IDENTIFYING & ENGAGING UNPREPARED STUDENTS:
PRACTICAL STRATEGIES & TECHNIQUES FOR TODAY'S COLLEGE CLASSROOM
Debra Dunlap Runshe
Instructional Development Specialist
University Information Technology Services - Learning Technologies
Indiana University – Purdue University Indianapolis
Webinar Objectives
By the end of the webinar, participants will:
• identify specific reasons why the first year of
college is the “make or break” year for different
populations of students.
• recognize characteristics and/or behaviors of
unprepared students.
• describe best practices to engage learners.
• identify techniques that can be incorporated into
their classes that will lead to student success.
Myth or Reality?? Unprepared?
“The number of academically unprepared
and at-risk students enrolling in colleges
and universities is increasing.”
Why is the Freshman year important?
“Research clearly
indicates that the
freshman year is a
critical period during
which students are most
likely to withdraw from
higher education.”
~Joe Cuseo
Major Reasons for Academic Difficulty
1. Poor management of time
2. Continue to organize and
study the same way as
they did in high school
3. Selection of courses
4. They studied alone
(Light, 2001)
Resources for College Success:
The New York Times Tip Sheet: How to Succeed in College
http://thechoice.blogs.nytimes.com/2012/09/06/how-to-succeed-in-college/
Learn More Indiana: How do you succeed in college? http://www.in.gov/learnmoreindiana/2611.htm
Time Management
1.
2.
3.
4.
5.
Set goals
Plan ahead
Prioritize your tasks
Use good study habits
Identify resources for help
Resources to Improve Time Management:
Mind Tools: http://www.mindtools.com/pages/main/newMN_HTE.htm
Study Skills
“Many students have never been exposed to
different ways to approach studying or even to
the idea that there are different ways to study …
We can help students learn about different
strategies and when to use them.”
~Marilla Svinicki
Resources to Improve Study Skills:
Study Guides and Strategies: http://studygs.net/
StudentLingo: http://www.innovativeeducators.org/StudentLingo_s/77.htm
Basic Definitions
Rehearsing
Use flash cards or anything that allows you to practice
pairing a term with its definition.
Elaborating
Create a vivid mental image of the word and its
definition. Think of places you’ve seen this term used.
Organizing
Group similar words together to make it easier to make
connections among them. Identify examples and
nonexamples.
Adding
Meaning
Generate your own example of the definition or put it in
your own words.
(Svinicki, 2004)
Flash Cards
Resources to Create Flash Cards:
Flash Card Machine: http://www.flashcardmachine.com
ProProfs Flash Cards: http://www.proprofs.com/flashcards/
Structural Knowledge
Recognizing
key ideas
Organizing
key ideas
Recognizing
relationships
among key
ideas
Pull out all the text headings and put them in outline
format.
Write the concepts on index card and sort them into
related categories.
Draw a concept map that shows what is connected with
what and how.
Put the concepts into hierarchical categories.
Draw a flow chart to show the sequence with which the
concepts relate to one another.
(Svinicki, 2004)
Concept Maps
Resources to Create Concept Maps:
Cmap Tools: http://cmap.ihmc.us/
Gliffy: http://www.gliffy.com/
Applications of Concepts to Problems
Visualizing
the process
Observe someone else applying the concept and create
a mental model of it.
Developing
process
steps
Write down the details of how the instructor or text uses
examples to illustrate concepts. Then look for common
steps or characteristics. Try your steps with a new
example.
For each example figure out why the procedure was
used and what steps were taken.
Rehearsing
applying the
process
Look for instances of concepts in everyday use.
Comparing
versions of
the process
Compare uses with other students.
(Svinicki, 2004)
Analysis of Problem Situations
Looking for
Relationships
Visually
representing
the problem
Use the transition words or other text marker to identify
important components or relationships.
Use a comparative organizer to contrast assumptions,
ideas, and evidence.
Create a flow chart or concept map to identify
relationships within the situation.
