Re: TIPS: student insecurity and class discussions
At 12:58 PM 2/22/2001 -0500, Nathalie Cote wrote: >I'm having some trouble in my Research Methods class that I'm hoping wiser >or more experienced TIPSters can help me with. Context: There are twelve >juniors in the class, we're using a text by Vadum and Rankin, they'll take >three exams and write three short journal article analysis papers, two lab >reports, and a term project which is the lit review and proposal for what >will be their senior thesis next year. The course has a reputation for being >difficult. I've had all of them in other courses before so they know my >style, which is to intersperse lecturing with class discussions and demos >and to provide a lot of support outside of class. I'm a good teacher, and I >usually have no difficulty generating discussions in other classes. However, >in this one I'm finding that not only can I not get a general discussion >going, I can't even get students to answer simple questions that I know most >of them can answer, like "what's the difference between a positive and a >negative correlation?" or "why do you need a control group?" Last summer I taught a course titled Research Methods in Social Psychology. Same size as your class (12 students). Both stats and basic methods were prereqs, so when students came in on the first day I told them that I know a lot of them feel uncomfortable about research methods courses, but that they really do know a lot about methods already. I then gave them a short (ungraded - gotta tell them that upfront or they really sweat) general methods quiz. It had questions similar to the ones you mentioned above. After the quiz, I said that probably few got everything right, but they probably did better than they thought without any preparation. I then told them to take the quizes home and correct them using their textbook. I asked them to use a different color pen to make corrections and that their corrected answers would count for a grade next class period. Now, what does this have to do with your problem? Well, starting the next class period I started every class for the rest of the quarter by asking this set of questions. We sat in a circle, and I would semi-randomly choose a starting point and we would go around clockwise. If someone got stuck it was up to the class to help each other out. I explained to the class that they really should "know" the answers to these questions, not just memorize something that I would accept (I tried to vary the form of the questions and would occasionally ask a student to rephrase their answer). At the beginning of the quarter it might take 40 minutes for the students to work through the answers to the dozen questions (such as: what is reliability? What is validity? Can you have one without the other? etc.) and there was some disagreement and confusion. I had no problem spending as much time on these questions as we needed because we really couldn't move on until everyone had a solid understanding of these concepts. By the end of the class it took about 10 minutes, with very few errors and you could see in their faces that they had no fear about whatever one of the questions I might ask when it was their turn. I believe that this helped tremendously with class participation on more difficult questions. By the end of the class I had students comfortably critiquing the methods I used in my dissertation (that was not quite finished at the time). I think this worked for several reasons. First, they were set up for success. In the beginning I didn't mind if they used their corrected quizzes to help with their oral answers (I didn't explicitly tell them to do so). If they did, I always asked them if they could explain it again using different words. Second, each student was accountable. Noone wanted to hold up the group and I asked specific students specific questions. Third, it was relatively non-threatening. I would help struggling students craft their answers, or better get their classmates to do so. There was a spirit of collaboration. Fourth, it was relevant. These issues were woven into the rest of the coursework. A couple of other things that also helped with the more difficult discussions were: 1. individual introductions at the start of the quarter - so everyone knew each other 2. my effort to learn each student's name and use it 3. lots of smaller group work (2, 3, or 4 people) who then presented to the larger group - this might be particularly appropriate for you to try based on where you are in the semester/quarter now 4. freewriting on a topic before sharing. If I ask students to freewrite, then ask them to discuss and noone is saying anything, I ask them what they wrote. Occasionally I find out that my question was too vague, other times I find out that they were just being bashful It's not easy guiding a class discussion, and every new class is different. Hopefully some of these suggestions will help.
