Lindy Scripps-Hoekstra | Grand Valley State University

1. Maximizing
Downtime
TILC 2017
Lindy Scripps-Hoekstra
Grand Valley State University
Strategies to build student
engagement before class
As we wait to get started, please
complete the activity on your sheet

2. What did we do?

3. Objectives...
describe the pedagogical purpose of
pre-class engagement
identify three types of engagement
strategies

4. Pedagogical
Purpose efficacy of teaching with
few transitional
slow-downs (Kounin, 1970)
simple, effective warm-ups
(Jones, 2000)
deterrent to disruptive
behavior
K- 12

5. Pedagogical
Purpose
supports a constructivist
approach (Slater, 2006)
establishes a tone for the
room
expands instructional time
University

6. PRE-CLASS ENGAGEMENT
strategies
ACTIVATE
PRIOR
KNOWLEDGE
FACILITATE
SELF-
ASSESSMENT
BUILD
RAPPORT

7. Activate Prior
Knowledge
What?
Triggering retrieval from
long-term memory
How?
Analogous universal experience

8. Activate Prior
Knowledge
What?Examples:
The Little Mermaid
Crime scene investigation
Dating and databases
Where do you look for info?
Spot the difference puzzle

9. let's give it
a try!

10. can you spot the differences?

11. Facilitate
Self-Assessment
What?
Students demonstrate
what they already know
How?
Methods that incorporate creativity &
competition

12. Facilitate
Self-Assessment
What?Examples: Socrative Space Race
Definition Challenge
Gist
Wordsplash
Acrostic Puzzle
Haiku

13. Socrative
Space Race

14. Acrostic
Puzzle

15. let's give it
a try!
define plagiarism:
splasho.com/upgoer5

16. Build Rapport
What?
Establishing connections to
increase trust & communication
How?
Generating a tone of approachability by
treating students with respect

17. Build Rapport
What?Examples:
Greet each student
Name cards
"Who am I?"

18. Benefits
Strategies
Logistics
recap

19. thank
you!
Questions? Ideas?

20. sources
Farrell, R. (2015). Crime scene investigation as an analogy for scholarly inquiry. In P. Bravender, H. McClure, & G.
Schaub (Eds.), Teaching information literacy threshold concepts: Lesson plans for librarians (43-47). Chicago, IL:
Association of College and Research Libraries
Hollingsworth, J., & Ybarra, S. (2009). Explicit direct instruction (EDI): The power of the well-crafted, well-taught lesson.
Thousand Oaks, CA: Corwin Press.
Jones, F. H., Jones, P., & Jones, J. L. T. (2000). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA:
F.H. Jones & Associates.
McAdoo, M. L. (2012). Fundamentals of library instruction. Chicago, IL: American Library Association.
Pena, G. P., & de Souza Andrade-Filho, S. A. (2010). Analogies in medicine: Valuable for learning, reasoning,
remembering and naming. Advances in Health Sciences Education, 15(4), 609-619.
Slater, T. F., & Blanton, P. (2006). The First Three Minutes…of Class. Physics Teacher, 44(7), 477-478.
Stahura, D. (2014). Information intimacy: Getting our students to commit. College and Research Libraries News, 75(9),
486-489.
Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success. Science and Children,
49(10), 60-64.