“If all you have is a hammer…

everything looks like a nail.” (Carl Jung)

(Carl Jung)

30 seconds

Silently reflect on the models of teaching you experienced when you

were a graduate student …

Which methods worked best for you?

30 seconds

Silently reflect on the models of teaching you experienced when you

were a graduate student …

Which methods worked best for you?

When lectures are being delivered…

50% of the time: students are thinking about things unrelated to the lecture content…

15% of the time: spent “fantasizing”

Herrmann’s Brain Dominance Theory

A: Thinkers (facts, theories)

B: Doers (process, hands-on)

C: Feelers (personal, emotional)

D: Innovators (out-of-the-box)

Herrmann’s Brain Dominance Theory

A: Thinkers (facts, theories)

B: Doers (process, hands-on)

C: Feelers (personal, emotional)

D: Innovators (out-of-the-box)

ATTRITION RATES (ONE YEAR: FALL TO FALL)

4-year universities: 33%

2-year colleges: 50%

Students construct learning primarily as a result of what they think, feel, and do (and less so by what their instructors say and do).

Consequently, in formal education, the deepest learning is provided by a well-designed educational experience.

–Skip Downing

Turn to your neighbor, and share with them one of your best active learning strategies: how do you get students actively involved in their own learning process?

Explain your strategy to your neighbor: include an example of how you actually use this in the classroom, or one you create that you might be willing to use in the classroom.

Turn to your neighbor, and share with them one of your best active learning strategies: how do you get students actively involved in their own learning process?

Explain your strategy to your neighbor: include an example of how you actually use this in the classroom, or one you create that you might be willing to use in the classroom.

The most effective learners are empowered learners. At the intersection of a well-designed educational experience and an empowered learner lies the opportunity for deep and transformational learning and the path to success—academic personal, and professional.

–Skip Downing

The most effective learners are empowered learners. At the intersection of a well-designed educational experience and an empowered learner lies the opportunity for deep and transformational learning and the path to success—academic personal, and professional.

–Skip Downing

  Factors such as personal autonomy, self-confidence, ability to deal with racism, study behaviors, or social competence have as much or more to do with grades, retention, and graduation than how well a student writes or how competent a student is in mathematics.

–Hunter R. Boylan (National Center for Developmental Education)

  Factors such as personal autonomy, self-confidence, ability to deal with racism, study behaviors, or social competence have as much or more to do with grades, retention, and graduation than how well a student writes or how competent a student is in mathematics.

–Hunter R. Boylan (National Center for Developmental Education)

1. Personal Responsibility2. Self-Motivation3. Self-Management4. Interdependence5. Self-Awareness6. Lifelong Learning7. Emotional Intelligence

Turn to your neighbor. Please share with the person next to you what you predict the last principle will be, and explain your reasoning.

If you already know the 8 principles, your job is to suggest a 9th principle, and share this with the person next to you.

Turn to your neighbor. Please share with the person next to you what you predict the last principle will be, and explain your reasoning.

If you already know the 8 principles, your job is to suggest a 9th principle, and share this with the person next to you.

CHOICES of Successful Students

8) Believe in Themselves

Lam and Kirby (2002) argue that overall emotional intelligence, perceiving emotions, and regulating emotions all contributed positively to individual cognitive-based performance (139). Shifting greater responsibility to students increases motivation.

According to Pintrick (2004), the assumption of increased responsibility is “critical in the classroom” and operates in conjunction with experiences of autonomy to improve learner motivation (399).

The brain that does the work

is the brain that learns.

–David Sousa, How the Brain Learns

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