Re: TIPS: student insecurity and class discussions
I really haven't found just making class participation part of the grade to be a good incentive. The students just don't talk because they have been trained not to talk. What I have done to help the process is give the students guidance (as well as a grade). In my history class, I give them all of the essay questions that could be on the test in the syllabus. That is what we go over. It gives them structure when they are reading the books. In my senior seminar course, the students are required to write up a short summary of the debate that is being presented (so they will know what is going on). I have found that showing the student how to be prepared works quite well. In class, I will give them choices (is it this or this?) and I make sure not to make them feel stupid if they say something absurdly wrong. There are times that the the students don't talk. So, I wait. Painful, long minutes of me staring at them and them staring at me (the longest period of time was 10 minutes of utter silence). Finally, someone says something. I have now made it part of my History syllabus that, if people are not prepared and we wait longer than 5 minutes, then they learn it on their own - class is done for the day, goodbye. If I must do this, I only do that once and they will be prepared for the rest of the semester. You might also consider giving a midterm participation grade - so they are aware of where they are at. Their definition of participating may not be the same as yours. Oh, and BTW, I really have not found that the best students are the only ones that participate. I think some of my students who don't do as well on exams actively participate just to bring their grade up. Other students who make straight A's on their exams get very upset when I tell them their A is in jeopardy because they haven't made a peep all semester and have flat out told me they don't think it is fair to grade them in that way. At 02:24 PM 2/22/01 -0500, Stephen Smith wrote: > >>> Louis_Schmier <[EMAIL PROTECTED]> 02/22/01 14:13 PM >>> >I have found, with very rare exceptions, that having an open and honest >discussion with them about your concerns and in which you listen to their >concerns usually gets interesting results. >*** > >If the humanistic approach doesn't get results, you might try a behavioral >approach. Make class participation a significant component of the overall >grade. > >--Steve Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB
RE: TIPS: student insecurity and class discussions
Nathalie wrote: <> It was not clear in the post how the questions are asked, but you might try asking specific questions to specific students. They are more likely to attempt to answer a direct question, than one that is posed to the group. In addition, it sends the message that you will be engaging them in discussion about the content of the lesson and your expectation is that they will participate. Marjorie Carroll Assistant Professor United States Military Academy Department of Behavioral Sciences and Leadership 269D Thayer Hall West Point, NY 10096
Re: TIPS: student insecurity and class discussions
>>> Louis_Schmier <[EMAIL PROTECTED]> 02/22/01 14:13 PM >>> I have found, with very rare exceptions, that having an open and honest discussion with them about your concerns and in which you listen to their concerns usually gets interesting results. *** If the humanistic approach doesn't get results, you might try a behavioral approach. Make class participation a significant component of the overall grade. --Steve
TIPS: student insecurity and class discussions
I'm having some trouble in my Research Methods class that I'm hoping wiser or more experienced TIPSters can help me with. Context: There are twelve juniors in the class, we're using a text by Vadum and Rankin, they'll take three exams and write three short journal article analysis papers, two lab reports, and a term project which is the lit review and proposal for what will be their senior thesis next year. The course has a reputation for being difficult. I've had all of them in other courses before so they know my style, which is to intersperse lecturing with class discussions and demos and to provide a lot of support outside of class. I'm a good teacher, and I usually have no difficulty generating discussions in other classes. However, in this one I'm finding that not only can I not get a general discussion going, I can't even get students to answer simple questions that I know most of them can answer, like "what's the difference between a positive and a negative correlation?" or "why do you need a control group?" I don't remember having this much trouble last year. In some ways, this cohort is not as strong academically, but there are at least three strong students in there. In working with some of the students outside of class, I'm getting the impression that they are very insecure about this course and about their understanding of the material. The class average on the first exam was a B, so most of them grasp the material enough to do well on the exams. But the silence in the classroom has continued even after that exam. I'm not sure how to deal with it. Any advice? Nathalie * Nathalie Coté Assistant Professor of Psychology Belmont Abbey College 100 Belmont - Mt. Holly Road Belmont, NC 28012 (704) 825-6754
Re: TIPS: student insecurity and class discussions
I have found, with very rare exceptions, that having an open and honest discussion with them about your concerns and in which you listen to their concerns usually gets interesting results. Make it a good day. --Louis-- Louis Schmier [EMAIL PROTECTED] Department of History www.therandomthoughts.com Valdosta State University www.halcyon.com/arborhts/louis.html Valdosta, GA 31698 /~\/\ /\ 912-333-5947 /^\ / \/ /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_\/__/___/^\ -_~/ "If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills" -\
