Left Brain, Right Brain is a Myth. Suggestions on Teaching Critical and Creative Thinking

Too many faculty are still using the theory of left-brain, right-brain dominance although newer scientific research has shown that it is a myth.   The theory is that people who are logical and analytical are left-brain dominant and people who are creative and artistic are right-brain dominant.  There are many assessments and exercises designed to stimulate left or right brain thinking. 

The origin of this myth is the work done by Roger Sperry whose famous studies of the 1960’s resulted in a Nobel Prize in Medicine in 1981.  He worked with patients who suffered from epilepsy and discovered a cure by cutting the corpus callosum which connects the two halves of the brain.  These split brain patients were able to live a near normal life.  Newer cures sever only part of the corpus callosum.  His studies showed that the left side of the brain specializes in analytical and verbal tasks.  The right side of the brain specializes in spatial perception, music and emotion. 

The misconception is that analytical thought is done only on the left side and creative tasks are done only on the right side and that one side of the brain dominates the other.  Newer scientific findings show that it is the connections between the two hemispheres that enable us to think analytically and creatively. 

Scientists at the University of Utah have done brain imaging on over 1000 brains and found that people use the entire brain equally when doing analytical and creative tasks and there is no evidence that people are right-brained or left-brained.  They concluded that, "We just don't see patterns where the whole left-brain network is more connected or the whole right-brain network is more connected in some people.  It may be that personality types have nothing to do with one hemisphere being more active, stronger, or more connected."

In a recent video, Dr. Neil DeGrasse Tyson debunked the myth of left-brain, right-brain theory and says it is a result of being intellectually lazy.  People take scientific findings and misinterpret them and spread misinformation which few people question.  It is easy to put a label on someone because it reduces the need to think about each individual.  He says, "Don't call me left-brained or right-brained.  Call me human."  Click this link to watch his three minute video.

If left-brain, right-brain dominance is a myth, how do we help our students to develop analytical and creative thinking?  Here is an outline of the material I am using to help students to develop these skills.

Critical Thinking
            Fallacies in reasoning
            The critical thinking process
            Universal intellectual standards to assure quality thinking: clarity,
                    accuracy, precision, relevance, depth, breadth, logic, and fairness
            Critical thinking over the Internet
            How to recognize a scam
            Critical thinking and moral reasoning (Kohlberg)

Creative Thinking
            What is creativity?
            Divergent and convergent thinking
            The creative process: sensitivity, synergy and serendipity
            Creative thinking techniques: brainstorming, relaxed attention,
                   visualization,imagination, and humor

Read my chapter, “Thinking Critically and Creatively” by clicking this link.  

The new 7th Edition of College and Career Success includes two chapters on practical learning strategies based on brain science.  

If you would like a Word document of this blog to share with other faculty, contact me at marsha@marshafralick.com 

Some Relevant References:

“Left Brain vs. Right: It's a Myth, Research Finds”
http://www.livescience.com/39373-left-brain-right-brain-myth.html

 “The Split Brain Experiments”
http://www.nobelprize.org/educational/medicine/split-brain/background.html

"Researchers Debunk Myth of "Right-brain" and Left-brain Personality Traits."
http://healthcare.utah.edu/publicaffairs/news/current/08-14-2013_brain_personality_traits.php 

Are Learning Styles a Myth? If So, What's Next?

Most of us in higher education have used learning styles in our teaching for many years; however questions have been raised about whether this theory is supported by current research.  In short, empirical research supporting this theory is lacking.  We owe it to our students to provide them with learning strategies based on the newest findings in brain science.  This edition of my blog presents the evidence and points educators toward more effective teaching and learning strategies.  Future editions of this blog will continue to explore new findings in brain science that can be more helpful to our students. 

What is the evidence against learning styles?  Cognitive psychologists Pashler et al. ( 2010) set up criteria for evaluating the research on learning styles and conducted a review of the literature.    They searched for studies using empirical methodology in which students were assessed for learning style, randomly assigned to different instructional approaches, and then tested to show improvement based on learning style.  After reviewing the literature on learning style research, they reported that evidence for the validity of learning style assessments was weak or contradictory.  The authors concluded that “the widespread use of learning-style measures in educational settings is unwise and a wasteful use of limited resources.”  (See the link to the article below).  Recent researchers have confirmed these conclusions (Bishka, 2010; Fridley & Fridley, 2010; Kirshner & van Merrienboer, 2013; Mayer, 2011; Norman, 2009; Riener &Willingham, 2010; Rohrer & Pashler, 2012; Scott, 2010).  

