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Engaging Diverse Students in Learning

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on 20 August 2015

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Transcript of Engaging Diverse Students in Learning

Curricula often are not conceived, designed, or validated for use with the diverse student populations who actually populate our classrooms. Learners “in the margins”—many inner city youth, the gifted and talented, those with disabilities, English language learners, and culturally different students—often bear the brunt of curricula devised for the fictional “average”, because such curricula do not account for learner variability.
The ARCS Model of Motivating Learning
Explains how to support student engagement as well as what’s missing in the learning environment when students are not engaged.
Four elements
Attention – Arousing curiosity, stimulating interest in learning, and maintaining this throughout the class.
Relevance – Having students view the tasks as important, useful, and meaningful to them.
Confidence – Providing opportunities to build students’ feeling of self-efficacy based on learning success.
Satisfaction – Students feel a sense of satisfaction or reward with regard to their learning.

Resources
Teaching Every Student in the Digital Age by Rose & Meyer (ASCD, 2002).

The Universally Designed Classroom (Rose, Meyer, & Hitchcock, Eds.; Harvard Education Press, 2005).

A Practical Reader in Universal Design for Learning (Rose & Meyer, Eds.; Harvard Education Press, 2006).

Educational Podcasting & Vodcasting, http://www.edtechnetwork.com/podcasting_vodcasting.html

Youth Radio for Teachers, https://youthradio.org/for-teachers/


Universal Design (for Learning) [UDL]
Universal Design for Learning (UDL) refers to a process by which a curriculum (i.e., goals, methods, materials, and assessments) is intentionally and systematically designed from the beginning to address individual differences.
It’s sometimes thought that it’s not the job of higher education faculty:

to arouse the curiosity of students
to show the relevance of content to their lives
to build student confidence
to help them achieve a sense of satisfaction


… That’s for K-12 educators.


And yet we know better.

Many community college students have not experienced these things in K-12, and have not developed the skills of self-motivation that we can take for granted.

We are more effective teachers when we stimulate student interest, help them to experience relevance, confidence, and success. And we enjoy our work so much more!


For instance
Draw student experiences into discussions (Attention)

Ensure evaluation criteria are directly relevant to the opportunities students have had to learn. Identify where there is flexibility in learning outcomes and engage students to collaboratively develop these outcomes (Relevance)

Create an atmosphere of trust. Ensure your expectations for students are clear and consistent. Find out what expectations students have of you, agree to one or more you deem appropriate, and consistently meet that expectation (Confidence)

the disabled curricula
Principle I: Provide Multiple Means of Representation (the “what” of learning)
Learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. Learners differ in the ways that they perceive and comprehend information that is presented to them. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. There is not one means of representation that will be optimal for all learners; providing options for representation is essential.
Principle II: Provide Multiple Means of Action and Expression (the “how” of learning).
Learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. Learners differ in the ways that they perceive and comprehend information that is presented to them. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. There is not one means of representation that will be optimal for all learners; providing options for representation is essential.
Principle III: Provide Multiple Means of Engagement (the “why” of learning).
Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, language, disability, and background knowledge. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. There is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.
Optimize choice (Checkpoint 7.1)
Teachers have a tendency to define competency very narrowly, without realizing it:
30 multiple choice question exam
8-10 page paper on X, Y or Z
Presentation of student research project in front of class

Have you given students the opportunity to:
build a web resource for the general public
create a podcast or video
write a rap

The True Costs of Community College
Sometimes demonstrating competency is a matter of operating a machine, trouble-shooting a problem, repairing a broken connection. How might these be competencies be demonstrated differently?
Resources
The ARCS Model of Motivating Learning, http://www.sunyocc.edu/index.aspx?menu=964&collside=544&id=35905

UDL Guidelines Full-Text, http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final)_3.doc

Universal Design in Assessments pp.43-46, in Universal Design in Higher Education, http://www.washington.edu/doit/sites/default/files/atoms/files/Universal%20Design%20in%20Higher%20Education_Promising%20Practices_0.pdf

Engaging Diverse Students in Learning
Presented By
William N. Myhill, M.Ed., J.D.
Project Director
Onondaga Pathways to Careers (OPC) Program
Onondaga Community College
http://www.npr.org/sections/ed/2015/01/30/382380292/the-true-costs-of-community-college
Contact
William N. Myhill, M.Ed., J.D.
Project Director
Onondaga Pathways to Careers (OPC) Program
Onondaga Community College

G220L
315-498-2739
myhill.w@sunyocc.edu
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