Workshop Title: 11 Conversation, Motivation, Inspiration: Engagement with learning with first year students. Presenter(s): Ruth Pickford and Sally Brown Leeds Metropolitan University and Independent Consultant Abstract: Widening participation in higher education together with students’ increasing adoption of a strategic approach to learning can make it really difficult for classroom teachers to engage with students and develop independent learning. This highly interactive workshop will demonstrate an approach that has been undertaken at Leeds Metropolitan University with first year students in large lectures on computing courses. The approach is based on the Fe Fi Fo Fun (F4) methodology that was developed by Ruth Pickford and was a principal foundation of her successful achievement of a National Teacher Fellowship. This approach proposes a three stage engagement with students taking them from relationship building through formative-summative assessment, feedback, fun and fixation. See diagram below: Learning Stage 3 Stage 2 Stage 1 Inspiration Fixation: Embrace Individual Learning Styles Fun: Enthuse Motivation Intrinsic: Interaction & Immediate Feedback Extrinsic: Formative-Summative Assessment Conversation Relationship - Independent learning - Stimulation - Increased expectation - Strategic application to study - Widening participation In 2005 Ruth has started working with Sally Brown, now a Visiting Professor at Leeds Metropolitan University. This session, therefore, will include consideration of the impact of formative assessment in engaging and motivating students. However, the core of the workshop will involve a range of activities to demonstrate how large lectures can be brought to life through a range of activities including singing, dancing, story telling and immediate feedback to and from students. F4 Integration FIXATION . lecturer to student FEEDBACK. Basis of learning Closing the Gap Feedback. student to lecturer FEEDBACK. student INTEREST student ENGAGEMENT. Fun. Formative-summative assessment By the end of the workshop participants can expect to have: Discussed how fun can help to fix learning so that students retain and engage with information; Engaged with theoretical perspectives which link formative assessment and motivation; Experienced some techniques which can be used in even the driest subjects to bring learning to life; Had fun. Organisation of workshop: 1. Contextualisation & Explanation of the Fe Fi Fo Fun model (10-15 minutes) 2. Conversation & motivation in large groups: Activity (10-15 minutes) 3. Impact of formative assessment on engagement/motivation: Facilitation of discussion (10-15 minutes) 4. Learning styles and fixation: (5-10 minutes) 5. Relationship between fun, fixation and learning: Activity (15-25 minutes) 6. Action Planning and feedback: Activity (10-15 minutes) Relevant Literature: Brown S., Race P. ‘Lecturing – a practical guide’, Kogan Page 2002. Pickford R., Clothier H. ‘Ask the Audience: A simple teaching method to improve the learning experience in large lectures, Teaching, Learning and Assessment in Databases, Coventry 2003, LTSN Centre for Information and Computer Sciences.