Student Engagement and Participation: Tricks to get students more involved in class discussions TeachMeet ARU Wednesday 27 January 2016 LAB 107, Cambridge Nadia deGama LAIBS, HROB

Student Engagement and Participation: Tricks to get students more involved in class discussions Working towards creating an inclusive classroom environment TeachMeet ARU Wednesday 27 January 2016 LAB 107, Cambridge Nadia deGama LAIBS, HROB

Student engagement and participation: Why do we care? Self-advocacy Communication skills Academic skills self- determination MotivatedCritical thinkersSelf-confidence

What counts as participation? ListeningPreparation Quality of contributions Impact on seminar Engagement with module content

How do we assess participation? 1.Establish ground rules: Assignment brief 2.Learn and use students’ names 3.Allow for preparation and reflection 4.“Buzz groups” and/or debates 5. No more paperclips 6. Alternative forms of participation

Visible vs. invisible participation versus

How do we assess participation? 1.Establish ground rules: Assignment brief 2.Learn and use students’ names 3.Allow for preparation and reflection 4.“Buzz groups” and/or debates 5. Alternative forms of participation Linked with their overall mark (10% of final grade) Grading rubric provided Midway checkpoint: self-assessments

Self-assessments 1.I feel I always contribute in a meaningful way to discussions several times in a week (either in class or through other means). Please provide an example. 2.I feel I occasionally contribute to discussions in a week (either in class or through other means). Please provide an example. 3.I rarely contribute. If so, please say why. How would you like to contribute more to class discussions?

Grading rubric: some dimensions Listening Preparation Initiative Answering questions/ response Discussion Attitude Attendance

Turning the gaze onto ourselves are we being relevant? approachable? consider our positionality listening and responding properly self-reflection

Thank you