Engaging, Evaluating (and including) the Introvert in todays’ Active Learning, Collaborative-Based classroom. Karina Assiter & Troy Peters Fall Colloquium 2015

Motivation  Collaboration and participation in today’s classroom  Quote on K-12 assessment based on participation  Relevant to Higher-Education? “ Grades should assess a child's proficiency at math or science or history, not their ability to speak in front of a large group. Knowledge matters. Deep thought matters. Mastery of a subject matters -- even in a world that can't stop talking. It is not irrelevant that American schools, which value verbal confidence at least as highly as quiet study, are falling behind their international peers.” - Susan Cain, Quiet “ Grades should assess a child's proficiency at math or science or history, not their ability to speak in front of a large group. Knowledge matters. Deep thought matters. Mastery of a subject matters -- even in a world that can't stop talking. It is not irrelevant that American schools, which value verbal confidence at least as highly as quiet study, are falling behind their international peers.” - Susan Cain, Quiet With the emphasis on collaboration and participation in today’s classroom the introvert risks being unfairly penalized for what should be considered a complimentary set of gifts/skills to their extrovert counterparts. August 27, 2015 WIT Fall Colloquium

Proposed Agenda TimeActivity 13 Ted talk segment (Cain, The Power of Introverts, 2012) 4 Introvert test 2 Introvert versus Extrovert : Extreme ends of Continuum 2 Collaborative approach 2 Research : Selected Quotes 2 Starter list of strategies 13Discussion 2 Next steps? Research opportunities? August 27, 2015 WIT Fall Colloquium

Ted Talk  Short version of Susan Cain’s Ted talk Short version  The URL of the original is in included on the References slide. August 27, 2015 WIT Fall Colloquium

Introvert Test  Introvert Test.docx Introvert Test.docx  Quick little “test” to gauge where you are on the continuum (though most probably know already)  Evaluation  18 questions x 4 (strongly agree) = 72  most likely an introvert  18 questions x 0 (strongly disagree) = 0  Probably not an introvert August 27, 2015 WIT Fall Colloquium

Introvert versus Extrovert : Extreme ends of Continuum Introvert  Reserved, Reflective  Think things through before speaking  Recharged being alone  Doesn’t like to be center of attention.  Works well alone or with 1 other person.  Take pleasure in solitary activities such as reading, hiking,..  Generally has a few close friends.  Prefer to observe before participating. Extrovert  Outgoing, talkative, Gregarious  Think out loud  Recharged being around people (bored alone)  Likes attention  Works well in teams/groups.  Takes pleasure in activities that involve large social gatherings.  Generally has many friends and acquintances  Jumps right in, Assertive “predominantly concerned with obtaining gratification from what is outside the self.” -Wikipedia “predominantly concerned with and interested in one’s own mental life ”. - Wikipedia Ideal of Western Culture. August 27, 2015 WIT Fall Colloquium

Collaborative Approach  Discussion  Group work  Thinking out-loud and on-the-spot  Noisy  Social  Minimal Reflection time (any?)  Rewards  Verbal ability  Students who like and seek attention  Others? I often say to students solving problems in groups “don’t forget to consult the introverts”; they often are quietly solving the problem as the group is talking. August 27, 2015 WIT Fall Colloquium

Research : Selected quotes  Cain, Quiet  GroupThink…elevates teamwork above all else, Insists creativity and intellectual achievement comes from a gregarious place, Rewards verbal ability over creativy or insight  Collaboration shouldn’t be eliminated but refined: Seek symbiotic introvert-extrovert relationships  Not all cultures value the “extrovert ideal”:  Adrain Furnham, organizational psychologist  If you have talented and motivated people they should be encrouaged to work alone when creativity or efficiency is the highest priority.  Hans Eysernick Psychologist  Introversion … concentrates the mind on the tasks in hand and prevents the dissipation of energy on social … matters unrelated to work.  Farrall and Leonie Kronborg, Leadership Development for the Gifted and Talented,  While extroverts tend to attain leadership in public domains introverts … attain leadership in theoretical and aesthetic fields  Jill Buruss and Lisa Kaenzig, WIlliam and Mary education scholars  Schools are designed for extroverts. Introverts need different kinds of instruction and very little is made available … except constant advice on becoming more social and gregarious. Primarily K-12 & corporate; few references found on Higher-Education. Those who know do not speak. Those who speak do not know- Lao Zi August 27, 2015 WIT Fall Colloquium

Starter list of Strategies  Think-Pair-Share  Reflect on answer individually (quietly)  Discuss with a peer  Share their results with the class  Wait before calling on students  Gives reflective students a chance to think and shy kids a chance to gather courage.  Social Media  Online response (clickers?) or blog entry.  Strategize with students  What would help them?  Discussion in smaller groups (versus whole class)  Let students pick the group size (even if it’s just pairs)  Stop counting class participation as part of students grade.  Increases transparency about actual learning  Acknowledges introverted students (Don’t think of introversion as something that needs to be cured)  Others? Adapted from several sources, including: Help Shy Kids Dont Punish Them Participation Penalizes Quiet Learners : Making the case for Standards-Based Grading. Participation Penalizes Quiet Learners : Making the case for Standards-Based Grading August 27, 2015 WIT Fall Colloquium

Discussion  Think  Spend a minute reflecting on introverts in your classroom  Experiences? (yours/theirs)  Strategies? (you’ve used or could use)  Share To save time we’re skipping the “pair” step. August 27, 2015 WIT Fall Colloquium

Next Steps? Research opportunities?  Lack of references on introverted students in Higher Ed  Opportunity?  Contact us if you’re interested in this topic. August 27, 2015 WIT Fall Colloquium

References August 27, 2015 WIT Fall Colloquium Assiterk, K. (2012). Introvert Educators : Techniques to be effective in the traditional face-to-face classroom. ITiCSE (pp ). Haifa, Isreal: ACM. Cain, S. (2012). Quiet : The Power of Introverts in a World That Can't Stop Talking. New York: Crown Publishers. Cain, S. (2012, March). The Power of Introverts. Ted.COM. Long Beach, CA. Retrieved from Cain, S. (2013, February 12). Help Shy Kids—Don't Punish Them. Retrieved July 2015, from The Atlantic: Cain, S. (n.d.). Quiet Revolution. Retrieved from Klein, E., & Riordan, M. (2015). Participation Penalizes Quiet Learners : Making the case for Standards-Based Grading. Retrieved from Quiet Revolution: Lahey, J. (2015). Class Participation: Let’s Talk About It. Retrieved from Quiet Revolution: participation-lets-talk-about-it-2/ participation-lets-talk-about-it-2/ May, K. T. (2014, 09 02). How to teach a young introvert. Retrieved 2015, from Ideas.Ted.Com: teach-a-young-introvert/ teach-a-young-introvert/ Quiet Revolution. (2015). The Quiet Revolution Personality Test. Retrieved from The Quiet Revolution: Schultz, K. (2009). Rethinking Classroom Participation : Listening to Silent Voices. New York, NY: Teachers College Press. Shultz, K. (2013, February 12). Why Introverts Shouldnt be forced to talk in class. (V. Strauss, Ed.) Retrieved 2015, from Washington Post / Blog / Answer Sheet: shouldnt-be-forced-to-talk-in-class/ shouldnt-be-forced-to-talk-in-class/

Finally – shared by a friend on FB: August 27, 2015 WIT Fall Colloquium