Teachers - University of Queensland
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10 Keeping students motivated when learning remotely can be challenging. Motivation can be improved through activities that increase competence, autonomy, and a sense of connection (1). The Science of Learning Research Centre has developed a set of evidence-informed strategies designed to help students to be motivated and to ‘Learn Well...Together’ with others, even when learning remotely. Hush Up and Work! (2) In Strategy #1 students set up a regular time to meet online. Before joining, they each set some learning goals for the session, and share these with the group at the start of the session. After setting a synchronised timer, the students work independently. When times up, they share what they have achieved, what was challenging, and what they will do next time Remembering Stuff! Strategy #2 is built on the principle of Retrieval - that actively recalling information improves retention, particularly when the retrieval is spaced out over time and is effortful (3). Encourage students to build Flashcards or Quiz questions on important concepts/ information to share with their online groups. Utilise these in regular class quizzes or homework revision tasks. 2 1 The 'Learning well...Together' strategies utilise social connection as a motivator. Individual study or learning can be lonely, particularly for young people. Working purposefully online with friends can increase accountability, enjoyment, and achievement. Encourage students to discuss answers, clarify misconceptions, and elaborate on responses. Learning Well ...Together Strategies for Teachers This strategy can be used for individual reading, writing, or studying in tasks across a range of subjects. 1 A Special Research Initiative of the Australian Research Council Developing Deep Understanding As students get deeper into a topic, encourage them to wonder about the content. Strategy #4 supports the students to pose questions the require elaboration about the 'how', 'why' and 'what if' of a topic or concept. In your lessons, include activities that ask the students to compare and contrast ideas/ events/ objects/ performances/ theories/ perspectives, and also to make connections. 4 What Do You Think? Students need to receive feedback that provides information about where their learning is headed, how they are going with their learning, and what they need to do to improve (4). Feedback also needs to be recieved in order for students to do something with it (5). Support your students to know how to give and receive feedback, including making sure they are familiar with the success criteria for each task. Strategy #3 encourages students to share their work with their peers, and to give, receive, and act upon meaningful peer feedback. 3 Get To The Point! Invite the students to share what they have been developing a deeper understanding of in their online groups Explaining an idea, concept or skill to someone else who is inexperienced in that area is challenging. A good understanding of the idea is needed as well as the capacity to answer questions to clarify the other persons understanding. Strategy #5 will help students identify gaps in their own understanding. Invite students to share with the class how they would explain something to a grandparent, parent or younger sibling or student. 5 Puzzle Pieces Strategy #7 is an online version of the traditional Jigsaw: as a group, the students break apart a topic/ chapter/ activity to work on individually, and then they return to the group to put the pieces back together to construct a shared understanding. This strategy can work with a range of subjects and topics , and is particularly good when there is a lot of content to cover or information to collate. Look for ways you can help students to break topics or assessments into various parts, and encourage opportunities for students to share with the class what they have been responsible for, what they have learnt, and how it connects to the work of the rest of the group. 7 Justify That! 6 Strategy #6 encourages students to work with their online group to come up with some sentence starters that they could use frequently to promote elaboration and justification. Invite students to share these with the class, and use them frequently in whole class discussions to develop metacognition. These questions could be used in a range of subjects and topics, including creative tasks, innovations, and performances. "What happen's when...?" "How might...?" "What if...?" "Why did you...?" "How did this build on what you already knew?" Strategy #8 encourages students to make connections between emerging related ideas and concepts. Using a collaborative online tool the students can talk in their groups about what ideas and concepts are related, why and how. They can continue to build this map over time. In class, invite students to share connections and justify. Making Connections 8 9 Represent It Presenting verbal or written information in a visual way through images helps to improve the recall of that information later on (See Weinstein et al. 2019 for more detail). This strategy invites students to identify ways to visually represent key terms or ideas, to share these with their group and to explain how the image relates. Invite the class to share their various images, discussing which is most representative of the concepts and build a class image wall. Make It Concrete Concepts that are very abstract or unfamiliar can be challenging to understand. Providing or identifying real-world examples can make these concepts more tangible and accessible. Invite students to share the concrete examples their groups develop, and encourge them to explain them. 10 These Home Strategies support the 'Learning Well...Together' Remote Learning Strategies developed by the SLRC. The 10 Strategies are available for Students. 1 Ryan, R. M.; Deci, E. L. (2000). 'Self-determination theory and the facilitatio\n of intrinsic motivation, social development, and well-being'. American Psychologist. 55: 68–78. doi:10.1037/0003-066X.55.1.68. 2. Based on the concept by Rennie Saundersof 'Shut Up and Write'. Seehttps://shutupwrite.com/about/ 3. Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. doi: 10.1146/annurev-psych-113011-143823 4. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. doi: 10.3102/003465430298487 5. Hattie, J.A.C., Gan. M. & Brooks, C. (2016). Instruction based on feedback. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning and Instruction. (2nd Ed., pp. 249-271). New York: Routledge. 6. Weinstein, Y., & Sumeracki, M (2019). Understanding How We Learn: A Visual Guide. Oxon: Routledge. ©2020 SLRC, The University of Queensland http://creativecommons.org/licenses/by-nc/4.0/
Transcript of Teachers - University of Queensland
10Keeping students motivated when learningremotely can be challenging. Motivation can beimproved through activities that increasecompetence, autonomy, and a sense ofconnection (1). The Science of Learning ResearchCentre has developed a set of evidence-informedstrategies designed to help students to bemotivated and to ‘Learn Well...Together’ withothers, even when learning remotely.
