BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Lewis & Clark//NONSGML v1.0//EN BEGIN:VTIMEZONE TZID:America/Los_Angeles BEGIN:DAYLIGHT TZNAME:PDT DTSTART:20190310T100000 RDATE:20190310T100000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 END:DAYLIGHT END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/Los_Angeles BEGIN:STANDARD TZNAME:PST DTSTART:20191103T090000 RDATE:20191103T090000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Los_Angeles:20190924T113000 DTEND;TZID=America/Los_Angeles:20190924T123000 LOCATION:J.R. Howard Hall 302 GEO:45.451619;-122.669391 SUMMARY:Strategies for Managing Uneven Class Participation DESCRIPTION:Ideally\, every student has a chance to participate (out loud or otherwise) every class day. As \;research (https://www.facultyfoc us.com/articles/effective-teaching-strategies/students-learn-participatio n-class-discussion/) \;by Elise Dallimore and colleagues suggests\, m ost students see class participation (their own and others') as contribut ing positively to their learning by increasing engagement\, enhancing mem ory\, confirming and clarifying prior learning\, and deepening understand ing. That said\, the extent to which students participate is often uneven . Sometimes it is incredibly challenging to engage particular students. O ther times it is hard to get certain students to stop talking! \; To spark ideas about student participation\, please take a look at Erin T empleton's post: \;Silence is Golden…Unless (http://www.chronicle.c om/blogs/profhacker/silence-is-golden/22936) \;and \;David Goobla r's reflection: \;Getting Them to Stop Talking (https://chroniclevita e.com/news/945-getting-them-to-stop-talking). And for those of you who te ach larger classes\, you might appreciate Kelli Marshall's suggestions:&# 160\;How to Work the Lecture Hall (https://chroniclevitae.com/news/970-ho w-to-work-the-lecture-hall). \; Here are some questions to consider: \; -To what extent is student participation important in your cours es? -What pedagogical strategies do you use to facilitate learning from student participation? -How do you engage the more reserved students and "slow down" the more talkative ones? -What do you do when a class discu ssion falls flat? Or when the answer to a question you asked is the sound of silence? -In larger courses\, how do you help students feel like act ive participants each class day? All TEP Pedagogy Lunches last about an hour and meet in the conference room in \;JR Howard Hall 302 \;(u nless stated otherwise). Topics and suggested readings are posted 1-2 wee ks before each meeting. \; You are welcome to bring your own lunch. C offee\, tea\, and cookies are provided. \; \; Although an RSVP i s \;not \;required\, a rough headcount would be helpful. If you p lan to attend the TEP \;lunch\, please RSVP below or \;email  \;tep@lclark.edu (mailto:tep@lclark.edu). X-ALT-DESC;FMTTYPE=text/html:
Ideally\, every student has a chance to participate (out loud or otherwise) every c lass day. As \;research \;by Elise Dallimore and colleagues suggests\, most s tudents see class participation (their own and others') as contributing p ositively to their learning by increasing engagement\, enhancing memory\, confirming and clarifying prior learning\, and deepening understanding. That said\, the extent to which students participate is often uneven. Som etimes it is incredibly challenging to engage particular students. Other times it is hard to get certain students to stop talking! \;
To spark ideas about student participation\ , please take a look at Erin Templeton's post: \;Silence is Golden…Unless \;and \;David Gooblar' s reflection: \;Getting Them to Stop Ta lking. And for those of you who teach larger classes\, you might appr eciate Kelli Marshall's suggestions: \; How to Work the Lecture Hall. \;
He re are some questions to consider: \;
- To what extent is student participation important in your courses?
-What pedagogical strategies do you use to facili tate learning from student participation?
- How do you engage the more reserved students and "slow down" the more tal kative ones?
-What do you do when a class d iscussion falls flat? Or when the answer to a question you asked is the s ound of silence?
-In larger courses\, how d o you help students feel like active participants each class day?
All TEP Pedagogy Lunches last about an hour and meet in the conference room in \;JR Howard Hall 302< /strong> \;(unless stated otherwise). Topics and suggested readings a re posted 1-2 weeks before each meeting. \; You are welcome to bring your own lunch. Coffee\, tea\, and cookies are provided. \; \;
Although an RSVP is \;not \;required\, a rough headcount wo uld be helpful. If you plan to attend the TEP \;lunch\, please RSVP b elow or \;email \;tep@lclark.edu.
UID:20190924T183000Z-306624@college.lclark.edu DTSTAMP:20190724T101054Z URL:https://college.lclark.edu/live/events/306624-strategies-for-managing -uneven-class-participation LAST-MODIFIED:20190920T231317Z X-LIVEWHALE-TYPE:events X-LIVEWHALE-ID:306624 X-LIVEWHALE-TIMEZONE:America/Los_Angeles X-LIVEWHALE-SUMMARY:Ideally\, every student has a chance to participate d uring every class\, and most see class participation as contributing posi tively to their learning experience. That said\, the extent to which stud ents participate is often uneven. X-LIVEWHALE-TAGS:2019-2020|pedagogy lunch X-LIVEWHALE-CUSTOM-CUSTOM-CUSTOM-RSVP-FIELDS:a:0:{} END:VEVENT END:VCALENDAR