How Do Students Develop Mastery?

ReadingsAmbrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.Chapter 4, “How Do Students Develop Mastery?” (pp. 91–120)Chapter 5, “What Kinds of Practice and Feedback Enhance Learning?” (pp. 121–152)Blankenstein, F. M., Dolmans, D. M., Vleuten, C. M., & Schmidt, H. G. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science, 39(2), 189–204.Retrieved from the Walden Library databases.Di Leonardi, B. (2007). Tips for facilitating learning: The lecture deserves some respect. Journal of Continuing Education in Nursing, 38(4), 154–161.Retrieved from the Walden Library databases. Ellis, R. A., Goodyear, P. P., Prosser, M. M., & O’Hara, A. A. (2006). How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22(4), 244–256. Retrieved from https://www.nottingham.ac.uk/~ntzcl1/literature/blended/ellis.pdfGriggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth.Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in Discussions, Assignments, and the Final Assignment.Svinicki, M., & McKeachie, W. J. (2014). Facilitating discussion. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 38–56). Belmont, CA: Wadsworth.Svinicki, M., & McKeachie, W. J. (2014). How to make lectures more effective. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 58–72). Belmont, CA: Wadsworth.Svinicki, M., & McKeachie, W. J. (2014). Reading as active learning. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29–37). Belmont, CA: Wadsworth.Svinicki, M., & McKeachie, W. J. (2014). Teaching large classes (You can still get active learning!) In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 267–276). Belmont, CA: Wadsworth.MediaLaureate Education (Producer). (2012d). Large lecture setting [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 11 minutes.Accessible player Laureate Education (Producer). (2012b). Engaging discussion [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 12 minutes.Accessible player Laureate Education (Producer). (2012f). Small class setting [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 9 minutes.Accessible player Laureate Education (Producer). (2012g). Student engagement [Video file]. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 5 minutes.Accessible player Please proceed to the Discussion.Week 4 Discussion Increase text size Decrease text size Print Page Student Engagement and Active Learning in Class DiscussionBill and Stuart are in your in-person discussion class; yesterday, they refused to participate in the day’s discussion. Due to their stifled laughter and side glances, despite never uttering a word, you quickly realize that they are having their own conversation via text message on their cell phones. How do you engage such students without alienating them?For this Discussion, review and study this week’s Learning Resources, including the video discussion media piece. Reflect on the strategies presented in the video discussion to engage the students, and consider which of the strategies most appealed to you. Then select an introductory psychology topic from the Griggs Psychology: A Concise Introduction textbook and think about two specific activities you would use to actively engage students in discussion. Finally, reflect on how your activities might encourage non-participating students to engage in the discussion.With these thoughts in mind:Post by Day 4 a brief description of the strategies presented in the video discussion that most appealed to you, and explain why. Then describe the introductory psychology topic you selected, and explain two activities you could use to actively engage students in the discussion. Finally, explain how your activities might encourage non-participating students, as described in the Bill and Stuart scenario, to engage in the discussion.