(Svinicki, 2004)
Effective Learning Techniques
Low Utility
Moderate Utility
High Utility
• summarization
• interleaved
• practice testing
• highlighting
practice
• elaborative
interrogation
• self-explanation
• distributed
• keyword
mnemonic
• imagery use for
text learning
• rereading
practice
(Dunlosky, et.al., 2013)
Characteristics and/or Behaviors
Identifying Guidelines
• Low SAT or ACT scores
• High School GPA below 3.0
• Might have ADHD or LD*
• Special Admit
Identifying Activities
• Reading and Vocabulary Quiz
• Writing Sample
(Gabriel, 2008)
Resources to Improve Vocabulary and Grammar:
Study Guide Zone http://www.studyguidezone.com/theatest.htm
The Guide to Grammar and Writing http://grammar.ccc.commnet.edu/grammar/vocabulary.htm
Course Alignment
Outcomes
What should my students know?
What should they be able to do?
What type of activities can help students
achieve the learning outcomes?
How will I know that they have
achieved the outcomes?
Activities
Assessment
Tips for Course Alignment
Outcomes
• state clearly
from learner’s
point of view
• measurable
• provide at the
course and
unit/module
level
Activities
Assessments
• include
• expectations
thorough
instructions and
a grading rubric
• engaging and
active
• opportunity for
application
• provide choice
shared early
• varied to
accommodate
student
diversity
• formative and
summative
Seven Principles for Good Practice
1. Encourages student-faculty contact
2. Develops reciprocity and cooperation among
students
3. Uses active learning techniques
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
(Chickering & Gamson, 1987)
Resources for Implementation of the Seven Principles:
TLT Ideas & Resources: http://www.tltgroup.org/seven/home.htm
Principle 1: Encourages Student-Faculty Contact
Suggestions:
• Encourage classroom interaction
• Establish rapport with students
• Provide personalized feedback
• Increase accessibility
• Express interest in students
• Participate in co-curricular activities
The First Week of Class
Begin with a detailed and explicit syllabus.
Learn your students’ names.
Strategies to accomplish this:
• Seating chart, student choice
• Name plates
• Office hours “interviews”
Pictures
(Gabriel, 2008)
Building Community
Expert Group A
A
A
A
Expert Group B
B
B
B
Expert Group C
C
C
C
Home Group 1
A
B
C
Home Group 2
A
B
C
Home Group 3
A
B
C
Resources for Building Community:
University of South Alabama , Using Online Icebreakers to Promote Student/Teacher Interaction:
http://www.southalabama.edu/oll/jobaidsfall03/Icebreakers Online/icebreakerjobaid.htm
Lansing Community College Center for Teaching Excellence, Icebreaker Activities:
http://www.lcc.edu/cte/resources/teachingtips/icebreakers.aspx
Principle 1: Online Connection
Communication tools (email, discussion, chat, and
web conferencing) can increase and strengthen
student-faculty contact by:
• Fostering more thoughtful responses.
• Encouraging shy students to participate.
• Providing more communication opportunities for
commuter and part-time students.
• Offering more time to read and formulate
responses for ESOL students.
(Chickering & Erhmann, 1996)
Principle 2: Cooperation Among Students
Suggestions:
• Plan cooperative learning activities, such as:
• Group projects, presentations, or papers
• Study groups
• Peer tutoring
• Peer evaluation
• Foster collaborative rather than competitive or
independent environments.
