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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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. 381- 381). 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 http://www.ted.com/talks/susan_cain_the_power_of_introverts http://www.ted.com/talks/susan_cain_the_power_of_introverts Cain, S. (2013, February 12). Help Shy Kids—Don't Punish Them. Retrieved July 2015, from The Atlantic: http://www.theatlantic.com/national/archive/2013/02/help-shy-kids-dont-punish-them/273075/ http://www.theatlantic.com/national/archive/2013/02/help-shy-kids-dont-punish-them/273075/ Cain, S. (n.d.). Quiet Revolution. Retrieved from http://www.quietrev.com/http://www.quietrev.com/ Klein, E., & Riordan, M. (2015). Participation Penalizes Quiet Learners : Making the case for Standards-Based Grading. Retrieved from Quiet Revolution: http://www.quietrev.com/participation-penalizes-quiet-learners/http://www.quietrev.com/participation-penalizes-quiet-learners/ Lahey, J. (2015). Class Participation: Let’s Talk About It. Retrieved from Quiet Revolution: http://www.quietrev.com/class- participation-lets-talk-about-it-2/http://www.quietrev.com/class- participation-lets-talk-about-it-2/ May, K. T. (2014, 09 02). How to teach a young introvert. Retrieved 2015, from Ideas.Ted.Com: http://ideas.ted.com/how-to- teach-a-young-introvert/http://ideas.ted.com/how-to- teach-a-young-introvert/ Quiet Revolution. (2015). The Quiet Revolution Personality Test. Retrieved from The Quiet Revolution: http://www.quietrev.com/the-introvert-test/ http://www.quietrev.com/the-introvert-test/ 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: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/12/why-introverts- shouldnt-be-forced-to-talk-in-class/http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/02/12/why-introverts- shouldnt-be-forced-to-talk-in-class/

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