How Can I Get Students to Take Responsibility for Their Own Learning?
Learn how incorporating findings from cognitive and educational psychology research can help you encourage students to take charge of their own learning. Discover techniques you can use to increase student responsibility and establish a learning-centered environment in your next course.
Consider your classroom procedures from a new perspective
If you’ve always thought your key challenge as an educator was to help students achieve learning outcomes, try stepping back and thinking again.
What if your real goal is inspiring students to want to achieve these outcomes?
In How Can I Get Students to Take Responsibility for Their Own Learning?, a Magna 20-Minute Mentor, you’ll learn how incorporating findings from cognitive and educational psychology research can help you encourage students to take charge of their own learning.
Presenter Christy Price, Ed.D., combines theory and practice to help you consider your classroom procedures from a new perspective.
Price, who was named a 2012 U.S. Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education, is a national authority on engaging millennial learners.
She knows firsthand the challenge associated with engaging a generation raised on participation ribbons.
Yet in less time than it takes to review your class policies, you’ll discover techniques you can use to increase student responsibility and establish a learning-centered environment in your next course.
Order today to learn more about Price’s specific recommendations regarding:
- Employing a mix of intrinsic and extrinsic motivators
- Adapting your course structure and classroom policies
- Changing your personal style to encourage student responsibility
When students don’t take responsibility for their own learning, it creates philosophical and practical problems for the instructor and can affect other students’ learning.
Share this program with your colleagues. Purchase a Campus Access License and all members of your campus community will be able to access this session at their convenience through your institution’s internal website.
Product Code: PM13CA
Because encouraging students to take responsibility for their own learning is such a major issue in higher education today, Price approaches it in multiple ways. How Can I Get Students to Take Responsibility for Their Own Learning? addresses the following topics:
- Establishing consequences and holding students accountable for their behavior
- The role faculty members play in undermining their own efforts, from reading assignments to testing to grades
- Using the inverted classroom to get students to delve into content themselves
- Using regular low-stakes formative assessment with feedback to encourage student responsibility
- Developing students’ self-evaluative and learning-to-learn skills
- Utilizing social pressure to make teamwork effective
- Creating intrinsic motivation with course structure
Establishing positive rapport is central to Price’s notion of improving student responsibility.
Price will provide you with a rapport checklist, designed to help you show students you’re on their side, and well positioned to be an effective academic guide for them.
- How to define your role, and the role of students, to ensure accountability
- How to use the flipped classroom to increase student responsibility and student engagement
- How to use feedback and assessment to make students responsible for their own learning
- How to harness peer pressure to create a learning-centered environment
In addition, Price includes detailed references that can guide your ongoing exploration of student responsibility issues.
After viewing, you’ll be able to:
- Understand the literature related to what motivates student responsibility
- Identify specific practices that promote student responsibility
- Reflect on how you might alter your interactions and course structure to promote more student responsibility for learning
Encouraging student responsibility is a key concern for all educators, since your students’ academic and personal future depends on their actions in the educational present.
How Can I Get Students to Take Responsibility for Their Own Learning? is a vital seminar for all faculty members, whether you’re a veteran instructor or preparing to teach your first course.
The particular challenges associated with teaching different generations of students ensure this will be an ever-changing issue.
Whatever your discipline or institution, if you’re interested in creating a learning-centered environment in your classroom, this Magna 20-Minute Mentor is for you.
A professor of psychology at Dalton State College, Christy Price has been teaching at the collegiate level for 20 years. She is a nationally recognized authority on innovative teaching techniques to engage millennial learners and was chosen by the Carnegie Foundation for the Advancement of Teaching as the Outstanding U.S. Professor for 2012 in the Baccalaureate Colleges category.
Dr. Price won the Excellence in Teaching Award at Dalton State in 2007, and the University System of Georgia Teaching Excellence Award in the Two & Four-Year College sector for 2008/2009. She was honored by the National Resource Center for the First-Year Experience and Students in Transition as an Outstanding First-Year Student Advocates for 2009. Christy also won the 2010 U.S. Professor Award for the state of Georgia. Dr. Price’s awards are, in part, a result of her use of innovative strategies in assisting students to achieve learning outcomes.
Her dynamic and interactive style make Dr. Price a favorite as a professor and presenter. She regularly presents as a keynote speaker and has led faculty development workshops and retreats at over seventy institutions across the United States and Canada. As a recipient of an institutional foundation grant award, Dr. Price has studied teaching techniques that influence student motivation. Her most recent research focuses on engaging Millennial learners and preventing incivility in the classroom.
Christy has completed post-doctoral work in educational psychology from Georgia State University. She holds a doctorate in community health from the University of Tennessee, a master’s degree in counseling psychology from the University of Nebraska-Kearney, and a bachelor’s degree in social services from Northern Illinois University.
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