Road to Global Citizenship: An Educator’s Toolbook
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thinking. It encourages professors to discuss
misconceptions, because you can see right away if
many students have those misconceptions. It helps
me know what students are thinking, and it
engages their participation. People who aren't
willing to put their hands up are usually willing to
push a button.
For these or any large group activities to work you
must start the activities on the first day! Don't toss
it in to your classes in week six or it will backfire.
People have to get used to it before they settle into
their comfort zones. Also, walking around, making
sure people are actually in groups is helpful. If I see
one person sitting by themselves not doing
anything, I'll ask them “Who's your partner?”
Often people sitting alone will be in a lower-density
area, so there are other singles around to pair them
up with, or they can join a pair. After a few classes
they're likely to always sit in proximity to others
because they expect they'll have to pair up. Also, I
make sure that students introduce themselves to
each other not just to people on each side, but also
in front and behind. I also remind them introduce
themselves repeatedly and not to worry if they
forget someone’s name.
Tell them why you are doing this and how you think
it helps them learn; if they understand why it's
important getting them to buy in will be much
easier.
-Brett Gilley,
Science Teaching and Learning Fellow,
Carl Wieman Science Education Initiative and
Earth and Ocean Sciences
The Carl Wieman Science Education Initiative has
developed a guide for instructors who are interested in
using clickers: http://www.cwsei.ubc.ca/
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