As you incorporate in-class activities into your course, remember to (1.) set clear instructions and expectations for the activity, (2.) provide helpful instructor feedback, and (3.) facilitate peer interaction.
If you are teaching an online course using Zoom or Canvas:
Exercises to Increase Student Engagement in RTOL Courses
Training Outline: Increasing Engagement through Zoom
Flipped Classroom
Flipping the classroom re-purposes class time for inquiry, application, and assessment in order to better meet the needs of individual learners.
- Students control the learning process by studying course material outside of class, using readings, pre-recorded video lectures, or research
- During class time, instructors help students work through problems individually and in groups
- Visit the UW Center for Teaching and Learning website for more information (including the cooperative learning, project-based learning, and problem-based learning teaching approaches)
Think Pair Share
Think-Pair-Share (TPS) allows for students to think about a question or problem silently.
- First, the student has time to write down thoughts or brainstorm
- When prompted, the student pairs up with a peer and discusses their ideas and then listens to their partner’s ideas
- Following pair dialogue, the teacher solicits responses from the whole group.
- Instructors are able to call on anyone to share (increasing discussion productivity and involvement), since all students had time to formulate and “test” their ideas.
- TPS helps introverts, processors, and shy students get involved in the discussion and helps them build confidence.
Gallery Walk
This discussion technique allows students to be actively engaged as they walk throughout the classroom. They work together in small groups to share ideas and respond to meaningful questions, documents, images, problem-solving situations or texts.
- Write a question/prompt on different chart papers/whiteboards around your classroom
- Group students into teams and start each of the teams at a different station
- Teams have 3-5 minutes to respond to the question/prompt at their station, while the instructor walks around and provides feedback and hints
- Teams rotate to a new station, discuss the previous team’s response, and add new content
- Have students reflect by returning to their first station, reading all the added content, and discussing what they learned
Dynamic Discussion
Good discussions with clear focus are a powerful tool for encouraging student learning and engagement. As the instructor, you can facilitate better discussions if you:
- Ask open-ended Questions
- Students are less likely to contribute when asked yes/no or correct/incorrect questions
- Provide a summary periodically
- In the discussion, provide a summary and draw conclusions
- Determine if there is a group consensus and ask students to comment on the conclusions you draw
- Use a polling tool on fact-based questions
- If you need to ask some fact-based questions, consider using anonymous polling tools (Zoom Polls, Poll Everywhere)
- Manage actual or potential conflict
- Establish respectful classroom norms from the first day of class
- Address conflict and clarify disagreements among students early on
- If a student monopolizes the discussion, actively call on other students to participate too
Interactive Lecture
When students are exposed to new or unfamiliar material, it is good for the instructor to first present this information, however, the length of a lecture should not exceed 30 minutes, visit the Eberly Center resource on Lectures for guidance on lecture structure and holding student attention.
As the instructor, you can create a more interactive lecture if you:
- Ask questions (and give your students time to ask questions)
- Invite students to answer (and add-on to your answers)
- Vary the lecture format
- Engage students beginning with their first class
- Recognize student contributions
Updated 05/10/21