Getting Students to Participate Stephen Brookfield University of St. Thomas, Minneapolis-St. Paul www.todaysmeet.com www.stephenbrookfield.com Setting Up Today’s Meet www.todaysmeet.com/… …. Situating Stephen • How we learn frames how we teach • Participation in School – Correctly Answering Teachers’ Questions / Socratic Guidance to Correctness • Good College Students – Sound Smart, Speak a Lot, Use Correct Language, Evince A Sophisticated Understanding of the Material Question • What stops you from participating in a class, professional development session or meeting? What Students Say…. • I don’t want to risk looking stupid • I don’t know what you mean by participating • It’s uncool to be enthusiastic • There is no reward for participating • I’m a shy introvert • It’s your job to teach, not mine to participate What Students Say They Want • We need to know what you mean by this - what participation looks like should be clearly described & operationalized • We need to see how it will be assessed & rewarded – how taking it seriously benefits us • We like it when you provide clear structure, guidance & protocols to help it happen • We appreciate you incorporating social media to demonstrate participation • We learn how to do this better if you guide us along the way & make adjustments as required • Don’t forget us introverts & ESL speakers Operationalizing Participation • Class Participation Grading Rubric – 20% • http://www.stephenbrookfield.com/Dr._Stephen _D._Brookfield/Home.html - click on ‘Workshop Materials’ & scroll down to ‘Class Participation Grading Rubric’ • Rubric lists specific behaviors that are examples of good student participation, for example: • Ask a question or make a comment that shows you are interested in what another person says • Ask a question or make a comment that encourages another person to elaborate on something they have already said Indicators of Participation • Bring in a resource (a reading, web link, video) not covered in the syllabus but adds new information/perspectives to our learning • Post a comment on the course chat room that summarizes our conversations so far and/or suggests new directions and questions to be explored in the future • Make a comment (online if this is appropriate) indicating that you found another person's ideas interesting or useful. Be specific as to why this was the case Indicators of Participation • Contribute something that builds on, or springs from, what someone else has said. Be explicit about the way you are doing this. • Make a summary observation that takes into account several people's contributions & that touches on a recurring theme in the discussion (online if you like) • Ask a cause and effect question - for example, "can you explain why you think it's true that if these things are in place such and such a thing will occur?” Indicators of Participation • Find a way to express appreciation for the enlightenment you have gained from the discussion. Try to be specific about what helped you understand something better. • Post a question or comment on the live Today’s Meet feed that takes us in a new direction • Alert us to someone who is trying to ask a question but is being overlooked • If you talk a lot try the 3 Person Rule Rewarding Students for Participation – How to Get the 20% • Ask students after each class to post how they enacted one of the behaviors in the rubric • Provide a one page sheet listing the behaviors & ask students to check those they enacted, with specific descriptions of at least one • As part of mid-terms & finals ask students to provide a half page summary of the different ways they participated in class A Silent & Visual Protocol for Participation – Chalk Talk • Write a question in the center of the board & ask everyone to move up to the board • Ask for 5 minutes silence as students write responses to question on the board • Others draw lines between postings to show connections/differences, ask questions, add to postings, provide examples etc. • You add responses & draw lines as needed • After 5 minutes is up the group then talks about clusters of responses, outliers, what’s missing, important questions & what’s next Examples of Chalk Talks • What is a Proof? • How do we decide a hypothesis is correct? • Why is Theory ‘A’ accurate? • What does autism look, feel, sound like? • What are exs, illustrations of Concept B? • What’s the most important thing to know about this theory, policy, concept? Circle of Voices • Students silently think about a question assigned to them by the teacher & make notes on their response • Participants go round the circle in order - each person has up to 1 minute of uninterrupted air time to give their viewpoint on the topic. No interruptions are allowed. • Students then move into free exchanges with the ground rule that every comment offered must somehow refer back to a comment made by someone else in the opening circle of voices. This need NOT be agreement - it can be a disagreement, a question, an elaboration, an illustration, & so on What Students Appreciate • It begins with silent time to think named as part of the exercise – those who need time to process appreciate this • The structure decreases anxiety for students who wonder what ‘participation’ looks like • Everyone is heard in the first round • It forces students to listen to others • It makes it easier to participate in the future – if participation is important to you then you must engineer it very early on Incorporating Social Media • Social media ‘backchannels’ are a useful way to get students to ask questions, provide examples, respond to questions & offer reactions to the class • They by-pass the dynamics of verbal participation – giving everyone an equal chance to speak • They can provide anonymity – meaning nobody runs the risk of looking stupid • They allow students to ask questions as they occur to them – not when the professor invites What Students Appreciate • It’s private & anonymous • It feels familiar • It democratizes the classroom – no one can dominate the class as in verbal interaction • It allows us to raise questions, seek clarification & pose problems in our own time & at our own pace • It by passes the performance anxiety of speaking in class – yet allows us to contribute & be heard in a non-pressured way Monitoring Participation • Participation should not be experienced by students as “participation for participation’s sake”. You need constantly to monitor that it’s being understood in the way you wish it to be, & that it’s supporting students’ learning, not getting in the way • One way to monitor this is through the Classroom Critical Incident Questionnaire (CIQ) available for free download on my home page: www.stephenbrookfield.com CIQ Questions • The moment in class this week when you were most engaged as a learner • The moment you were most distanced as a learner • The most helpful action anyone in the room took • The most puzzling action anyone in the room took • What surprised you most about the class this week CIQ • Takes 5 minutes to complete at the end of the last class of the week • Anonymous • Instructor reads through responses & prepares a short summary to be given at the first class of the following week (or online) • Instructor responds to problems, explains confusions, shows how she will adapt her teaching to feedback – or why she cannot in good conscience do this What Students Appreciate • It’s anonymous – we can express misgivings or ask awkward questions without fear of instructor punishment • It’s inclusive – everyone has an equal chance to participate & no-one’s concerns can dominate • It shows the teacher is interested in our well being & how we’re doing • When the teacher takes it seriously it builds our trust & confidence in her Further Resources • http://www.stephenbrookfield.com/ • The Skillful Teacher: On Technique, Trust & Responsiveness in the Classroom (2015, 3rd ed.) • The Discussion Book: 50 Great Ways to Get People Talking (2016) - with Stephen Preskill