As one of the practitioners who has taught for many years, I know that students learn in different ways and I always teach using a combination of audio, visual and kinesthetic modalities.  Pashler did find evidence that students differ in how they learn:

 

·         They have different aptitudes and interests.

·         Prior knowledge and culture greatly affect how students learn.  

·         Some students have learning disabilities which affect learning.     

·         Optimal teaching methods vary across disciplines.  For example, in teaching writing, a heavy verbal emphasis is required.  For teaching geometry, a heavy visual-spatial emphasis works best.

If learning styles is a myth, what comes next?  Basic research on learning and memory has provided new information on how the brain learns and guidelines for effective study techniques.   Neuroscientists have recently shown that learning is increased by using and integrating all the senses rather than relying on just the preferred ones.  Learning is optimized when more senses are used when trying to remember what we are studying.

One of the benefits of teaching using learning styles is that we are aware of the many different ways in which students learn.  Rather than helping students to identify learning preferences, help them to understand how to use multiple senses including audio, visual, kinesthetic, tactile, and even olfactory (smell) and gustatory (taste). 

For example, when studying Spanish, students can be motivated to learn by watching videos of Spanish speaking countries (visual).  Then they can listen to the words and say them out loud (audio), use flash cards  to practice the vocabulary (tactile and kinesthetic), imagine the smell of Mexican food (olfactory), eat some salsa and chips (gustatory), and if possible, travel to a Spanish speaking country where they can practice the language using all the senses. 

Educators are often criticized because they do not use evidence based practices in education.  Education is a complex field in which educators who are passionate about teaching and learning work with students who are very different in their motivation, interests, abilities and prior learning.  There is a need to identify learning practices that have experimental support to provide students with effective learning strategies. 

As an author of college and career success materials, I feel an obligation to have my textbooks reflect the latest findings in brain science.  My new 7^th Edition of College and Career Success deletes the material on learning styles and has two new chapters on learning strategies based on the latest findings in brain science.

Watch for future editions of this blog with new information on brain science and practical learning strategies. 

Paschler, H., McDaniel, M., Rohrer, D. and Bjork, R. (2010) Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest 9, pp. 105-119 available at: https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

Here are some additional current articles on this topic:

“All You Need to Know about the Learning Styles Myth in Two Minutes”
http://www.wired.com/2015/01/need-know-learning-styles-myth-two-minutes/

 “Finding Common Ground: The Myth of Learning Styles”
http://blogs.edweek.org/edweek/finding_common_ground/2014/04/the_myth_of_learning_styles.html

“Are Learning Styles a Symptom of Education Ills?
http://op-talk.blogs.nytimes.com/2015/02/25/are-learning-styles-a-symptom-of-educations-ills/?_r=0

“Can Neuroscientists Dispel the Myth that Children Have Different Learning Styles”
http://www.theguardian.com/science/head-quarters/2015/apr/24/can-neuroscientists-dispel-the-myth-that-children-have-different-learning-styles-im-a-scientist-learning-zone-wellcome-trust

“The Myth of Learning Styles”
http://www.changemag.org/archives/back%20issues/september-october%202010/the-myth-of-learning-full.html

“Brain Based Learning, Myth versus Reality: Testing Learning Styles and Dual Coding”
https://www.sciencebasedmedicine.org/brain-based-learning-myth-versus-reality-testing-learning-styles-and-dual-coding/  

Making the Most of the First Week of Your Class

As you begin planning for your fall classes, you may find this posting useful.  It is a repeat, but timely.  

The first week of the course can be the most important week of the semester because it is an opportunity to set the stage for all that follows.  Here are some suggestions for the first week:

1.       Do an engaging and enjoyable activity so that students leave the first class with enthusiasm for the course.

First impressions are important in many areas of life, including the impression you make on the first day of the course.  Be sure to include an enjoyable activity that engages students and gives them an opportunity to participate in discussion.  There are many engaging activities for the first day or week of class in my Instructor Manual, Section 1: http://www.collegesuccess1.com/MotivationM.htm

2.       Pace your class to maintain student interest. 

As a general rule, plan to spend no more than 10-15 minutes on any activity.  Plan some activities that require student interaction. 

