How Can I Effectively Teach Unprepared Students?
Learn principles and practices you can implement immediately to provide learning opportunities for unprepared students and motivate them to become engaged learners. This program takes a broad-spectrum approach, addressing motivation, responsibility, and communication practices and provides tested techniques to address these key issues.
Principles and practices to help students succeed
They say that when the student is ready, the teacher will appear.
But what happens when the teachers are ready and the students aren’t?
Find out in How Can I Effectively Teach Unprepared Students?, a Magna 20-Minute Mentor with presenters Kenneth L. Alford and Tyler J. Griffin.
You’ll learn principles and practices you can implement immediately to provide learning opportunities for unprepared students and motivate them to become active, engaged learners.
Because many factors can contribute to a student’s failure to complete course readings and assignments, a multifaceted response is required.
This program takes a broad-spectrum approach to the problem of unprepared and underprepared students, addressing motivation, responsibility, and communication practices and provides you with real-world, tested techniques to address these key issues.
The session is based on course design principles and the teaching experiences of the presenters in many classroom settings.
A retired U.S. Army colonel, Ken Alford, Ph.D., taught at West Point and the National Defense University in Washington, D.C., prior to becoming an associate professor at Brigham Young University.
Tyler Griffin, Ph.D., has developed internationally distributed online training programs for teachers and students and is an assistant professor at Brigham Young University.
Teaching in colleges and universities today can be very challenging, particularly when unprepared or unresponsive students make you feel like you’re talking to a wall or trying to pull teeth.
This Magna 20-Minute Mentor doesn’t promise miracles, but it can steer you toward new approaches, even when you think you’ve tried everything.
How Can I Effectively Teach Unprepared Students? takes a close look at problems you may have encountered with students. It delves more deeply into these issues and provides you with two or three ways to address the matter.
The structure is perfect for busy and independent professionals because it allows you to look for the specific challenges you face most frequently and select solutions that suit your circumstances.
This program will cover:
- The most effective time to emphasize course relevance for students
- The importance of establishing fixed expectations and firm consequences
- Positive ways to use incentives
- The communication benefits of “non-examples”
- The appropriate use of “just in time” opportunities
After watching this program, you’ll be able to:
- Apply course design principles to increase student preparation and improve performance
- Use strategic teaching techniques to help students succeed
- Evaluate course areas where operative changes can be implemented
How Can I Effectively Teach Unprepared Students?is designed for new faculty members or those with an intermediate level of experience.
However, any instructor dealing with unprepared students will find this content-rich presentation full of useful material. Unprepared students are frequently cited as a major factor in faculty burnout, so be sure to take advantage of this professional development opportunity before it’s too late.
No matter what your field is, whether you teach in a public or private college or university, Alford and Griffin will remind you that what you do is important and that you can have a significant impact on students’ lives.
Make sure none of your students fall through the cracks. Purchase this program today to learn how to help all your students be as ready for learning as you are!
Product Code: PM13IA
Kenneth L. Alford is a professor of church history and doctrine at Brigham Young University.
After serving almost 30 years on active duty in the United States Army, he retired as a Colonel in 2008. While on active military duty, Ken served in numerous assignments, including the Pentagon, eight years teaching computer science at the United States Military Academy at West Point, and four years as a department chair and professor teaching strategic leadership at the National Defense University in Washington, D.C. He has published and presented on a wide variety of topics during his career. His current research efforts focus on student learning and military service during times of conflict.
Ken and his wife, Sherilee, have four children and thirteen grandchildren.
Tyler Griffin, Ph.D., is an assistant professor at Brigham Young University.
With degrees in Electrical Engineering and Instructional Technology, combined with 18 years of professional teaching experience, Tyler has three major focal points in his work: (1) Best practices for teaching & learning (2) Best uses of technology to increase the scope and scale of learning, and (3) best practices for teacher development/inservice. He teaches over 1,000 students per semester and loves how technology can help to "shrink" large classrooms.
He has also developed two major online training programs that have since grown into robust online learning communities of teachers and students.
He is also actively involved in designing and developing 3-D immersive learning environments for his students.
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