Guidelines for Building Interaction into Recitations

1
Guidelines for Building Interaction into
Recitations

• The Staff of the
• Teaching and Learning Laboratory
• MIT

2
Agenda

• Guidelines for asking and answering questions
• Guidelines for using seatwork
• Guidelines for using student teams

3
To Encourage Participation

• Make the classroom a safe environment where it is
  O.K. to make mistakes
• Set norms and expectations early in the semester
  (from the first class)
• Use active learning techniques
• Know your students names

4
Guidelines for Asking Questions

• Phrasing is all important
• Wait for an answer
• If you dont get an answer, try rephrasing or
  simplifying the question
• If you cold call (ask students who have not
  raised their hands to answer a question)
• Be fair in your calling patterns
• Save face for the students

5
Guidelines for Answering Questions

• If you are answering a question
• Make sure you understand the question
• Make sure everyone else hears the question
• Check that you have answered the question asked
• If the students are answering a question
• Respond positively to a good answer
• Identify a wrong answer as wrong, but save face
  for the student

6
Guidelines for Doing Seatwork Assigning the
Problem

• Devise criteria for selecting problems
• Representative of material covered in lecture?
• Similar to problems on quizzes and exams?
• Related to the hardest concepts?
• Solvable in 10-15 minutes?
• Decide on your policy regarding groups
• Can students work alone?
• If not, can they form their own groups?

7
Guidelines for Doing Seatwork Doing the Problem

• Ask students to face one another
• After a bit, circulate among the groups
• Give groups who are having problems hints
• Encourage students with questions to talk to one
  another
• Give students who find the problem easy a harder
  one!

8
Guidelines for Doing SeatworkReviewing the
Problem

• Focus on key idea, key skill, etc. in solving the
  problem
• Ask for student input
• Discussion
• Board work
• Tell me
• Be open to all solutions (but remember all
  solutions are not created equal)

9
Guidelines for Teaching with Teams

• Communicate the importance of teamwork
• Provide guidelines for success
• Create effective assignments
• Monitor progress
• Provide support

10
Communicate the Importance of Teamwork

• Send the message early that teamwork will count
• Cite credible authorities who support teamwork
• Set clear policies
• Possible other actions
• Organize a teamwork workshop
• Assign readings on teamwork
• Create a teamwork problem set

11
Student Guidelines for Successful Teamwork

• Differentiate between task and process
• Communicate
• Listen
• Observe
• Give feedback
• Three concrete suggestions
• Use a facilitator
• Create group norms
• Create a work breakdown structure

12
Create Effective Assignments

• Assignments must foster
• Positive interdependence
• Face to face interaction
• Individual accountability
• Clearly define the assignment and its task and
  process goals
• Breakdown assignment for small wins
• Determine grading policy

13
Monitor Progress on BothTask and Process

• Student responsibilities (e.g.)
• Team progress reports
• Journals
• E-mail submissions
• Instructor responsibilities (e.g.)
• Observe and collect data on groups
• Meet with groups
• Be available to intervene if problems arise

14
Identify Common Problems

• Free rider
• Logistics
• Differences in commitment to course
• Inability to delegate tasks
• Lack of communication
• Cultural or gender differences
• Personality conflicts

15
Find Solutions

• Come to an agreement about what the problem is
• Get team members listening and talking
• Help with negotiation
• Teach conflict resolution
• Look for creative solutions
• Monitor effectiveness of solution

16
Handling the Challenges

• If no one says anything . . .
• If someone gives the wrong answer . . .
• The student whose hand is always up
• The student who never participates
• The student who doesnt want to work in a group
• The team that is in conflict