3.       Establish a supportive environment for learning.

Provide positive feedback to students who volunteer, especially during the first class.  Encourage students to be supportive of one another.  I usually make this statement early in the course:

I believe that students learn better in a positive and supportive environment.  It is my goal to be supportive of your learning and encourage you to be supportive and respectful of other students.  

4.       Introduce yourself. 

Spend about five minutes or less introducing yourself so that students get to know you.  Here are some ideas to include in your introduction:

·         Your educational journey

·         Your most important values

·         Why you enjoy teaching this course

·         What you hope students learn in the course

·         Your professional experience

·         Your favorite inspirational quote

Don’t spend too much time on your personal introduction since there are other important goals for the first class. 

5.       Get to know your students and help your students get to know one another.

Students begin any new course with some excitement or anxiety about a being in a new situation.  You can build on the excitement and reduce anxiety by doing some ice breakers.  You can find a variety of ice breakers and introductory activities on this page of my website:  http://www.collegesuccess1.com/MotivationM.htm

Don’t spend the entire first class on ice breakers since there are other important goals for the first class.  Ideally, aim to spend no more than 10-15 minutes on the ice breakers.  You can do the ice breakers quickly by dividing your students into groups of 5 and having the group share some answers to the ice breaker questions.  Call on each group to share some of the responses.  Remember to share some of your own answers to the questions. 

6.       Use your syllabus to help students understand the course objectives and requirements. 

You can find components and sample syllabi at: http://www.collegesuccess1.com/Syllabus.htm

As an alternative to reading your syllabus, give students 5 minutes to skim your syllabus.  Tell them that there will be some discussion questions at the end of 5 minutes.  Ask for volunteers to answer some questions such as:

·         What is a syllabus and why should you keep it?

·         How can you make an A in this course?

·         Do you have to attend every class?

·         What behavior is required in this course?

·         What happens if your assignment is late?

·         How do you contact the instructor?

·         What textbook is required?

·         What is one student learning outcome that you find interesting? 

If students cannot answer your questions, pause so that they can look up the answers.   You could also give a 5 minute quiz on your syllabus at the beginning of the second class meeting. 

7.       Set the standards for appropriate behavior in your classroom.

Standards for student behavior should be outlined in your syllabus and implemented on the first day.  It is important to enforce the standards from the beginning.  For example, if you want only one person speaking at a time, enforce this behavior at your first opportunity.  If you would like some ideas on dealing with difficult students, see Faculty Resources on this page of my website:

http://www.collegesuccess1.com/FacultyResources.htm

8.       Provide an overview of online components of the course such as your course management system or electronic textbook. 

While you may not be able to provide this overview during the first class, it is important to include this information during the first week or no later than the second week.  Show students how to log into Blackboard or other course management systems.  Help them to access their online textbook or other online materials. 

Adjust these suggestions to match your teaching style and the needs of your students.  I hope you find these ideas useful in making a good impression and generating enthusiasm for your course.  Best wishes as you help your students to be successful.  

If you would like a Word document of this blog to share with faculty, send your request to marsha@marshafralick.com 

Flipping Your Classroom for Maximum Student Engagement

You might consider flipping your classroom as a way to maximize student engagement and minimize lecture in your first-year student success course.  The idea of the flipped classroom was popularized in 2004 by math teacher Salmon Kahn and in 2007 by two chemistry teachers, Jonathan Bergmann and Aaron Sams as a way to increase student learning in challenging math and science courses.  

What is a flipped classroom? Flipping the classroom involves rearranging the typical events in a classroom.  In a typical college classroom, students are given reading assignments (which they seldom complete) and then attend lectures where faculty often repeat the content of the reading materials.  This traditional model is a disincentive for students to buy or read college textbooks and results in minimal student engagement.  Because material from the reading assignment is often repeated in the lectures, many students see no need to buy a college textbook or read it.  For students who have completed the reading assignments before class, the lecture is a repeat of material they have already read and they may not see any value in attending the lectures.  