Essential Ingredients of Cooperative Learning
• Positive interdependence
• Individual accountability
and personal responsibility
• Social skills
• Group processing
(Johnson & Johnson, 2003)
Applications of Cooperative Learning
 Learning new content
• Peer review
• Checking homework
• Test preparation and review
• Presentations and projects
• Labs and experiments
• Drill and review
(Johnson & Johnson, 2003)
General Strategies for Cooperative Learning
• Matching group size to activity
• Informal activity (2-4 students)
• Formal activity (4-6 students)
• Setting intermittent deadlines and offer continual
•
•
•
•
feedback
Including self and peer assessment
Assign differentiated group or individual grades
Maintaining the groups for the duration of the
semester
Avoiding forming groups which have only one
woman or one minority
(Johnson & Johnson, 2003; Millis & Cottrell, 1998)
Group Selection for Cooperative Learning
Long-term group selection criteria
• Academic ability
• Class/work schedule
• Interest/skill level
• Learning style
Short-term group selection criteria
• Values or opinions
• Convenience
• Random
(Millis & Cottrell, 1998)
Methods for Selecting Group Members
• Student data sheet
• Interest/knowledge/skills checklist
• Learning style inventories
• Structured lineup process
• Corners
• Three-step interview
• Playing cards
(Millis & Cottrell, 1998)
Additional Online Resources:
http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Principle 2: Online Connection
Communication tools (email, discussion, chat, and
web conferencing) can be used for:
• Study groups
• Collaborative
learning activities
• Group problem-solving
• Group discussion
(Chickering & Erhmann, 1996)
Principle 3: Active Learning
Suggestions:
• Interactive lectures
• Discussions and debates
• Student presentations
• Collaborative writing exercises
• Problem-based learning activities
• Case studies
• Role playing
• Simulations and games
Active Learning Defined
“In the college classroom, active learning
involves students doing things and thinking
about the things they do.”
~Chuck Bonwell
Why Active Learning?
Research suggests active learning strategies:
• more frequently engage students.
• lead to increased student achievement.
• enhance students’ metacognitive skills.
Retention of Information
After 24 hours, what percent of information is
retained by students in a lecture environment?
a. 5%
b. 10%
c. 20%
d. 40%
e. 50%
Retention After 24 Hours
5% of what
you hear
10% of what
you read
30% of what you see
and
50% of what you discuss
75% of what you practice
90% of what you teach to others
NTL Institute for Applied Behavioral Science
300 N. Lee Street, Suite 300, Alexandria, VA 22314. 1-800-777-5227
Principle 3: Online Connection
Types of technology tools which encourage active
learning:
• Learning by doing (simulations, interactive
software, web research)
• Time-delayed exchange (email & discussion)
• Real-time conversation (chat & web
conferencing)
(Chickering & Erhmann, 1996)
Principle 4: Prompt Feedback
Suggestions:
Provide feedback that is:
• Timely
• Directive
• Specific
• Appropriate
Use peer review when appropriate
Principle 4: Online Connection
Examples of technology tools which facilitate
prompt feedback:
• Communication tools
• Automated assessment
• Word comments
• Electronic portfolios
(Chickering & Erhmann, 1996)
Principle 5: Time on Task
Suggestions:
• Engage learners
• Develop goals
• Use class time wisely
• Provide study suggestions
• Post module/weekly checklists
• Communicate clear expectations
• Break down learning into small portions
• Encourage students to develop time
management skills
The Science of Learning
Teach for long term retention and transfer:
• Practice and retrieval
• Vary the conditions
• “Re-represent” information in an alternative
format
• Construct knowledge based upon prior
knowledge and experience
• Chunk information
• Motivation
(Halpern & Hakel, 2003)
Principle 5: Online Connection
Technology tools can:
• Make study time
more efficient
• Make access to
resources more
efficient
• Increase study
time
(Chickering & Erhmann, 1996)
Principle 6: High Expectations
Suggestions:
• Foster supportive climate
• Provide clear expectations of performance
• Offer alternative assignments to meet individual
students’ needs and interests
• Provide models of outstanding student work
• Hold yourself to the same standard of excellence
• Offer immediate feedback
• Tolerate mistakes
• Celebrate success
Principle 6: Online Connection
Technology tools can communicate high
expectations by:
• Stating expectations explicitly and efficiently
• Posting samples of work representing different
levels of quality
• Automating peer review
• Posting detailed rubrics
• Publishing exemplary student work
(Chickering & Erhmann, 1996)
Principle 7: Diverse Talents
Suggestions:
• Accommodate diversity
• Teach to different learning preferences
Felder-Silverman Model
Students learn about their learning preferences and
strategies that will assist them in being successful.
