Why Don't They Do The Readings ?
Description:
The increasing challenge of college students choosing not to read course assignments is nationally recognized. This workshop provides insight and solutions for faculty who strive to change students' willingness and abilities to read in their discipline. Participants will leave with course appropriate, research-based strategies to increase student engagement in reading to learn behaviors.
Duration: 2 hours
Track: Student Engagement
The increasing challenge of college students choosing not to read course assignments is nationally recognized. This workshop provides insight and solutions for faculty who strive to change students' willingness and abilities to read in their discipline. Participants will leave with course appropriate, research-based strategies to increase student engagement in reading to learn behaviors.
Duration: 2 hours
Track: Student Engagement
Workshops and Materials
Getting Students to Do the Readings
Article reviewing study on student compliance behaviors and suggested strategies.
http://bit.ly/1C0HTAw
Article reviewing study on student compliance behaviors and suggested strategies.
http://bit.ly/1C0HTAw
11 Strategies for Getting Students to Read What's Assigned
Download free strategies from Faculty Focus Website
Download free strategies from Faculty Focus Website
Teaching Inventory for Reading Behaviors
Inventory to help faculty reflect on how they communicate and introduce reading behaviors and materials in their course
HCC Literacy Inventory Document
Inventory to help faculty reflect on how they communicate and introduce reading behaviors and materials in their course
HCC Literacy Inventory Document
Strategies to Use Today
Before, During and After Reading Strategies for Students
Before
Skim article and identify significant text elements
Identify the source
During
Annotate text (in book or with post-it notes) on 2nd read
Write down unfamiliar terms
Write down 3-5 questions you may have as you read
After
Reflect on what you read
Connect what you read to other things you know
Make notes about significant things you read
Before
Skim article and identify significant text elements
Identify the source
During
Annotate text (in book or with post-it notes) on 2nd read
Write down unfamiliar terms
Write down 3-5 questions you may have as you read
After
Reflect on what you read
Connect what you read to other things you know
Make notes about significant things you read
Before, During and After Reading Strategies for Faculty
Before
Take ten minutes in class to introduce the text book
Skim article and identify significant text elements WITH students
Tell students what % of the reading content will be on your exams
During
Encourage students to annotate text (in book or with post-it notes) on 2nd read
Encourage students to write down unfamiliar terms (Nominate terms! See workshop presentation)
After
After 1st reading, pair students to discuss what they think they read and the important points. Have them re-read the selection to solidify understanding. Connect what students have read to other things they know or are learning.
Invite students who are struggling to come to
office hours for more assistance
Before
Take ten minutes in class to introduce the text book
Skim article and identify significant text elements WITH students
Tell students what % of the reading content will be on your exams
During
Encourage students to annotate text (in book or with post-it notes) on 2nd read
Encourage students to write down unfamiliar terms (Nominate terms! See workshop presentation)
After
After 1st reading, pair students to discuss what they think they read and the important points. Have them re-read the selection to solidify understanding. Connect what students have read to other things they know or are learning.
Invite students who are struggling to come to
office hours for more assistance