Low Cost Ways to Shape
Student Work Outside
Class
Learning Enhancement Service
Ken Jones
September 30-October 3
Time Spent Studying per Week
(Graduating Seniors)
• More than 21 hours per week – 35.5% CSB
•
16.2% SJU
• Less than 10 hours per week -- 17% CSB
•
37% SJU
Making Expectations More Visible
• Need frequent reminders
• Moving beyond “work hard” or “x hours”
• What should they be able to do when done?
• Explain to a friend
• Write a summary and provide evidence
• Do homework problems without looking at text
Explaining How to Learn
• It is easy for us, but not for them
• Need help understanding how to read in discipline
• Need help understanding how to organize/study in
discipline
• Modeling helps
• Concept maps a possibility
Low Cost Incentives
• Independent learning and career success
• Explain performance versus mastery approaches
• Tests define ability in field – permanent condition
• Tests as indicator of current level and guide for
improvement
• Tie to non-academic interests
Peer Pressure in Small Groups
• Meaningful task with public result
• Semi-permanent groups
• Peer assessment
Don’t Forget Class Discussion
• Praise very good answers
• Encourages the one praised
• Stimulates others to reach same level
• No cost to professor
• Provide formal feedback on classroom participation
• Provides individualized feedback
• Clarifies expectations
• Some cost to professor
How Diligently Would You Read
Before Class If
• It is likely that the professor would spend most of
the class on something other than the assigned
readings?
• It is likely that the professor would begin class by
telling you want was in the assigned readings?
Beware Starting by “Clarifying”
the Reading
• Students see no point in doing the reading before
class
• Students unwilling to discuss because “truth” has
been revealed
• Convinces professor that lectures are essential
A More Effective Approach
• Make them do something with the out of class
material first
• Many not be able to go very far, but make them do it
• Step in after they have worked
• Use what they have done as base for effort to move
them further
• Faculty clarifies, expands
How Diligently Would You Prepare
Before Class If
• It is likely that the professor will raise questions about
the readings, but will wait for people to volunteer an
answer?
• It is likely that the professor will ask questions on the
readings, and call on people randomly for answers?
• It is likely that the professor will ask questions on the
readings, and call on each student by the end of the
period?
Calling on Students
• Motivates students to do out of class work
• Increases learning through active engagement
• Make it a normal part of class, not a punitive action
• Avoid sense of picking on individual with group
calls
Slightly Higher Cost Options
• Done before class
• Short papers, Moodle posts, journal entries
• Done in class
• In class writing, short quizzes, small group presentations
• Do periodically, more at beginning
• Keep grading simple and brief