Drilling Down

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Drilling Down by Mind Map: Drilling Down

1. Presentations

1.1. Problem

1.1.1. PowerPoint slides are dense There is too much information within the PowerPoint, students experience information overload when trying to keep up with information presented in the slides.

1.1.2. Presentation style lacks interaction Students are simply following along with the teacher and reading information. There is no interaction in the presentation which would allow students to become more engaged in the learning.

1.1.3. PowerPoint presentation released after lecture is complete Students are first introduced to slides after lecture. This provides them with no prior knowledge, hence making the learning curve much larger for the students. This can be especially difficult because students are expected to learn material in 40 minutes of lecture in which they are not engaged.

2. Lecture

2.1. Problem

2.1.1. Lecture is not engaging Students are merely listening to information or looking at information presented on some type of visual. They are not fully involved in their learning through activities or interactive elements.

2.1.2. Lecture has minimal use of technology Technology goes beyond the use of a PowerPoint or Prezi to relay information. When lecturing using these tools, students can sometimes become lost in the words spoken and written on slides. Lecture can incorporate various components of technology that are not necessarily relaying information. These tools can be used for video, assessments, or even polled student responses or reactions.

2.1.3. Lectures can become too teacher centered Sometimes lectures can become to focused on the teacher as the main source of information. In this type of setting student voice and opinion can be lost. When a student feels as though they do not have any ownership or role in their learning, they can sometimes "zone out," or become disinterested. It is important to find a balance in lecture where time is allotted for both the teacher's instruction, as well as time for student inquiry, opinions, challenges, and comments.

2.1.4. Teachers fear that a change in lecture style is a "loss of control." This is a particularly pressing issue when dealing with instructors who are not fond of technology or new and innovative ways of making lectures more interactive. It is important to continue to emphasize that control is not lost by increase in student activity in class. Student activity does not equate to student control- rather in leads to student involvement and accountability in their learning.

3. Discussions

3.1. There is a time constraint

3.1.1. Discussions sometimes become a difficult component of a lesson simply because time does not permit. Teachers can become apprehensive about incorporating discussions into their classes because often time they are afraid that they will not have enough time. This can sometimes cause discussions to be quick class endings or limited periods of time where students are not fully able to express themselves. Discussions are rushed and students end up leaving the class before they can fully process the topic of feedback for the discussion.

3.2. The same students consistently dominate class discussions

3.2.1. Often times, the "leaders" or "strong" students consistently lead conversations. These are the students who consistently have their hand up to make a comment or add their participation. Discussions are best had when all participants in the class are adding to the discussion. It is important for the teacher to use cold call strategies when choosing those who will participate. You want to ensure that students are getting the best out of the discussion by making their voices heard as well Online platforms of discussions sometimes mitigate these issues because each student is responsible for adding their own piece, whether in text, voice recording, or video. They might have the opportunity to add points to a discussion they might have had difficulty with in class.

3.3. No planning

3.3.1. Extemporaneous discussions allow for students to answer a question or prompt without essential planning time. These are on the spot responses that occur when the student is giving more of an opinion, as opposed to a researched or panned response. For many instructors, these types of discussions become "piggy back" methods. Where students are simply building of each other's responses and not thinking on their own. They are not truly taking the time to read or listen to multiple views and then creating a planned and informed discussion. Additionally, extemporaneous discussions are a positive for some classes because students are passionate in their responses, mostly because they are directly tied to emotion.

3.4. Technology restraints

3.4.1. Relying on an online platform for discussion can sometimes be difficult because we are requiring students to have a form of technology available outside of the classroom in order to complete a class requirement. Sometimes, students are not able to have access to a computer or tablet. A tool like VoiceThread has an online application that makes it easy for students to use their phones to record discussions.

3.5. Teacher presence

3.5.1. In class discussion allows for the teacher to be present, listening to everyone's comments, and also facilitating and adding to the conversation When using online platforms for discussion, teachers need to ensure that they are present and are also engaging in the discussion themselves. They must ensure they are responding, facilitating, and overlooking the discussion had online.

4. Mapping

4.1. Problems

4.1.1. What format makes the most effective map Many struggle with determining the correct format for mapping out information. There is a discrepancy between a map and a diagram or chart.

4.1.2. Choosing information to map Individuals struggle with the idea of placing information into a map. Individuals can feel as though the map does not allow for them to place the most important information because they are unsure of how to differentiate between quick points of reference and notes.

4.1.3. How can maps be used to study with Maps are meant to take course materials and terms and place it in a quick visual aid that allows an individual to flush out broader ideas. However, because they are quick short facts and terms they may not be comprehensive enough to use for study material.

5. Timelines

5.1. Problems

5.1.1. Finding Pertinent Information Timelines appear to be "easier" assignments to complete because of their short texted nature. However, many students struggle with what information is considered important enough to put on a timeline. This often leader to too much or too little information being placed on the timeline.

5.1.2. How to Construct a Timeline Students struggle with the best way to construct a timeline. Often times they become confused with how to make all of the information fit into a designated area. Various tools can help make construction of these assignments easier.

5.1.3. They are ineffective study tools Timelines are great for retrieval of quick facts such as dates or individuals. However, timelines do not give com

5.1.4. Timelines lack creativity Sometimes in constructing a timeline, creativity is lost. This is specifically because students have a predetermined schema for their construction. They expect a timeline to look a particular way and do not work to variate its appearance.