Why Wont They Do The Readings Dr Chris

Why Won’t They Do The Readings? Dr. Chris Helfrich Instructional Designer Student Engagement

INTRODUCTIONS

WORKSHOP GOALS Participants can: 1. Describe Current Issues Related to Reading to Learn in College. 2. Self-Assess Research-Based Teaching Practices for Motivating Reading to Learn. 3. Review, Practice and Evaluate Research-Based Strategies for Promoting Reading to Learn in Their Discipline. 4. Create Discipline/Course-Appropriate Strategies for Engaging Students in Reading to Learn.

Self-Assessment of Teaching Practices

I relate the reading process to the LEARNING process.

LEARNING CHANGE

Learning requires connections and process!!

The Best College Teachers “assume that learning has little meaning unless it produces a sustained and substantial influence on the way people think, act, and feel” (Bain, 2004, p. 17)

Motivating Reading to Learn What could students DO: Before During and After Reading to promote LEARNING?

What teaching practices can promote willingness to read to learn?

READ, COLLABORATE, DECIDE Using the WHITE BOARDS list behaviors students could DO BEFORE, DURING and AFTER READING TO LEARN

BEFORE Use Text Features to Predict, Question, Outline or Compare. . “learn with not from the book” (Vacca, Vacca & Mraz, 2014)

DURING Nominate a discipline vocabulary term or concept most important for the next class discussion.

AFTER Sharing What They Read http: //www. wordle. net

CLASSROOM RESEARCH TECHNIQUES MUDDIEST ONE POINT MINUTE SUMMARY VOCABULARY COURSE SELECTION TECHNIQUES QUIZ CONSTRUCTION

IDEA Feedback & Teaching Methods Related Reading Solutions Student Self-Rating Amount of Readings Teaching Methods and Style 1. 2. 3. 4. 5. Found ways to help students answer their own questions Demonstrated the importance & significance of the subject matter Encouraged students to reflect on & evaluate what they have learned Encouraged students to reflect on & evaluate multiple resources to improve understanding Related course material to real life situations

Using WHAT YOU HAVE LEARNED Create One or Two Course-Appropriate Strategies for Motivating Students to Read to Learn…WHAT WILL YOU CHANGE!!!!

WHAT DO COLLEGE STUDENTS TELL US ? Give Us Discipline Problems to Solve Assigning and Retelling Leads to Little Reading

WORKSHOP GOALS Participants can: 1. Describe Current Issues Related to Reading to Learn in College. 2. Self-Assess Research-Based Teaching Practices for Motivating Reading to Learn. 3. Review, Practice and Evaluate Research-Based Strategies for Promoting Reading to Learn in Their Discipline. 4. Create Discipline/Course-Appropriate Strategies for Engaging Students in Reading to Learn.

Next Steps… Future Workshop Offerings Email IMFaculty. Lab@howardcc. edu to collaborate on integrating instructional strategies or learn some of the classroom tools we identified. Thank you!