    

In the flipped classroom model, students are given reading assignments which must be completed before class begins.    Then during class time, faculty can engage students with interactive activities that help students practice and apply the material learned, provide opportunities for collaborative learning, add additional material, or review the highlights prior to group activities on the topic. 

Of course, there must be incentives for students to actually read their textbooks for this model to work.  This can easily be accomplished by using technology readily available to college faculty.  To assure that students have read the assignments, they can be required to take a short quiz or complete journal entries which are submitted to Blackboard or other course management systems before class begins.  Grades on these quizzes or journal entries would have be a significant portion of a student’s grades.  The process can be automated by using quizzes that can be mechanically scored and the results posted in the grade book of the course management system.   Materials can be supplemented with online discussion boards, blogs or other social media.  It in this model, it is suggested that part of the grade include class participation so that students do not opt out of this important component of the course. 

What are some of the advantages for students and faculty of using the flipped classroom in first-year student courses?

Students:

·         are more actively engaged in learning.

·         assume more responsibility for their own learning.

·         have more opportunity to participate in groups and learn from one another.

·         Get in the habit of pre-reading their college textbooks which is critical for more challenging courses they will encounter in college.

Faculty:

·         are available to provide guidance and feedback in the classroom where it is most effective.

·         change roles from lecturer to a coach or guide. 

·         are freed from delivering repetitive classroom lectures, often to several sections of the same course. 

·         have additional time for collaborative learning and social interaction.

·         move from covering the material to mastering it.

To flip your course, you can re-purpose your traditional materials, design new ones or a combination of both.  With this new model, the quality, clarity, and interactivity of the textbook become more important so that students can adequately prepare for class.  Some material may be developed for use online or existing online materials can be used.  Publishers are beginning to offer quality interactive online materials that fit well with the flipped classroom model or for use in hybrid on online courses.  (See an example below)

In an article titled “How the Flipped Classroom is Radically Transforming Learning,” Jonathan Bergman and Aaron Sams describe how this new model has transformed learning in their classrooms:

Some might ask how we developed a culture of learning.  We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments.  We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work.  When we respect our students in this way, they usually respond.  They begin to realize, and for some it takes time, that we are here to guide them in their learning instead of being the authoritative pedagogue.  Our goal is for them to be the best learner possible, and to truly understand the content in our classes.  When our students grasp the concept that we are on their side, they respond by doing their best. 

If you have questions about flipping your first-year college success course or about materials available, you can contact me at: marsha@marshafralick.com 

Resources:

The University of Texas at Austin has a brief online introduction, including a one minute video, on “How to Flip a Class.” 

”Howthe Flipped Classroom is Radically Transforming Learning” by Jonathan Bergman and Aaron Sams

CollegeScope,  a six minute video demonstrating interactive online college success materials.

You can find a variety of activities for engaging students in learning in my Instructor Manual at www.collegesuccess1.com

The Increasing Gap between Income and Graduation Rates

A recent study by the Pell Institute, “Indicators of Higher Education Equity in the United States,” (see below) shows a widening gap between the graduation rates of high and low income students and provides a rationale for increasing services and programs for these students.  One of the most significant findings was that the highest income families “were 8 times more likely than individuals from low-income families to obtain a bachelor’s degree by age 24 (77 percent vs. 9 percent.)   The graduation rates for low income students are an incredible 66% lower than for higher income students.  It was noted that this gap in educational attainment has doubled since 1970 when the gap between lower and higher income students was  only 33 percentage points (40 percent vs. 6 percent.)  (p. 31)   Since income generally increases with educational attainment, it is suggested that this increasing gap is related to the growing income inequality in the U.S.

  

Here are some other important statistics from the report:

• In 2012, 82 percent of 18-24 year olds from the top family income quartile participated in college, compared to 45 percent of those in the bottom quartile. 
• The percent of average college costs covered by the maximum Pell Grant declined by 40 percentage points, from a high of 67% in 1975 to a low of 27% in 2012.
• Average unmet financial need was more than 2 times higher in 2012 than in 1990.
• State and local revenues for higher education accounted for 57% of funding in 1977, but only 49% in 2012.  Additional cost has been shifted to students and their parents. 
• The college completion rate of students from higher income levels is much higher than the rates for lower income students.  In 2013, the completion rate of students from the top income quartile was 99%, from the second quartile 51%, from the third quartile 29%, and from the lowest quartile only 21%.

