This workshop should be required for all faculty, staff, and administrators. It would be helpful here to have these roles written on the board, overhead or handout. Because I know my students will be much more successful if they actively engage themselves in their learning experiences, I am constantly on the lookout for activities that will better facilitate active student engagement. No students found a way to avoid participating in this activity. I have never before felt a workshop I attended helped me to teach.
Thank you for making me a better teacher. Had I spent more time considering a debriefing activity, I think students would have been able to learn more than just the one I really focused on. I did not do that this time, but I will definitely include it in the future. In my 31 years of teaching this was the best and most critically needed of any workshop I have ever attended. Two of the pairs arrived at incorrect answers, and many students noticed.
Now, however, I think this activity has the potential to yield for me many new nuggets of information, and I am looking forward (taps) revising my curriculum to incorporate the activity much earlier and often throughout the semester. The students set to work, and I noticed that nearly all of them were having trouble verbalizing their thinking processes.
Although these students struggled the most through the activity, they were the ones who appeared to enjoy it the most by the end of the class session. The listener may also ask clarification questions and offer suggestions, but should refrain from actually solving the problem.
I definitely achieved my first purpose, which was to have students actively engage in the learning activity. On a scale ofI rate the overall value I received from the workshop as a This was quite a discovery for me, as the hhinking grammar piece of my class is structured in the following way: Because I know my students will be much more successful if they actively engage themselves in their learning experiences, I am constantly on the lookout for activities that will better facilitate active student engagement.
Furthermore, as the activity progressed, even my most reticent students appeared to actually enjoy the challenge of sticking to their roles. At the time, I thought it was an interesting presentation, but quickly dismissed the idea that I could possibly adapt Think-Aloud Problem (taps) to suit my purposes. To diminish these behaviors, I have incorporated many active-learning strategies into my classroom, but I continue to see many non-engaged behaviors that suggest to me that students are still not actively engaging in the planned activities.
Thank you so much on behalf of myself and all of my present and future students! After all of the pairs had solved all of the problems on the second page of the handout, I chose three pairs at random and asked them to choose the problem that challenged them the most and write it on the board. It appeared to me that this was a habitual behavior for them—it was as if they were accustomed to giving up if they did not immediately know the answer.
Although I used the activity with grammar rules, it could easily be adapted to suit the needs of any instructor in any discipline. Had I spent more time considering a debriefing activity, I think students would have been able to learn more than just the one I really focused on. Two of the pairs arrived at incorrect answers, and many students noticed.
I realized that if I were to introduce this activity very early in the semester, my students would have a much easier time with the essay assignments, and they would be very likely to do better in the class.
To have students actively engage in the learning process To have students learn to identify relevant information and apply it in the solution of a problem To have students learn and practice problem-solving strategies A set of problems to solve I used problems from the grammar workbook I use in my class Plenty of writing instruments for writing on the board dry erase markers for whiteboards, chalk for blackboards, etc.
The listener listens carefully, following alodu steps taken by the problem solver, attempting to understand the reasoning behind the steps, and offering suggestions if necessary.
I have thonking before felt a workshop I attended helped me to teach. After checking to make sure everyone understood the instructions, I gave them a page of problems to solve in which they would need to apply the grammar rules listed at the top of the handout.
No students found a way to avoid participating in this activity. They wanted to think silently until they could say the answer. Like many instructors, I get tired of seeing my students looking out the window, sending text messages, or doing some other equally non-productive activity during my class sessions. This workshop should be required for all faculty, staff, and administrators.
I wanted to have students learn and practice problem-solving strategies, which they did. It helps to model the process so students can see what it looks like.
I also achieved my second purpose, which was to have students learn to identify relevant information in this case, subject-verb agreement rules and apply it to particular instances. Then I randomly called on students to answer one question at a time from their workbooks.
Patricia Cross, and Claire Howell Major. Thank you for making me a better teacher. I still often see students who refuse to speak or contribute in any way during small-group discussions, students who write one or two sentences and close their journals when I have asked them solvjng write non-stop for five minutes, and students who are doing homework for some other subject during my class.
As I moved around the room, I repeatedly found students thinking silently before they would speak. I reviewed Point of View by writing typical first- second- and third-person pronouns and thinkung on the board.