Talk Less, Teach More
Jeremy A. Rentz
Trine University
We will be using interactive slides today, join us at
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What you need
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It is the one doing the work who does the learning.1
During your scheduled class time,
who does most of the work?
For courses you are teaching this semester,
0 10 20 30 40 50 60 70 80 90 100
Convince me! Why should the students do work during class and not me?
The students should do the work because...
Active learning
We remember what we do
Gives them more opportunities to identify misunderstanding
It increases ownership of learning.
Illustrates principle of “you get out what you put in”
Students will have to apply concepts in the workplace
I think it allows them to make a connection between the classroom and the “real world”
“Doing” exposes the things we do not know/are not good at
The students should do the work because...
We learn in social situations and through collaboration - bouncing ideas and theories off of each other
It makes it more active.
It makes it more memorable for them.
Work pays dividends
Can provide accountability for being prepared for class
Active learning
The students should do the work because...
It’s a creative process to write. Watching me write is not the same as doing it yourself. This goes for both writing papers and writing code
When we step off the stage, how
can we assist student learning?
When students are doing the work, we can...
Use warm language and growth mindset language: I see that you worked hard on this.. What did you try? What will you try next?
Observe and Encourage
Ask questions that help lead them to a conclusion
Show them how to find the answer not give them the answerProvide formative feedbacck
Work with students one on one to answer their questions
Look at the students’ nonverbal responses/expressions (ex. distracted), and change the lesson to best fit the learning needs at the time - hard to do with masks on, but can still gauge engagement
When students are doing the work, we can...
Sit and listen
Highlight good points they make and share with others in class
Involve more students simultaneously in the learning
Observe differences in intensity of learning across students
Ask leading questions to get them back on track
Applaud risk-taking and focus on the process of learning vs. outcome.
Help students when they get stuck by giving them hints or advice
Provide more structure early on and then less as they gain experience (for analyzing a case study or summarizing an article, for example)...
Introduction to Bicycle Riding - ES 101
What do you already do to get out of the way and let the students work in class?
Ways to let the students do the work in class...
Do retrieval practice exercises--have them do “brain dumps” or write and share everything they know on a topic
Online - drop students into multiple copies of the same slides and have them compete
I ask questions and have the students talk among themselves to answer the questions since they are more engaged with each other rather than talking to me
I must step out of the picture. Allow mistakes to be made. Do not rescue. Allow them to use their brains
Try to have more hands-on - ex. demonstration and the return demo activities or “escape room” type activities for critical thinking
Work on computer tutorials or assignments in class.
Ways to let the students do the work in class...
Move a theory to a model with Padlet.
Use a common Google document (like we did today!)
Give them a practice problem and give them a defined time period to try to do it. Drop hints as needed
Have them do a short case study to identify potential problems and brainstorm solutions
Have them create a short product like an infographic and then present - assign each a role in the process
Each student is assigned a section of the text and responsible to email me 3 bullet points that should go on my slides. Then they co-teach with me when their slide is up.
A typical sophomore class with many math applications
10 to 20 Minutes
Topic Introduction
5 to 15 Minutes
Intermediate Problem
5 to 15 Minutes
Basic Problem for Students
5 to 15 Minutes
Mastery Problem for Students
Senior Classes, where the whole class period might be...
Self-directed worksheet completed in groups to digest a great resource
Student groups write captions for a slide deck (pictures,diagrams, ...)
Brainstorm sessions, discussion, and peer review for papers
Group design problems, open ended and well constrained
Mastery problems, exam review problems, exam review games
Student led case studies, often acted out to help discussions
How much time did I
spend talking today?
How much time did you do the work?
Ready for some advanced work?
Talk Less, Teach More next week
References (hyperlinked to Amazon)
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