Purpose Statment
In this day of
"cultural attention deficit," it is important for both instructor and
students to stay focused--not only in getting through the lecture time, but in
completing assignments and in adding real worth to a course and ultimately to
the life of a college education.
The purpose of the following suggestions is to provide instructors with 1)
encouragement in the struggle to get and hold students' attention, 2) some
practical tips on adding variety and interaction to lecture time, and 3) to
offer students some advice in reeling in their own wandering thoughts.
Description of Activity
1. Early in the
semester engage students in a "cultural attention deficit" discussion.
There are articles, books, and web sites devoted to the phenomenon.
a. Have students keep a week's journal on their activities, including what
media they are attending to (include Internet activity) and how much time they
are spending doing each activity.
b. Let students form groups of 3 to 5 people, share with each other from their
journals, and formulate a list of commonalities. A spokesperson from each group
should present the list to the class. A final class list of commonalities can
be put on the board.
c. Have general discussion about use of time, prioritizing, and the perceived
effects of new media on lifestyle (for example, ask students whether they feel
that growing up with "glitzy" MTV-type programs, video games, the
Internet has impacted their attention span and/or their desire to be
"entertained."
d. Finally, discuss YOUR plan for the semester's activities. Include style of
lecture, assignments, need for reading, etc. Let students know that while the
college classroom is changing (more technology is being used in the classroom,
for example), there will still be a necessity for them to complete the
requirements. In order to do so may involve growth on their parts. In other
words, as college students they are accepting the responsibility of being
participants in the learning process. It takes work.
2. Suggestions for variety in the lecture:
a. Have a class agenda. If you give quizzes on the assigned reading, sometimes
it helps to save the quiz for the end of the hour (if you find students want to
slip out early). Or--if students have a habit of arriving late, give the quiz
first thing.
b. Use the board for their ideas. When soliciting their opinion on the topic at
hand, write their short responses on the board. This helps visual learners and
adds subliminal variety to what's going on.
c. Vary supplementing the lecture with overheads, PowerPoint, or video clips. I
have found that endless bulleted PowerPoint lists can get boring too, so don't
plan the delivery of every lecture the same way.
d. Give students discussion questions to write short answers about based on the
assigned readings OR ask them to submit discussion questions. This can be used
in place of quizzes, but takes more time in instructor checking. Use the
discussion questions to elicit interactivity.
3. Tie assignments to students' interests. Encourage students to link class
assignments to their own lives (as much as is possible). This will help their
interest level.
4. In dealing with students who have what you may perceive to be physical
attention deficit and/or hyperactivity, refer them to DSPS. Counsel with them
privately. Let them know that while you enjoy their enthusiasm, it is
disruptive. Work out some code or way of your letting them know when things are
getting out of hand.
On a personal note: Having two sons who have been diagnosed with the disorder,
it can negatively affect them if not dealt with. DSPS will refer students out
to be diagnosed, and then work with them in guiding the student to a successful
college career.
Materials Needed
Contact DSPS for a list
of sources on attention deficit disorder and/or hyperactivity. Otherwise, your
own development of pace and style will help the attentiveness factor as much as
anything.
Application
The first exercise--Having
students keep a journal of a week's activities can be assigned first thing in
the semester.
Plan to devote one class period during the second week to the discussion
groups. This could be tied to going over your syllabus.
Of course, the activity can be adjusted to fit your schedule. For example, you
could eliminate the week-long journal and just integrate the "cultural
attention deficit" discussion into your first couple of days of class. It
can serve as a great ice-breaker as well. Forming small groups forces students
to interact right away.
Regarding adding variety to lectures, this is largely trial and error. It does
take work on our part to break out of the old mold and try new ideas, but
usually will have a great payoff.
Publishers often have nicely done color overheads and some offer PowerPoint
chapter presentations as well. Avail yourself of these and try them.
The use of discussion questions can be a regular fixture in your plan or
something that you intersperse to "keep them on their toes." Do what
works best for you.
Finally, don't be discouraged if you still have some students who just
"aren't there." I think that the "cultural attention
deficit" is here to stay.
Related Student Services
DSPS, of course, on this
subject. Use your referral slips and encourage students who you think might
fall into the physical attention deficit category to seek assistance. It could
mean the difference between ultimate success or failure (whether they choose to
take Ritalin or not).
this web page was created
on 11/17/99 at 9:45:03 AM
and modified on 11/17/99 at 9:45:03 AM