Their preferences fall on a continuum between:
• active or reflective
• sensing or intuitive
• visual or verbal
• sequential or global
Felder’s Online Resources:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html
Principle 7: Online Connection
Technology tools can meet different learning
styles by:
• Providing a variety of learning experiences
• Allowing students to work at their own pace
• Providing varying levels of structure
(Chickering & Erhmann, 1996)
Points to Remember…
• Many of our students are coming to us unprepared
for the rigors of college life.
• Identifying them early is crucial to their success.
• We can help by providing them with strategies for:
˗ setting goals, planning, prioritizing, organizing their time,
˗ learning how to study effectively, and
˗ connecting with others and their learning.
Questions?
Thank You for Your Participation!
Debra Dunlap Runshe, Instructional Development Specialist
University Information Technology Services – Learning Technologies
Indiana University-Purdue University Indianapolis
Information Technology and Communications Complex (IT 342H)
535 West Michigan Street, Indianapolis, IN 46202
Phone: 317-278-0589
Email: drunshe@iupui.edu
Resources
Adelman, C. (2004). Principal indicators of student academic
histories in postsecondary education, 1972-2000: U.S.
Department of Education. Washington, DC: Institute of Education
Sciences.
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment
techniques (2nd ed.). San Francisco, CA: Jossey-Bass.
Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating
excitement in the classroom. Washington, DC: School of
Education and Human Development, George Washington
University.
Bonwell, C.C. & Sutherland, T.E. (1996). Using active learning in
college classes: A range of options for faculty. San Francisco, CA:
Jossey-Bass.
Resources
Braxton, J.M. (2008). The role of the classroom in college student
persistence. San Francisco, CA: Jossey-Bass/Wiley.
Chickering, A.W., & Gamson, Z.F. (1987). Seven principles for good
practice in undergraduate education. AAHE Bulletin 39(7), 3-7.
Chickering, A.W. & Ehrmann S.C. (1996, October). Implementing the
seven principles: Technology as lever. AAHE Bulletin, 3-6.
Cuseo, J. B. (1991). The freshman orientation seminar: A researchbased rationale for its value, delivery, and content. The Freshman
Year Experience. Monograph Series (4), 673-677. Columbia, SC:
National Resource Center for The Freshman Year Experience.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &
Willingham, D. T. (2013, January). Improving students’ learning with
effective learning techniques: Promising directions from cognitive
and educational psychology. Psychological Science in the Public
interest. 14(1) 4-58.
Resources
Felder, R.M. & Silverman, L.K. (1988). Learning and teaching styles
in engineering education. Engr. Education, 78(7), 674-681.
Gabriel, K.F. (2008). Teaching unprepared students: Strategies for
promoting success and retention in higher education. Sterling, VA:
Stylus Publishing, LLC.
Halpern, D.F. & Hakel, M.D. (2003, July/August). Applying the
science of learning to the university and beyond. Change, 35, 3641.
Hatfield, S.R. editor; with David G. Brown ... [et al.]; and special
sections by Martin Nemko, contributing editor. (1995). The seven
principles in action: Improving undergraduate education. Bolton,
MA: Anker Publishing.
Johnson, D.W. & Johnson, R.T. (1994). Learning together and alone:
Cooperative, competitive, and individualistic learning. 4th ed.
Needham Heights, MA: Allyn and Bacon.
Resources
Kuh, G.D., Pace, C.R. & Vesper, N. (1997). The development of
process indicators to estimate student gains associated with good
practices in undergraduate education, Research in Higher
Education 38(4), 435-454.
Kuh, G. Kinzie, J., Schuh, J., Whitt, E., & Associates. (2005). Student
success in college: Creating conditions that matter. San Francisco:
Jossey-Bass.
Light, R.J. (2001). Making the most of college: Student speak their
minds. Cambridge, MA: Harvard University Press.
Millis, B.J., & Cottrell, P.G. (1998). Cooperative learning for higher
education faculty. Phoenix, AZ: Oryx Press.
Svinicki, M.D. (2004). Learning and motivation in the postsecondary
classroom. Bolton, MA: Anker Pub. Co.