The page below describes how to use a Zig Zag exercise in the classroom. It uses a SWOT analysis as the model but it could be applied to any topics with three or more topics. This exercise is typically well received by students and fosters a high level of engagement.
Taming the Ten O’ Clock Titan
You have had a very long day. You are tired and want to hit the road. … not to mention the fact that you feel sympathy for students and all they’re going through because you care for them. You have pretty much “covered the material.” You give students the opportunity to “work in groups” or “work on material” or “ask questions” but students start shuffling for the door thanking you profusely for “the break”! … saying “we’ll do it at home” or “we’ll meet during the week.” So at 9 or 9:15 pm, everyone is ready to leave, or perhaps much earlier on the last class.
Belhaven requires staying to 10 pm … but how do you make it happen? … sounds daunting doesn’t it? How can we be so demanding to hard-working students? It’s a “titanic” issue in adult education. But for Belhaven, it doesn’t have to be. It simply boils down to motivation. How do you motivate yourself to bring great teaching for the full class time each week? How do you motivate students to not only learn for the full four hours, but expect it?
Let’s start with you. Never underestimate the value you bring to students; intellectually and personally. Luke 6:40 suggests “… but everyone when he is fully trained will be like his teacher.” (ESV) Students learn from not only what you present but HOW you go about doing it. We call this at Belhaven – Houston “professionalism.” So you are setting a professional example for students. So to motivate yourself, keep in mind:
– You are selected to teach because you are great at what you know/do so afford the students of that knowledge/expertise for the full time period!
– Keep in mind that you are doing all things “for the glory of God” (1 Corinthians 10:31) so are teaching for Him
– If you are excited about your topic, the students will be too!
– Prepare additional activities to use if you have time; videos, cases, extra exercises, “lab time”
So you are fired up!! … but what about getting the students on board? 2 Timothy 4:2 instructs: “… preach the word; be ready in season and out of season; reprove, rebuke, and exhort, with complete patience and teaching.” So use different techniques to motivate depending on the student and be “patient” (also can imply “persistent”). Try:
– Humor … i.e. saying “we’re continuing on because I want to make sure you get your money’s worth!”
– Inspiration … i.e. “we want you to be great so I want to make sure you receive as much information about the topic as possible!” … “in Houston we strive for professional excellence so this is who we are.”
– Rebuke/instruction … i.e. we have a legal requirement to meet for the required time.”
– Exhortation … i.e. “I know you have a lot going on, so better to work on those problems right now in the time remaining while I am here to help you immediately if you have any questions/problems.” … “There is no need for your group (Graduate students only) to meet outside of class. Use the time now to knock out your work!”
Think of your own motivation. But, whatever it takes, let’s bring great instruction for the full four hours every week!
Instructional Deck
I am planning of developing an Instructional “Deck” of Pages which can be used as a resource for teaching. I’m planning using the format below for the Deck and will be adding a variety of subjects such as:
Brain Mapping, Mobile Exercises, Best Practices in PPT Design, Google Sites, Role Play, Game Based Learning, Plaigarism Detection, Blended Learning, Blogging, ZIGZAG Exercise, Case Study Analysis, SWOT Analysis, Brainstorming, Killer Presentation Tips, Blooms Taxonomy, Creating Quick Tutorials. If you can think of other topics, please email me at rupchurch@blehaven.edu. If you would like to build one or more of these pages, let me know and I’ll get you the template (from Google Draw).
ResearchAbility
Have you ever wanted to encourage your students to complete more research for their papers and assignments? Developing research skills is essential to a student’s academic development. In a lot of ways it is like body-building. The more a body-builder lifts weights the stronger he or she becomes. In the same way, the more a student engages in research and writing the stronger he or she becomes in the ability to perform university level research. Here are some tips on how to encourage research engagement and robustness in your students’ work:
- In the first class, take a few minutes to demonstrate how to use the Belhaven Virtual Library and specifically show the students how to access databases and e-books.
- Require students to have at least the same number of sources cited within the paper as there are number of pages required for the assignment. For example, if the paper requires five full-pages of text, then there should be at least five sources cited within the paper.
- Consider requiring that two-thirds of the sources required be taken from the Belhaven Virtual Library. So if they are completing a nine page paper – at least six sources should be from the virtual library and three may be from printed texts. The student should also be expected to utilize only peer-reviewed sources available through the virtual library. On the databases and e-books search function in the virtual library, there is a checkbox to sort the articles to include only peer-reviewed material.
- Remind students that if a source is not cited within the paper, it should not be on the reference page. Without proper citation within the text, a reference found only on the reference page hints of plagiarism.
- Explain to students how to use sources. Most references should be summarized in the students own words; direct quotes should be used only for the greatest impact and only if there is no better way to say what needs to be said. If direct quotes are used, the quote should be unpacked with the student’s explanation of how it supports the thesis of the paragraph or the paper itself.
If you desire to brush-up on your own research training skills, I recommend The Craft of Research by Wayne Booth, Gregory Colomb, and Joseph Williams published by The University of Chicago Press. If you want a quick overview of it, a professor at George Mason University has provided a summary at http://mason.gmu.edu/~afinn/html/teaching/courses/250_s2002/craftofresearch.pdf .
The ability to perform university level research is a critical skill for students to develop. We are the trainers and coaches in this area and it should be our goal to gradually nurture our students in the development of this essential skill.