2. Student Engagement
Technique
Instructing students in a classroom
environment in a lecture format could be
static.
There are ways to engage students by
using different media formats such as
power point presentations, fun youtube
videos.
Classroom techniques may also be used.
3. Active learning
Definition-
“means that the mind is actively
engaged. Its defining characteristics are
that students are dynamic participants in
their learning and that they are reflecting
on and monitoring both the processes
and the results of their learning.” (1)
4. Engagement and Active
Learning
To promote engagement in the classroom
may occur with dynamic techniques.
Students are placed in a classroom
environment instructors may foster them
into participating.
Instructors who choose to use different
activities enrich different learning styles
may find student’s playing an active role
in their learning.
5. Description of Poster Sessions
The students are placed into groups.
They are to create and design a poster to
show their understanding of key course
topics, issues, or ideas.
The day the student presentations the
class will be divided. Half the students will
stay with their displays to explain and
answer questions the others will go around
to view and ask questions.
6. An effective poster:
Will engage classmates in discussions.
This will allow you to get key points across to a
number of people in rather a short amount of
time.
This will not be your research paper displayed
on the poster.
An effective poster uses a dynamic visual
variety and is free of grammatical errors.
“It shows, not tells. It expresses your points in
graphical terms.” (2)
7. Step by step:
“Determine a topic, content and design
parameters, and how exhibits will be
displayed.
Choose the exhibit day(s). If projects are
complex, consider working backward to
schedule check points. Create a rubric to
guide students in their thinking so the
students may submit a plan to you.
8. Step by step:
Create a handout that includes directions
as well as evaluation criteria.
Have students brainstorm potential topics
that fit within your parameters and
generate a prioritized list of two or three
allows you to review all topics, ensure that
topics support classroom learning
goals, and prevents duplication.
9. Step by step:
Review the lists and work with students to
select the topics.
Discuss design parameters and exhibit
day logistics with students.
Give students time to organize their efforts
an outline so they can formulate their
core idea, identify goals and the
resources they will need, and create a
schedule for completion of tasks.
10. Step by step:
Prepare for exhibit day by organizing a
display that allows at least half of the
students to view the exhibits while the
other half remains with the display to
explain and answer questions. Allow for
sufficient time for students to then switch
roles.”(3)
11. What context would this
strategy work best?
Thiswould work well in a course which has
time to give the students to work with their
classmates in class.
To divide workload theoretical concepts
amongst the students.
12. What are the limitations of this
strategy?
Students may possess a mastery in their
subject but not the rest of the topics. Having
an additional assignment when the students
are walking around the poster sessions will be
necessary. Have them hand in a Q & A paper
to ensure students have gained insight with
other topics.
Group work has different dynamic. Students
will learn to work professionally and divide the
workload evenly.
13. What are the advantages of
this strategy?
Group work may be a beneficial in
dynamic collaborative learning.
Students get to take responsibility in their
learning also in instructing fellow students.
Helps with shy students. The intimacy of
poster sessions brings a safe learning
environment where they may feel
comfortable to communicate freely.
14. What are some best practices
for this strategy?
“Students display their work simultaneously
(which is more efficient than a series of
presentations).
Before starting work; plan-the
theme, supplies, budget, format and due
dates.” (4)
Set small goals as a team to have
assignment finished on time.
15. What are the role(s) for the
educator using this strategy?
Set up a rubric and guidelines for students so they
be aware of what is excepted in the assignment.
Facilitate time for the students to work in class.
Walk around and show support by asking
questions and suggesting tips.
Identify that team problems may occur. Before
poster sessions is presented talk about the
importance of treating everyone with respect.
Let students know they may approach you if
problems do occur.
Set up desks the day of presentations move chairs
away so not to be cluttered for students to walk
around.
16. What are the role(s) for the
learner in this strategy?
Read and be aware of assignment rubric
guidelines.
Set goals so deadlines may be met on time.
Be prepared to meet with fellow students
outside of class time to complete assignment.
Treat fellow classmates with respect.
Come prepared during classroom time to
utilize time given.
Rehearse question and answers with group
members before the presentations occur.
17. How will you deal various
implications when using this
strategy?
Students need to be working as a team.
Therefore they should be professional and
respect their fellow classmates.
With any ethical and/or cultural and/or
gender implications this is discussed in the
first day of class introducing the institutions
student code of conduct.