When examining issues of equity, the statistics indicate lower levels of educational attainment for diverse groups:

• There is a lower level of educational attainment for African Americans and Hispanics and higher levels for Whites and Asians.
• There is a lower level of degree completion for students who are the first in their family to attend college, as compared to students whose parents attended college. 
• There is a lower level of educational attainment for older students, as compared to younger students. 

What are the causes of the increasing gap?  The answers are many and varied, but suggest some steps that could be taken to help low-income students finish their degrees.  Factors contributing to this growing gap in educational attainment include access to quality high school education, college readiness,  information about college, need for greater assistance in completing the application process, increased programs supporting low-income first-year students, and education that meets the needs of students who often work full time.

One of the most important factors in the lower rates of educational attainment is increased cost of higher education and lower levels of financial aid.  The Pell Grant which is used to help lower economic level students only covers 27% of the average cost of college attendance.  These lower income students turn to loans to finance the remaining cost of education while the completion rates are low, resulting in a higher default rate for student loans as they drop out of college and cannot find high paying jobs. 

Based on the above statistics on educational attainment and income level, Dr. Margaret Cahalan of the Pell Institute for the Study of Opportunity in Higher Education recommends the following 16 strategies to increase equity in education: (pp. 42-51)

1. Setting achievable targets for educational attainment and providing the means to achieve the goals.
2. Increasing college access programs.
3. Focusing on retention, completion, and increased use of student support services.
4. Supporting competency-mastery based learning and recognition of prior learning for admissions and for college credit toward program completion.
5. Providing cohort services and special focus on key transition points for students.
6. Restoring public funding for higher education, including Pell Grants
7. Providing universal free tuition for community college and the first two years of a 4-year college.
8. Increasing local scholarships for low income students.
9. Incentivizing completion through conversion of loans to grants upon completion of course or program of study.
10. Addressing the satisfactory academic progress issues through prevention and rewarding improvement.
11. Increasing integration of work and learning.
12. Increasing support for full-time college attendance and reduced work-loads for students.
13. Rewarding and incentivizing institutions for serving and graduating low-income and less academically prepared students.
14. Taking an integrated and holistic approach to student services and institutional access plans.
15. Increasing support for student equalization by embedding inclusivity and increasing respect for diversity of assets.
16. Recognizing the need for reform in evaluation and research. 

In 1947, President Harry S. Truman stated in his Report of the Commission on Higher Education, “If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them.”  Sadly current statistics show that President Truman’s predictions have become true and that steps need to be taken to reverse this trend. 

From “Indicatorsof Higher Education Equity in the United States, 45 Year Trend Report, 2015” by the Pell Institute for the Study of Opportunity in Higher Education (www.pellinstitute.org ) in partnership with the University of Pennsylvania Alliance for Higher Education and Democracy
(www.ahead-penn.org)

Setting up Your Online Course for Maximum Student Success

Note: If you are interested in online teaching, I will be presenting "College Success Online" at the First-Year Experience Conference in Dallas on Sunday, February 10 from 8:00-9:00 am.  I hope to see you there.  

Investing some time at the beginning of your online course can maximize student success. Here are some items to consider in getting your online class off to a good start.  These suggestions are based on my 10 years of successfully teaching college success courses online, including good student success, retention and satisfaction.  Modify these suggestions to match your own teaching style, use of technology, and the needs of your students. 

1.        Get Organized

When your course is well organized, your students will be able to easily navigate your course and you will have fewer students with problems and questions.  The following is a suggested basic checklist:

The Welcome Letter

Once your class is filled, send your students a welcome letter that outlines the course content, benefits, myths about online courses and time required.  This helps students know what to expect before the class begins and to make sure they are ready for online learning.  For a sample online letter, go to: http://www.collegesuccess1.com/WelcomeLetter.htm

The Course Syllabus

The course syllabus is different from a face to face course in that it includes links to all your online material.  As you gain experience in your course, revise your syllabus to clarify any questions you received in the previous semester.  For an example of an online syllabus, go to:  http://www.collegesuccess1.com/SyllabusSP15.htm 

The Course Calendar

The course calendar is one of your most important organizational tools.  It contains all the assignments on a weekly basis.  For an example of an online calendar, go to: http://www.collegesuccess1.com/ScheduleSP15.htm

The Course Management System

Your course management system (such as Blackboard) is usually provided by your college and has your course content and grading.  Attend professional development sessions at your college to learn your course management system and have it set up and available before your class begins. 

