Do you sometimes feel overwhelmed by the complexity of the world in which we live and work? I certainly do. Being an effective educator in turbulent times requires constantly considering an ever-growing, changing, and tangled set of questions. Even with something as seemingly simple as designing a course, we have countless decisions to make and factors to consider. Online or on campus? Synchronous or not? Which platform? Which survey software? Should we integrate AI or VR?
And breathe. We underestimate the importance of using simple methods to motivate, engage and help students learn in lessons. Here are a few.
The sales pitch
Try to be aware of how much mental baggage students bring to class. They may be thinking about other modules, upcoming assessments or placement requests. They may be thinking about their bank balances, their friends, their family, fitting in and growing up. So how do you control all these thoughts and get students to focus and engage in the fascinating lesson you have planned? It all depends on the sales pitch.
Aim to sell the need and desire to learn by both emphasizing the need and sparking the desire to learn more about the topic at hand. Do this and you will reach the sweet spot of learner motivation, where both extrinsic and intrinsic motivational forces are at play, unique to each person, but universally powerful.
The need to learn often includes practical matters. For example, where does the subject fit in the syllabus, how important is it in terms of syllabus weighting and how will it be assessed? Ultimately, we must clearly show that understanding the subject is essential for success not only in this module but also in future modules. “If you commit today, then this specific outcome will be your reward.”
The desire to learn fits more into theories of intrinsic motivation. We want students to engage because they are interested and because they want to learn more about the topic at hand. To spark this desire to learn, take a step back and look at the bigger picture. Where does this topic stand in terms of career opportunities, in relation to current events, the future of politics, the environment and our world? Placing the topic in a broader context can generate interest and enthusiasm.
Pre-interrogation
Another technique I use at the beginning of class is pre-questioning. Whatever the subject, whatever level you’re teaching at, it’s always worth asking students what they already know. The question can be broad or broken down into more specific areas. They are almost certain to know something, with students bringing a wealth of prior knowledge and experience to the classroom.
Pre-interrogation has several advantages. Opening a dialogue with students early sets the tone for the course, showing them that this will not be a one-way experience but an interaction requiring effort on their part. Pre-questions can also generate interest, providing a preview of questions that students can answer later. Make it clear that even the most basic observations on the topic are welcome.
Encourage students to write or perhaps turn to their neighbor and explain what they already know. Engage their brains from the start, forcing them to look inward and check the knowledge and skills they already have.
Helping students with the production effect
No matter how innovative your courses are, the process of transferring knowledge from the classroom to the students will likely always be part of the experience.
The production effect describes how doing something with the material you study helps increase the chances of embedding it in long-term memory. Students must begin to build these pathways in the brain to create a familiar, distinct, and easy path through neurons. They can do this by reading aloud, paraphrasing, drawing mind maps, answering questions, creating flashcards, and even singing.
And so why not incorporate that into the course and start this process immediately? After introducing a new concept, ask students to do one of the following:
- Turn to his neighbor and explain his understanding of the new concept in his own words.
- Write their understanding in their own words
- Draw a picture, flowchart, or graph that represents their understanding.
This process gives students time to breathe, review their notes, and begin to place the knowledge in the context of their own understanding.
During a large class, there is always the fear of losing control of students who use the time to talk about the latest gossip or episodes of their favorite show, but there are ways to manage this. First, be physically present, walk around the room, listen, smile and be supportive. Second, and perhaps the most important tip I have to offer in this article, learn to whistle really loud! When I feel the room slipping out of my control, I place four fingers on my tongue and, following a very short, sharp whistle, all eyes return to me and silence reigns! Students quickly understand that they need to stay on topic.
We all want motivated, engaged students who engage and learn during our classes. Bring on the technology, it’s a marvel! However, don’t forget the simple techniques that can provide huge benefits at any conference you host, big or small.
Now, everyone, pause and express out loud your understanding of this article.
Alison Zimmer is a lecturer at Alliance Manchester Business School.
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