Be their guide as opposed to their instructor. When students answer a question, engage with their response. After you ask a question, insist on a twenty-second pause and give students an opportunity to extend their standard responses further.
Predictability is safe, but it can get boring. Mix up your staple teaching strategies with new and novel activities from time to time. Talk to other teachers for ideas. Experimenting with some new parts of the teacher toolkit also makes it easier to differentiate your instruction. A new activity or delivery method might be the trick to engaging that student who has been a tough nut to crack all year.
Periodically give students a breather with brain breaks. These are short activities that allow students to stretch their legs before returning to work feeling focused. You can find a list of 20 brain breaks at Mind Bloom. This means getting to know your students and letting them get to know you. While enthusiasm for the learning content might ebb and flow, your smile, laughter, and conversation will engage students every time they walk through your classroom door.
Use in-class games, quizzes, or gamified learning programs to engage students with friendly competition. For example, Live Mathletics allows students to test their mathematical skills against peers in their class or around the globe in real time. Make sure competitive activities are low stakes and put the emphasis on learning instead of winning. Engage students from the outset of your lesson with an introductory hook.
This could be anything that piques interest, establishes relevance, or inspires curiosity in the subject of the lesson, for example:. Keep your hooks short and segue them directly into an overview of the learning goal. Weaving humor throughout your lesson lightens the mood and makes for a more fun experience.
Present learning content in a variety of mediums, including video, audio, and digital resources. Important: When you begin using your fairness cup, prepare a range of questions, some of which all your students can successfully answer.
This strategy allows the bottom third of your class to get involved and answer questions without being put on the spot. To help ensure that all students are actively thinking, regularly ask questions to which everyone must prepare at least one answer -- letting them know you expect an answer. Then wait for all students to signal they are ready.
Here's how: For example, in math, you could ask, "How many ways can you can figure out in your head? Subtract 10 and then 7, subtract 20 and then add 3, and so on. Or, to review a presentation, ask, "How many key points of this presentation are you prepared to describe?
By asking questions that allow for multiple answers or explanations, you are differentiating instruction; everyone is expected to come up with at least one answer, but some may come up with more.
To convey the number of answers, students can use sign language, such as holding a hand to the chest so their hands aren't visible to their neighbors and displaying one or more fingers to represent how many answers they have. This technique precludes students from bragging about how many ideas they thought of or how quickly they are ready. You can then call on volunteers who want to share their answers with the rest of the class.
Tasks that require minimal supervision add purposeful activity during moments that might normally revert to dead time. They come in handy when passing out papers, working with a small group of students, handling an unforeseen interruption, addressing students who didn't do their homework, or providing work to those who have finished an assignment before others. Here's how: While you pass out papers, ask students to do a quickwrite see 4 or to pair up and quiz each other on vocabulary words.
Also, train students to fess up if they didn't do their homework. That way, during class homework review, these students won't automatically be in dead time. Instead, they'll immediately move to these prearranged minimal supervision tasks.
For example, you can ask them to study a review sheet, summarize a reading passage, read the day's assignment ahead of time, or create and study vocabulary words or other content.
You might find students suddenly doing their homework more often rather than face this extra work. To keep students involved and on their toes, try to move from teacher-centered learning to student-centered active learning, and vice versa. Here's how: Introduce a presentation by having students pair up, talk to each other about their prior knowledge of the presentation, and generate a list of four questions for which they'll want to know the answers.
Make quick rounds to remind all students to stay on task. To encourage active listening, provide students with a list of important questions in advance. Interrupt the presentation with a quickwrite see 4 , and then have students "pair-share" by asking them to compare their entries with a neighbor.
Pull sticks from your fairness cup see 6 to choose pairs of students to present their thoughts to the class. By insisting that students "ask three before me," you make it clear that they are expected to seek assistance from all members of their team before they turn to you. Here's how: To reinforce this rule, when a student on a team wants to ask you a question, you, the teacher, always ask another person on the team whether she knows what the question is. If she doesn't, politely walk away, and the team will quickly understand what you expect.
We have two guides to help you: Face-to-face office hours and Virtual office hours. Service-learning refers to learning that actively involves students in a wide range of experiences, which often benefit others and the community, while also advancing the goals of a given curriculum.
Learn useful tips and evidence-based practices that make the most of remote learning from University of Washington faculty from a range of disciplines. View all the instructor quick tip videos. Center for Teaching and Learning. Competition is a great way to motivate students to learn better or to make them engaged in learning more naturally. According to many researchers, if students perform an activity effectively, it can create a positive impact, leading to more learning engagement.
Hence, to strengthen this sense of competition amongst learners, the developed learning activities must be:. Well incorporated with feedbacks that will eventually assist students in their learning process.
Students need to know the weak areas in which they need to put efforts to improve. And if students fail to recognize such low-performance areas, they fail to improve their learning. Such situation discourages them and often disengages them from their course. Therefore, providing feedback is crucial to give students an explanation of where they are performing satisfactory and where they need to excel efforts, where they understand the material correctly and where incorrectly.
When students receive regular feedback about their performance they respond more positively and remember the experience of what is being learned. However, if you wait too long to provide feedback, the moment gets lost and the student fails to connect the feedback with the required action.
However, the feedback focus should always be based essentially on the good learning areas of the students — area in which they are performing well. It is highly productive for students and their learning; to know the accuracy and inaccuracy of their work, when provided with adequate explanations or examples.
Also, to keep your feedback effective and action-oriented, use the technique of a feedback sandwich. Since now you know how to engage students in learning; do you apply any of these engagement facilitators while implementing or designing various learning activities? If not yet, then you should start it right away! After all, a good learning pattern is beneficial for both the teachers and students and while you may initially find it hard to incorporate, this will eventually bring positive outcomes for everyone associated with the course.
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By Sergey Cujba. Head of Sales and Marketing, Raccoon Gang. The most important single factor influencing learning is what the learner already knows — David Ausubel, educational psychologist Figuring out what your students already know can significantly assist you in pitching your teachings following the right academic challenge level, and to identify and correct many misconceptions of the students.
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