• How do I get students to do the reading?
• What are some ideas for engaging students?
• How do I engage non-majors?
• How do I lead an effective discussion during class?
• How do I write good online discussion prompts?
• How do I prevent the vocal students from “taking over” a discussion?
• How do I guide in-class group work?
• Where can I get a “physical” introduction to the classroom, technology available, room resources, etc.?

How do I get students to do the reading?

Visit the Teaching Commons motivating students to do the reading page for more information.

When assigning readings you can encourage students by using the following techniques:

• Explain the reading's relevance either by previewing the material in class or explaining it in the syllabus.
• Include time to teach students how to read at the collegiate level. Do not expect new students or even returning students to be able to effectively annotate or mark their texts
• Allow class time for the reading or review of core or required reading.
• Include course reading material in tests and quizzes.

In addition, consider the material you are selecting as "required reading". Students tend to prioritize the amount of work required to succeed in a course, and this often means a large group of texts lumped together as "required reading" will appear to be uniformly unimportant or low priority. Rating material by priority level will differentiate the relative importance to students, and will help them complete the reading of the most important materials.

Example Prioritized Reading List - European History: Middle Ages through the Renaissance

Referenced from:
Hobson, E. H. (2004). Getting Students to Read: Fourteen Tips IDEA Paper, 40.
Retrieved from http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf
[Feb. 10, 2009]
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What are some ideas for engaging students?

Getting to better know your students, structuring good discussions, and allowing students to partake in collaborative learning are all ways that can increase engagement in course material.

For more information on these topics, please see the engaging students page.

Referenced from:
How To - Engage Students
[Feb. 10, 2009]
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How do I engage non-majors?

Most of the strategies for engaging students work for non-majors and majors alike. But if you’re teaching a course that is likely to have a number of students outside of the major, you might consider:

• Sharing with them what you value about the course and what you hope they’ll come to value.
• Designing assignments or other activities (e.g. discussion) that asks students to link the course material to their other courses or their lives outside of college.

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How do I lead an effective discussion during class?

General tips on leading a discussion:

• Prepare for the discussion yourself. Read through texts or review course material that will be discussed. Highlight and take notes on points that you hope will be raised during the class period.
• Warm up to your discussion with a short pre-writing assignment that allows the student to understand the topic at hand.
• Use small groups or pairs of students prior to discussion to allow them to formulate their ideas and build confidence.
• Start the discussion with a common experience, a controversy, or a question.
• Don't be afraid of silence. Be patient with students, let them formulate a response.
• Consider alternatives to a large group discussion, small group discussions, pairs, fishbowl exercises, etc.

Referenced from from the Office for Teaching, Learning, and Assessment library:
Lang, J. (2008). On Course A Week-by-Week Guide to Your First Semester of College Teaching. Cambridge, Massachusetts: Harvard University Press.

McKeachie, W. J. (1999). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (10th ed.). Boston: Houghton Mifflin Company.
[Feb. 10, 2009]
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How do I write good online discussion prompts?

For more information on managing an online discussion, see the online discussion page.

Remember, “that a lack of questions results in a lack of understanding, and shallow questions produce shallow understanding.” Well written questions should challenge students to ask more questions. Questions should focus on getting students to express clarification, assumptions, reasons and evidence, viewpoints or perspectives, or implications and consequences.

Example questions include:

• Clarification - Let me see if I understand you; do you mean __ or __?
• Assumptions - Why would someone make that assumption?
• Reasons and evidence - Is there a reason to doubt that evidence?
• Viewpoints or perspectives - What is an alternative?
• Implications or consequences - Is this the most important question, or is there an underlying question that is really the issue?

Referenced from:
Toledo, C. A. (2006). “Does your dog bite?” Creating Good Questions for Online Discussions. International Journal of Teaching and Learning in Higher Education, 18 (2), 150-154.
[Feb. 3, 2009]
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How do I prevent the vocal students from “taking over” a discussion?

McKeachie's Teaching Tips (1999) suggests a number of strategies towards getting more people involved in a discussion (p. 238-239).

• Begin by suggesting that it is important to hear everyone's ideas.
• Call on students who haven't spoken recently.
• Limit the amount of times each person can speak in any given discussion. Use physical objects like markers or post-its to represent speaking turns, and have students display how many turns they have used or have left.
• Assign discussion observers who oversee the flow and dynamic of each discussion. Have them report back before the next class discussion. This not only serves as a good review, but allows students to see that they are either speaking too much or too little.

Referenced from the Office for Teaching, Learning, and Assessment library:
McKeachie, W. J. (1999). McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers (10th ed.). Boston: Houghton Mifflin Company.
[Feb. 9, 2009]
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How do I guide in-class group work?

In-class group work will benefit greatly if, at the beginning of a course, you build a positive environment for group work to take place. Making it clear that the course will include group work, but why that group work will help students understand the course concepts is essential.

It helps to take the time to explicitly state what skills are needed in each group assignment (e.g., listening, clarifying statements, and providing good feedback). Assigning specific roles to individual students helps define these roles and keep the group productive.

Feedback should be given throughout the time that the group is working together. Helping students to interpret the task, asking them to clarify their decisions, asking students to expain their overall plan of action, or simple encouragement, can help keep students on task and also allow them the confidence and freedom to develop a stronger end product.

Finally, utilize examples of group work activities from Teach Philosophy 101 (activities can be adapted across subject areas).

Referenced from:
Stanford Center for Teaching and Learning. (1999). Cooperative Learning: Students Working in Small Groups. Speaking of Teaching, 10 (2), 2-3.
[Feb. 3, 2009]
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Where can I get a “physical” introduction to the classroom, technology available, room resources, etc.?

Each classroom is equipped with either a chalkboard or a whiteboard. Classroom supplies (i.e. chalk, markers, erasers, etc.) are supplied by Facility Operations, with the stock of each room replenished on a daily basis. From 7:30AM-4:30PM, if supplies are low or missing, contact Facility Operations immediately for replacements. If supplies are low or missing outside of those hours contact Public Safety.

Most classrooms include a standard technology set up, including a LCD projector, VHS and DVD player, personal computer, and overhead projector.

It’s a good idea to check out your assigned classroom a few days before classes start to see how the seating is arranged and to try out the technology.

Referenced from: IS Classroom Technology
Facility Operations Building and Room Services
[Feb. 24, 2009]
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