can rationally evaluate theories.
D. am fully involved in the experience.
13) When I am learning something new, I am typically:
A. accepting and open-minded to it.
B. reserved and take time to think reflectively about it.
C. critical and want to evaluate it based on logical reasoning.
D. wanting to try it out for myself.
14) If I were to describe myself, I would say I prefer to learn by:
A. Hearing lots of real experiences from or about others.
B. Reflecting quietly about my observations.
C. Evaluating and critiquing concepts and theories.
D. Experimentation and application of concepts and theories.
15) If I were to describe myself when I am learning something new
to me, I would say I enjoy:
A. being receptive to lots of new ideas.
B. being careful as I proceed.
C. analyzing and critiquing new ideas.
D. experimenting with new ideas for myself.
Calculate…
•
•
•
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Sum of
Sum of
Sum of
Sum of
A’s =
B’s =
C’s =
D’s =
(Concrete Experience)
(Reflective Observation)
(Abstract Conceptualization)
(Active Experimentation)
Calculate . . .
•
•
•
•
A’s + B’s =
B’s + C’s =
C’s + D’s =
D’s + A’s =
(Stage 1)
(Stage 2)
(Stage 3)
(Stage 4)
Concrete Experience
Stage 4
Stage 1
Active
Experimentation
Reflective
Observation
Stage 3
Stage 2
Abstract Conceptualization
4) Activities
Group work
Creative projects
3) Practical applications
to real world, Rationale,
Bottom line, synthesis
1) Breadth of
Examples,
Large & small
group
discussions,
Many points of
view
2) Orderly lectures,
Visually reinforced,
Clear explanations,
definitions
Lesson Planning
 Goal: Overarching purpose
 Rationale: So what?
 Learning Outcomes: What
will students do?
 Performance Criteria: How
you will measure
achievement of each
outcome? (assessment &
evaluation)
 Plan (with time parameters)
 Take home point or question
Let’s Try it! Rhetorical Appeals Lesson
One Minute Essay: Consider an occasion when someone (e.g., a
friend, colleague, family member) persuaded you to (a) do
something you hadn’t planned on doing or (b) not do
something you had planned on doing.
1. Describe what they convinced you to do or not to do.
2. Identify the reasons why.
Rhetorical appeals used
to persuade
 Logos – appeals to logic and
reasoning
 Deductive & Inductive
 Ethos – perceived speaker credibility
 Competence (intelligence) & Character
(virtue)
 Pathos – appeals to emotions
 Positive and/or negative
Let’s Try It
1. Review the advertisement. What is being
sold in it?
2. Identify ethos, pathos, and logos.
3. Effective? Why or why not?
4. Ethical? Why or why not?
Lesson Plan (1)
 Goal: Students will know the rhetorical appeals used in persuasive messages.
 Rationale: Students will be better producers and consumers of the persuasive
messages they get bombarded with everyday.
 Learning Outcomes: Students will . . .
 Define each type of rhetorical appeal
 Use each type of rhetorical appeal in their persuasive messages
 Identify each type of rhetorical appeal in messages by others
 Performance Criteria:
 Think/pair/share and advertisement activity in class
 Persuasive speech assignment
 Persuasive speech critiques
 Questions on upcoming exam
Lesson Plan (2)
 Think/Pair/Share: Ask students to write about a time they were persuaded and
why, then turn to neighbor and share (10 minutes)
 Post comments on board in 3 columns (without headings) (10 minutes)
 Add labels (ethos, pathos, logos) and definitions (5 minutes)
 Small groups: Magazine advertisement analyses (10 minutes)
 Group Reports: (10 minutes)
 Synthesis (Why did we do this?) (5 minutes)
 Assign persuasive speeches for next time (5 minutes)
So, how do we engage 21st century students?
By rounding the cycle of learning in each class period.
And Remember . . .
 There’s nothing wrong with
baby steps . . .
 They’re still steps!