Communication

Having a website with all your course information is helpful to begin communication with students during the registration process.  List your web address in the college course schedule.  Here is my page:  http://www.collegesuccess1.com/online.htm

Set up a system to send text messages to your students.  A phone app called Remind enables you and your students to communicate via text messages without students being able to view  your cell phone number or the phone numbers of other students.  You can send text messages from your computer to all students or small groups of students in your course.  Set up your faculty account at: https://www.remind.com/ 

Your college probably provides a way to send emails to your students, but realize that text messages are more likely to be read than emails.

Set up Your Assignments and Grading System

Use your course management system to set up your assignments and grading system.  Provide clear directions on how to complete the assignments with outlines or student examples if available.  Plan to provide immediate feedback on assignments.  Make a column for “Current Grade” since it is important that students know their overall grade in the course each week.   

2.       Make it personal.

Take steps to help students get to know you and other students.  This will help students maintain interest and involvement in the course. 

The Course Blog

I use a blog in my course instead of a discussion board.  I can begin my blog before the class begins and it is independent of my course management system.  In the welcome letter, students are invited to my blog to begin their introductions before the course begins or during the first week.  My first blog has a brief video introduction of myself and the course.  I ask students for a 100 word introduction and a 100 word description of their educational journey.  I do the first postings as an examples. 

Here is my completed blog for Fall 2014:  www.couns120fa14.blogspot.com 

You can set up a blog for free at:  www.blogger.com

Establish Positive Rules for Conduct

It is easy to criticize others online because of the lack of proximity and personal involvement.  However, students learn better in a supportive environment and I set this up before the course begins.   I spell out the rules for conduct in my blog.  Students are encouraged to be supportive of other students.  If they disagree, they are asked to simply state their opinion without putting other students down.  I closely and quickly monitor student interaction, especially in the first postings. 

Provide Personal and Supportive Feedback

Grading assignments is a good opportunity to provide personal feedback and to be supportive to your students.  Of course, include suggestions for improvement.  

3.        The first 2 weeks are critical.

Once your course has begun, pay particular attention to the first 2 weeks which are critical for student success and retention.  If students are on track the first 2 weeks, they are more likely to have fewer problems in the course and to successfully complete it.  By the end of the second week of school, all students must:

·         Log into the course management system.

·         Connect through the phone app, Remind, for text messages.

·         Introduce themselves on the blog.

·         Complete the online orientation. (See http://www.collegesuccess1.com/ScheduleSP15.htm

·         Complete the first assignment.

I look at the first two weeks as a trial period where it is possible that students may not understand how the course works and the requirements.  If any of the above items are missing, I follow up with students and allow them to make up the work without penalty.  My follow up is quick and I am persistent.  Students are then required to turn their work on time after the second week.

 

4.       Make it interactive. 

Students are more likely to stay interested in your course and finish it if it is interactive.  Think about ways in which you can encourage interactivity with the professor, other students, the textbook, the Internet and how you design your assignments. 

·         The blog encourages interaction between the professor and other students.

·         Text messages help remind students of assignments and how to stay on track. 

·         Select one of the new generations of textbooks that are interactive as well as online.  To see a sample of an interactive online textbook, take a look at this short video demo of CollegeScope, the interactive online text used in my course. For more information on CollegeScope, go to:  http://www.collegesuccess1.com/CollegeScope.htm

·         Design assignments that make use of the Internet and encourage critical and creative thinking.  

Does this seem like a lot of work?  It is more work in the beginning and less once you have passed the first two week critical period.  All your hard work will pay off when your course is running smoothly and students are enjoying and benefiting from the course.  Keep in mind that how you begin is how you will end, so invest your time at the beginning of the course to make it the best it can be.  I wish you much success as you teach your online course.  