Hush Up and Work! (2)
In Strategy #1 students set up a regular time to meet online. Beforejoining, they each set some learning goals for the session, and sharethese with the group at the start of the session. After setting asynchronised timer, the students work independently. When timesup, they share what they have achieved, what was challenging, andwhat they will do next time
Remembering Stuff!
Strategy #2 is built on the principle of Retrieval - that activelyrecalling information improves retention, particularly when the
retrieval is spaced out over time and is effortful (3).
Encourage students to build Flashcards or Quiz questions onimportant concepts/ information to share with their online groups.
Utilise these in regular class quizzes or homework revision tasks.
2
1
The 'Learning well...Together'strategies utilise social connectionas a motivator. Individual study orlearning can be lonely, particularlyfor young people. Workingpurposefully online with friends canincrease accountability, enjoyment,and achievement.
Encourage studentsto discuss answers,
clarifymisconceptions, and
elaborate onresponses.
LearningWell ...TogetherStrategies forTeachers
This strategy can beused
for individual reading,writing, or studying intasks across a range
of subjects.
1
A Special Research Initiative of the Australian Research Council
Developing DeepUnderstanding
As students get deeper into a topic, encourage them to wonderabout the content.
Strategy #4 supports the students to pose questions the requireelaboration about the 'how', 'why' and 'what if' of a topic or concept.
In your lessons, include activities that ask the students to compare
and contrast ideas/ events/ objects/ performances/ theories/perspectives, and also to make connections.
4
What Do You Think?
Students need to receive feedback that provides information aboutwhere their learning is headed, how they are going with their learning,and what they need to do to improve (4). Feedback also needs to berecieved in order for students to do something with it (5).
Support your students to know how to give and receive feedback,including making sure they are familiar with the success criteria foreach task.
Strategy #3 encourages students to share their work with their peers,and to give, receive, and act upon meaningful peer feedback.
3
Get To The Point!
Invite the studentsto share what they
have beendeveloping a deeperunderstanding of intheir online groups
Explaining an idea, concept or skill to someone else who is inexperiencedin that area is challenging. A good understanding of the idea is needed aswell as the capacity to answer questions to clarify the other personsunderstanding.
Strategy #5 will help students identify gaps in their own understanding.
Invite students to share with the class how they would explain somethingto a grandparent, parent or younger sibling or student.
5
Puzzle Pieces
Strategy #7 is an online version of the traditional Jigsaw: as a group, thestudents break apart a topic/ chapter/ activity to work on individually, andthen they return to the group to put the pieces back together toconstruct a shared understanding.
This strategy can work with a range of subjects and topics , and isparticularly good when there is a lot of content to cover or information tocollate.
Look for ways you can help students to break topics or assessments intovarious parts, and encourage opportunities for students to share with theclass what they have been responsible for, what they have learnt, andhow it connects to the work of the rest of the group.
7
Justify That! 6Strategy #6 encourages students to work with their online group
to come up with some sentence starters that they could usefrequently to promote elaboration and justification.
Invite students to share these with the class, and use them
frequently in whole class discussions to develop metacognition.
These questions could be used in a range of subjects and topics,including creative tasks, innovations, and performances.
"What happen'swhen...?"
"How might...?""What if...?"
"Why did you...?""How did this build on
what you alreadyknew?"
Strategy #8 encourages students to make connections betweenemerging related ideas and concepts.
Using a collaborative online tool the students can talk in theirgroups about what ideas and concepts are related, why and how.
They can continue to build this map over time.
In class, invite students to share connections and justify.
Making Connections 8
9 Represent It
Presenting verbal or written information in a visual way throughimages helps to improve the recall of that information later on (SeeWeinstein et al. 2019 for more detail).
This strategy invites students to identify ways to visually represent keyterms or ideas, to share these with their group and to explain how theimage relates.
Invite the class to share their various images, discussing which ismost representative of the concepts and build a class image wall.
Make It Concrete
Concepts that are very abstract or unfamiliar can bechallenging to understand.
Providing or identifying real-world examples can make theseconcepts more tangible and accessible.
Invite students to share the concrete examples their groupsdevelop, and encourge them to explain them.
10
These Home Strategies support the'Learning Well...Together' Remote LearningStrategies developed by the SLRC.The 10 Strategies are available for Students.
1 Ryan, R. M.; Deci, E. L. (2000). 'Self-determination theory and the facilitatio\n of intrinsic motivation, social development, and well-being'. AmericanPsychologist. 55: 68–78. doi:10.1037/0003-066X.55.1.68.2. Based on the concept by Rennie Saunders of 'Shut Up and Write'. See https://shutupwrite.com/about/3. Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. doi:10.1146/annurev-psych-113011-1438234. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. doi: 10.3102/0034654302984875. Hattie, J.A.C., Gan. M. & Brooks, C. (2016). Instruction based on feedback. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning andInstruction. (2nd Ed., pp. 249-271). New York: Routledge.6. Weinstein, Y., & Sumeracki, M (2019). Understanding How We Learn: A Visual Guide. Oxon: Routledge.
©2020 SLRC, The University of Queenslandhttp://creativecommons.org/licenses/by-nc/4.0/
