Faculty Fellows Lunch and Learn January 21, 2015 Dr. Deanna Sellnow

Engaging 21st Century Students: From Lecture Notes to Lesson Plans

Faculty Fellows Lunch and LearnJanuary 21, 2015

Dr. Deanna Sellnow

Classroom Engagement Challenges

How?• Characteristics of

College Students Today

• Lecture Note Transformation

• Practical Working Sample

Characteristics Consumer Orientation Entertainment Orientation Techno-literate Instant Gratification ≠

Short Attention Span Information Saturation Multitasking Stressed Negotiation

Pedagogical Adjustment (≠teach as we were taught)

1) Developmental approach2) Clarify learning outcomes &

expectations (early & often)3) Lighten up (Assume the best

first!)4) Rethink content coverage5) Learner-centered pedagogy

Learning =

• Comprehension +• Retention +• Application

Learning Cycle ≠ Learning Styles

Stage 1

Stage 2Stage 3

Stage 4

Your Learning Style Preference• Why?

– So you don’t overlook any stages when you teach.

• How?– Learning Styles Quiz

Learning Styles Quiz (Sellnow, 2005)

Directions: For each of the following 15 questions, mark the letter of the response that is MOST LIKE YOU. Work quickly and circle only one answer. Record your first thought.

1) I tend to learn best when I can:A.trust my feelings and intuition.B. observe and reflect.C. analyze and evaluate.D. actively experiment.2) When I learn:A. I am receptive and open-minded.B. I am careful and reflective.C. I am rational and analytical.D. I am practical and active.

3) I enjoy learning when I focus on:A. concrete experiences.B. reflective observations.C. abstract concepts.D. active experimentation.

4) I tend to enjoy learning most when there are lots of:A. real life examples.B. visual aids.C. abstract concepts.D. opportunities for active experimentation.5) I tend to learn best when:A. I am presented with actual examples from & about people & events.B. I have time to reflect.C. I can examine facts and statistics.D. I can try to actively solve a problem.

6) If I were asked to choose, I'd say that I generally act based on:A. my intuition.B. careful observations.C. logical reasoning.D. my actual experiences.

7) When I learn, I prefer to:A. feel personally involved in things.B. take time to reflect.C. examine theories.D. see results from my work.8) I prefer working in an environment where I can:A. interact with others.B. take time to process things.C. critique things.D. try things out myself.

9) I especially like workshops that encourage learning by:A. having fun with others.B. reflecting privately.C. analyzing and critiquing.D. actively experimenting/applying.10) When discussing ideas with others, I am best at:A. considering a variety of points of view.B. taking time to reflect before responding.C. using logic to analyze and evaluate.D. getting things done and accomplishing goals.

11) When learning a new procedure, I most likely BEGIN by:A. asking about the experiences of people who've done it before.B. reading through the directions and pondering them carefully.C. researching all I can about it origins, pros, cons, etc.D. trying it out and moving forward based on trial and error.

12) I learn best when I:A. have an opportunity to hear actual personal stories about the topic.B. can take time to think about the material.C. can rationally evaluate theories.D. am fully involved in the experience.

13) When I am learning something new, I am typically:A. accepting and open-minded to it.B. reserved and take time to think reflectively about it.C. critical and want to evaluate it based on logical reasoning.D. wanting to try it out for myself.

14) If I were to describe myself, I would say I prefer to learn by:A. Hearing lots of real experiences from or about others.B. Reflecting quietly about my observations.C. Evaluating and critiquing concepts and theories.D. Experimentation and application of concepts and theories.

15) If I were to describe myself when I am learning something new to me, I would say I enjoy:

A. being receptive to lots of new ideas.B. being careful as I proceed.C. analyzing and critiquing new ideas. D. experimenting with new ideas for myself.

Calculate…

• Sum of A’s = (Concrete Experience)• Sum of B’s = (Reflective

Observation)• Sum of C’s = (Abstract

Conceptualization)• Sum of D’s = (Active

Experimentation)

Calculate . . .

• A’s + B’s = (Stage 1)• B’s + C’s = (Stage 2)• C’s + D’s = (Stage 3)• D’s + A’s = (Stage 4)

Stage 1

Stage 2Stage 3

Stage 4

Concrete Experience

ReflectiveObservation

Abstract Conceptualization

Active Experimentation

2) Orderly lectures, Visually reinforced,Clear explanations, definitions

1) Breadth of Examples,Large & small group discussions, Many points of view

4) ActivitiesGroup workCreative projects

3) Practical applications to real world, Rationale,Bottom line, synthesis

Lesson Planning

Goal: Overarching purpose Rationale: So what? Learning Outcomes: What

will students do? Performance Criteria: How

you will measure achievement of each outcome? (assessment & evaluation)

Plan (with time parameters) Take home point or question

Let’s Try it! Rhetorical Appeals LessonOne Minute Essay: Consider an occasion when someone (e.g., a

friend, colleague, family member) persuaded you to (a) do something you hadn’t planned on doing or (b) not do something you had planned on doing.

1.Describe what they convinced you to do or not to do.2. Identify the reasons why.

Rhetorical appeals used to persuade

Logos – appeals to logic and reasoning Deductive & Inductive

Ethos – perceived speaker credibility Competence (intelligence) & Character

(virtue) Pathos – appeals to emotions

Positive and/or negative

Let’s Try It1. Review the advertisement. What is being

sold in it?2. Identify ethos, pathos, and logos.3. Effective? Why or why not?4. Ethical? Why or why not?

Lesson Plan (1) Goal: Students will know the rhetorical appeals used in persuasive messages. Rationale: Students will be better producers and consumers of the persuasive

messages they get bombarded with everyday. Learning Outcomes: Students will . . .

Define each type of rhetorical appeal Use each type of rhetorical appeal in their persuasive messages Identify each type of rhetorical appeal in messages by others

Performance Criteria: Think/pair/share and advertisement activity in class Persuasive speech assignment Persuasive speech critiques Questions on upcoming exam

Lesson Plan (2) Think/Pair/Share: Ask students to write about a time they were persuaded and why, then

turn to neighbor and share (10 minutes)

Post comments on board in 3 columns (without headings) (10 minutes)

Add labels (ethos, pathos, logos) and definitions (5 minutes)

Small groups: Magazine advertisement analyses (10 minutes)

Group Reports: (10 minutes)

Synthesis (Why did we do this?) (5 minutes)

Assign persuasive speeches for next time (5 minutes)

So, how do we engage 21st century students?

By rounding the cycle of learning in each class period.

And Remember . . .

There’s nothing wrong with baby steps . . .

They’re still steps!