Have you considered that different teaching approaches and strategies can be more engaging to students?

Students must adjust to the new educational format of university, where they are expected to be active and autonomous. Educational research has shown that student learning improves significantly when they engage in activities that require active participation (Michael, 2006). Students also balance their workload and set priorities based on factors such as urgency, their level of engagement with the material, and their connections with the community, the teacher, and fellow students.

Balance Deadlines at the Programme Level

By reviewing the deadlines students face and ensuring sufficient time between them, clashes between different learning activities can be avoided. For example, scheduling an evening exam may discourage students from attending class the following morning.

Use Active-Learning Activities to Stimulate Engagement

In active-learning activities, students are encouraged to participate in discussions, problem-solving tasks, and hands-on activities. This active involvement helps them better understand and retain the material.

The activities can be designed to require students to analyse, evaluate, and create, promoting deeper understanding and critical thinking skills. Opportunities for immediate feedback allow students to reflect on their understanding and make necessary adjustments. Working in groups fosters a sense of community and helps students learn from one another. This collaborative environment can enhance motivation and engagement.

Techniques such as Think-Pair-Share and Predict-Explain-Observe-Explain can be incorporated into the classroom to make learning more active and engaging.

• Think-Pair-Share
  The think-pair-share technique allows students time to think and process information individually before discussing it with peers (Kaddoura, 2013). Thinking time helps them form their own understanding and opinions. By then pairing up, students can share their thoughts and receive immediate feedback from a peer. This interaction helps them refine their ideas and boosts their confidence. Lastly, sharing ideas with the entire class encourages broader participation. Students feel more comfortable speaking up because they have already validated their thoughts with a peer.
  The technique fosters critical thinking and enhances social skills, as students both learn to articulate their thoughts clearly and listen to others’ perspectives. Students are more engaged because they are actively involved in the learning process. See Quick Win 1
• Predict-Explain-Observe-Explain
  This framework can be used to stimulate active learning with an experiment or demonstration (Rickey, 2000). The steps are as follows:

1. 1. First, students are asked to make predictions about the outcome of an experiment or demonstration. This step activates their prior knowledge and curiosity, making them more invested in the learning process.
   2. Then, students explain the reasoning behind their predictions. This encourages them to articulate their understanding and thought processes, providing insight into their preconceptions.
   3. The experiment or demonstration is then conducted, and students carefully observe the actual outcomes. This step helps them focus on gathering data and comparing it with their predictions.
   4. After observing the results, students explain any discrepancies between their predictions and the actual outcomes. This reflection helps them refine their understanding and correct any misconceptions. See Quick Win 2

Offer Diverse Activities

Students differ in the types of environments and activities they prefer and feel comfortable with. By offering multiple ways to engage with the material, you can cater to these different preferences while encouraging students to step outside their comfort zones and expand their capabilities. For example, students may work individually, in pairs, or in groups. Speaking up in a large plenary classroom may feel more intimidating than participating in a smaller group of familiar peers.

Make Real-Life Connections

Engaging in activities that mimic real-world scenarios helps students see the relevance of their studies, which can enhance their interest and motivation. This approach not only fosters engagement but also encourages the application of theoretical knowledge in practical contexts.

Have you considered that different communication styles can make students feel more engaged or comfortable to attend classes?

Students experience different types of communication challenges in class. The nature of classroom interactions affects their level of comfort with speaking up or actively participating in group discussions. By building a connection with students and establishing an open, judgment-free environment, educators can help students feel more comfortable attending and engaging in class.

Provide a Welcoming and Inclusive Space

There are multiple ways you can build rapport, and/or a feeling of connection, between the students and you, and within the community.

• Knowing and correctly pronouncing students’ names shows respect and helps build a personal connection.
• Allow students to express their thoughts and opinions, and actively listen (Quick Win 1). This can be done through group discussions, feedback sessions, and open forums.
• Be mindful of the language you use, ensuring it is inclusive and free from bias. Avoid assumptions about students’ backgrounds or experiences.
• Use teaching materials that reflect a variety of cultures, perspectives, and experiences. This helps all students see themselves represented in the curriculum.
• Make yourself available for one-on-one conversations and be open to students’ concerns and suggestions.

Provide Constructive Feedback

Feedback phrased positively and focused on actions rather than innate ability allows students to learn from their mistakes and see them as learning opportunities (Quick Win 2). Begin by highlighting what students are doing well before offering suggestions for improvement. Provide specific, actionable feedback to help students understand how they can improve. Finally, make it clear what resources or support they can consult to aid their progress.

When giving feedback, describe your observations and their impact without making judgments or assumptions. Focus on behaviour and actions rather than personal traits. Clearly outline the situation, the impact, and the desired behaviour. For example, for a late assignment submission, you could say: ‘I’ve noticed that your recent assignments have been submitted past the deadline. When assignments are late, it delays the grading process and affects the overall schedule for the class. In the future, please try to submit your assignments on time. If you foresee any issues, let me know in advance so we can find a solution.’

Bring In Your Personal Experiences

Bringing personal experience into the university classroom can enrich the learning environment and make the material more relatable for students. As a teacher, you can share relevant anecdotes that illustrate key concepts, providing real-world applications of theoretical ideas. Using your professional journey to highlight the practical implications of the subject matter encourages students to connect their own experiences to the topics discussed.