For CollegeScope Users

Many of the followers of this blog use my interactive online textbook, CollegeScope.   

Here are a few reminders to get started with CollegeScope at the beginning of the semester:

·      Delete your students from the previous semester.

·     Delete your previous groups and set up groups or classes for the new semester.  In this way, when students register for CollegeScope, their accounts will appear under “My Students.”

·     Have students register for CollegeScope the week before class begins.  Registration is free. Students do not pay until they begin Chapter 2.

·      Compare your class roster with “My Students.”  If any are missing, use the search function to locate them and add them to your account. 

Making the Most of the First Week of Your Course

The first week of the course can be the most important week of the semester because it is an opportunity to set the stage for all that follows.  Here are some suggestions for the first week:

1.    Do an engaging and enjoyable activity so that students leave the first class with enthusiasm for the course.

First impressions are important in many areas of life, including the impression you make on the first day of the course.  Be sure to include an enjoyable activity that engages students and gives them an opportunity to participate in discussion.  There are many engaging activities for the first day or week of class in my Instructor Manual, Section 1: http://www.collegesuccess1.com/MotivationM.htm

2.    Pace your class to maintain student interest. 

As a general rule, plan to spend no more than 10-15 minutes on any activity.  Plan some activities that require student interaction. 

3.    Establish a supportive environment for learning.

Provide positive feedback to students who volunteer, especially during the first class.  Encourage students to be supportive of one another.  I usually make this statement early in the course:

I believe that students learn better in a positive and supportive environment.  It is my goal to be supportive of your learning and encourage you to be supportive and respectful of other students.  

4.    Introduce yourself. 

Spend about five minutes or less introducing yourself so that students get to know you.  Here are some ideas to include in your introduction:

·         Your educational journey

·         Your most important values

·         Why you enjoy teaching this course

·         What you hope students learn in the course

·         Your professional experience

·         Your favorite inspirational quote

Don’t spend too much time on your personal introduction since there are other important goals for the first class. 

5.     Get to know your students and help your students get to know one another.

Students begin any new course with some excitement or anxiety about a being in a new situation.  You can build on the excitement and reduce anxiety by doing some ice breakers.  You can find a variety of ice breakers and introductory activities on this page of my website:  http://www.collegesuccess1.com/MotivationM.htm

Don’t spend the entire first class on ice breakers since there are other important goals for the first class.  Ideally, aim to spend no more than 10-15 minutes on the ice breakers.  You can do the ice breakers quickly by dividing your students into groups of 5 and having the group share some answers to the ice breaker questions.  Call on each group to share some of the responses.  Remember to share some of your own answers to the questions. 

6.    Use your syllabus to help students understand the course objectives and requirements. 

You can find components and sample syllabi at: http://www.collegesuccess1.com/Syllabus.htm

As an alternative to reading your syllabus, give students 5 minutes to skim your syllabus.  Tell them that there will be some discussion questions at the end of 5 minutes.  Ask for volunteers to answer some questions such as:

·         What is a syllabus and why should you keep it?

·         How can you make an A in this course?

·         Do you have to attend every class?

·         What behavior is required in this course?

·         What happens if your assignment is late?

·         How do you contact the instructor?

·         What textbook is required?

·         What is one student learning outcome that you find interesting? 

If students cannot answer your questions, pause so that they can look up the answers.   You could also give a 5 minute quiz on your syllabus at the beginning of the second class meeting. 

7.    Set the standards for appropriate behavior in your classroom.

Standards for student behavior should be outlined in your syllabus and implemented on the first day.  It is important to enforce the standards from the beginning.  For example, if you want only one person speaking at a time, enforce this behavior at your first opportunity.  If you would like some ideas on dealing with difficult students, see Faculty Resources on this page of my website:

http://www.collegesuccess1.com/FacultyResources.htm

8.    Provide an overview of online components of the course such as your course management system or electronic textbook. 

While you may not be able to provide this overview during the first class, it is important to include this information during the first week or no later than the second week.  Show students how to log into Blackboard or other course management systems.  Help them to access their online textbook or other online materials. 

Adjust these suggestions to match your teaching style and the needs of your students.  I hope you find these ideas useful in making a good impression and generating enthusiasm for your course.  Best wishes as you help your students to be successful.