From: Strategies to mitigate student resistance to active learning
Instructor pseudonym | Explain the purpose | Explain course expectations | Explain activity expectations | Walk around the room | Approach non-participants | Assume an encouraging demeanor | Invite questions | Solicit student feedback | Develop a routine | Grade on participation | Design activities for participation | Use incremental steps |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Betsy | x | x | Â | x | x | x | x | Â | x | x | x | x |
Emily | x | x | Â | x | Â | x | Â | x | Â | Â | Â | Â |
Esther | x | x | x | x | x | Â | x | x | Â | x | Â | Â |
Megan | Â | Â | Â | x | x | Â | x | x | x | Â | Â | Â |
Michelle | x | x | Â | x | x | x | x | x | x | x | x | x |
Patricia | Â | x | Â | Â | Â | Â | Â | Â | Â | Â | Â | Â |
Samantha | Â | Â | Â | x | x | Â | x | Â | Â | Â | Â | Â |
Tracey | x | x | Â | x | x | Â | x | x | x | Â | Â | Â |
Benjamin | x | x | Â | x | x | Â | x | Â | Â | Â | Â | Â |
Chris | x | x | x | x | x | Â | x | x | Â | Â | x | Â |
Daniel | x | x | Â | x | Â | x | x | x | Â | Â | x | Â |
David | x | Â | Â | x | x | Â | Â | x | Â | Â | x | Â |
George | x | x | Â | Â | x | x | x | Â | x | Â | x | Â |
Justin | Â | Â | Â | x | x | Â | Â | Â | Â | x | Â | x |
Peter | x | x | x | x | x | x | x | x | Â | Â | x | Â |
Timothy | x | x | x | x | x | Â | x | Â | x | x | Â | x |