Module 2 SQ1

Even though they are traditional ways of disseminating information, direct instruction or lecturing have not been engaging, many of us can attest they are – should I say the word - boring.  Studies have shown that in order to increase student engagement, one must more than anchor them to a seat.  In Jane McGeehan’s 2013 article Brain-compatible learning she offers the following conclusion,  “You can begin by acting on three of the key findings so far: the role of emotions in focusing attention, the importance of providing many first-hand experiences, and building in personal meaning from the student’s point of view” (McGeehan J).  These findings also are linked to increased test scores and comprehension.   My own experience shows much the same.  I remember taking a Native American History class that I had been looking forward to for a long time. When I attended, I found it to be by far the most uninspired I have ever taken.  Each class was a lecture with chalkboard with drawings, figures and this was in 2001. I compare this to an archeology class where the instructor used PowerPoint Presentations with embedded video and assignments that had students analyzing data gathered at actual dig sites then comparing our analysis with other students and the instructor during class.  I was far more engaged than the straight lecture class and I remember the classes and still have the analysis notebook today.  There is no doubt which class I found better and my grades showed the difference.  In this case, the technology used in the Native American class was at best 20th century compared to the Archeology class that used updated technology using various media, and hands on analysis of dig site data explanations from the instructor of each analysis to help us better understand our data.  Even though it was a little nerve racking explaining our interpretations to the class; the professor never belittled us and explained fully where we may been led astray.  I have taken these experiences to heart and try to incorporate technology in ways that have hands on experience as part of all lessons.  Instead of lecturing students, I have students do their own research and record their finding using technologies like WIkispace, Powerpoint, or Blogs.  I have found that they are far more engaged in the process and have seen increases in assessment scores and more confidence in their use of technology even when they are technological newcomers. 

Reference: 
McGeehan, J. (2013), Green Teacher, Brain-compatible learning, , Retrieved      
             from http://greenteacher.com/ on 8/30/2014