the GREEN

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the GREEN the GRAYEmpowering Students
to Get On Course
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The Effective Thesis blah, blah, blah, blah
blah, blah, blah, blahblah blah blah blahblah
blah blah blahblah blah blah blahblah blah blah
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• If all you have is a
• hammer

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• everything looks like a nail. (Carl Jung)
• (Carl Jung)

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30 seconds Silently reflect on the models of
teaching you experienced when you were a graduate
student Which methods worked best for you?
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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
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Herrmanns Brain Dominance Theory A Thinkers
(facts, theories) B Doers (process,
hands-on) C Feelers (personal, emotional) D
Innovators (out-of-the-box)
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ATTRITION RATES (ONE YEAR FALL TO
FALL) 4-year universities 33 2-year
colleges 50
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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
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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.
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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
successacademic personal, and professional.
Skip Downing
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  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)
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CHOICES of Successful Students

• Personal Responsibility
• Self-Motivation
• Self-Management
• Interdependence
• Self-Awareness
• Lifelong Learning
• Emotional Intelligence

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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.
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• CHOICES of Successful Students
• 8) Believe in Themselves

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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).
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The brain that does the work is the brain that
learns. David Sousa, How the Brain Learns
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Empowering Students to Get On Courseoncoursewor
kshop.com
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Time's Up