You can expand the definition of participation to include speaking with you during office hours, responding online to others’ posts in bCourses, or taking part in virtual chat rooms. Your faculty instructor may have criteria, or you can generate your own, or you can define participation in dialogue with the students.
Mar 27, 2017 · Increasing engagement. Make discussion participation required and ensure all students participate. For example, have each student take a stand on a key issue by requiring them to vote at the start of class. Alternatively, ask students to provide examples from the media that illustrate course concepts.
Sample Invitation for Course Participation. Printer-friendly version. Dear Faculty Members and/or Teaching Assistants, I invite your participation in an intriguing and informative distance learning course. The Disabled Student Services Office is offering a distance learning course entitled "Academic Accommodations for Students with Disabilities ...
Oct 23, 2020 · What were the most compelling topics learned in this course? How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified? What approaches could have yielded additional valuable information? The main post should include at least 1 reference to research sources, and all …
Use “unclear” in a sentence | “unclear” sentence examplesIt is unclear whether the meeting will go ahead as planned.The ownership of the painting remains unclear.The marking on the road is unclear.It is unclear how to mitigate the effects of tourism on the island.The terms of the contract are very unclear.More items...
The first is due to the modifying word or phrase being placed too far from the word or group of words it's meant to modify. The second happens when the sentence doesn't include a logical subject to modify. In both situations, dangling modifiers make the meaning of a sentence unclear — confusing the reader.Jan 14, 2021
If you do find unclear antecedents due to multiple possible antecedents, there are two easy ways to fix the problem: (1) replace the pronoun with its antecedent, or (2) rewrite the sentence.
Tips for emailing your professor:Use your academic account.Make the subject line clear.Use a professional greeting.Thoroughly identify yourself.Remain formal.Communicate clearly and concisely.Be polite.End with a formal acknowledgment.More items...
not clearDefinition of unclear : not clear: such as. a : difficult to understand an unclear explanation unclear instructions an unclear reference. b : confused or uncertain about something —often used with about was a little unclear about how to proceed.
unclearambiguous.confused.fuzzy.hazy.imprecise.obscure.uncertain.unsettled.More items...
The folder was on the bus, but now it's gone. This sentence provides a classic example of an unclear antecedent because the reader can't be certain what “it” the writer means. Is he or she referring to the folder? Or the bus? (Or, perhaps, both?)Oct 3, 2017
When a sentence does not clearly identify which noun a subsequent pronoun refers to, the error is referred to as an unclear antecedent.Jun 16, 2017
In a sentence, the antecedent is the noun that's represented by a specific pronoun. An unclear antecedent is what happens when you can't tell which noun a pronoun is supposed to stand in for.Nov 2, 2021
Tell them that you need to focus your efforts on fewer things especially your thesis as you find it challenging. Be polite and don't forget professors have heard it all before, they will understand or should do. Show activity on this post. Just tell him you are too busy.Mar 8, 2019
Your email should:have an informative subject line.be concise.be formal: Dear Dr. Smith; Sincerely, Your Name.not use Mrs. or Ms.NOT have slang, abbreviations, or emoticons.if applying for an opening: address any qualifications the professor is looking for. ... if asking for a research opportunity:
Email to a professor asking for an appointment I faced some difficulties with selecting a topic for my research paper, and I would appreciate it if I could discuss it with you during your office hours. Please let me know if you are available to meet this week. Thank you for your time. I look forward to your reply.Feb 24, 2020
To encourage discussion, ask broad questions — “how” or “why” questions that require the students to think through a process, evaluate information, predict outcomes, form opinions, etc. Avoid “programmed” questions, in which you answer the question yourself before students have a chance to respond (e.g., “Why doesn’t the moon have an atmosphere? It’s because it has weak gravity, right?”). Questions with a simple “Yes” or “No” answer can also cut off discussion. For more on asking good questions, see “Asking Questions” (Davis 2009, 118–26).
Try to get everyone talking in the first couple of section meetings. Once students “break the ice,” they’ll be more likely to share ideas throughout the semester. Introduce activities in which students get to know each other, so they feel more comfortable voicing ideas in front of one another.
If no one answers your question right away, resist the urge to answer it yourself or move on after just a few seconds.
Giving assignments ahead of time requires that you keep at least a week ahead on the readings, and that you develop a system of grading pre-discussion assignments (usually by a check/check-plus/check-minus system).
Sitting behind a table for the whole class can lower energy — both yours and the students’. It also gives the students sitting next to you more of your attention. You will find students regularly sitting far away from you either to avoid participation or to divert attention from their lack of preparation.
While it is crucial that students distinguish between correct and incorrect answers, instructor disapproval or a put-down will discourage people from sharing again. If a response is off track, try to coach the student toward the right answer or approach. Provide hints or suggestions. And say something positive about the aspects of the response that are insightful, original, or creative. Try things like “Good — now let’s take it a step further”; “Let’s go back a step — tell me more about xyz”; “Keep thinking about it.”
Participation is Not All Oral. Students who remain silent during class discussion are not necessarily shy or reserved. Silence is a behavior, not a character trait, and there may be many reasons a student chooses not to participate orally in a particular class or social environment.
More than 70% of students perceived a positive relationship between their own participation and learning but additionally discussed the value of other students’ comments for their learning. Finally, a number of students verbalized that when participation is required, they prepare more, and this preparation actually increases their learning.
To summarize, participation: increases engagement; helps students retain and remember information; confirms what they have already learned; provides clarification of prior learning; and. deepens their understanding especially through hands-on and application-based learning opportunities.
Elise Dallimore is an associate professor of organizational studies in the Department of Communication Studies and a joint appointment in the D’Amore-McKim School of Business at Northeastern University. Marjorie Platt is a professor of accounting in the D’Amore-McKim School of Business at Northeastern University.
Julie Hertenstein is an associate professor of accounting in the D’Amore-McKim School of Business at Northeastern University. class discussions class participation encouraging student participation student learning research. Disqus Recommendations.
Before choosing to use a discussion forum in your class, it is important to think through why a forum is the most appropriate tool to help you reach your student learning goals. Build in motivation for students to participate. Simply setting up a forum is not enough to get the conversation moving.
Online forums can be used for many purposes, such as helping students to review material prior to an assignment or exam, engaging students in discussion of course material before coming to class, and reflecting on material that they have read or worked with outside of class. If they are well-structured, online discussions can be an effective way ...
Absent some kind of intrinsic or extrinsic motivation for participating in an online discussion forum, students are unlikely to make postings or respond to others’ posts.
Oftentimes, though, discussions fall flat because students do not converse with each other or reciprocate in commenting on one another’s posts. Make reciprocation a part of the assignment. For example, require students not only to post, but also to reply to other students’ posts to get the conversation moving.
There is no reciprocation by other students. Oftentimes the discussion forum may be used only by a handful of students who post individual messages rather than communicating with one another. Some of the students may not yet know how to properly use the platform.