ESSA hE TST NAT eC GS Sp TYAS 2A PRA DE PEDERSEN rT ET

Premise #2: The instructor is an ever-present influence.

As students arrive in class they are handed a person-
alized letter. The letter (on college stationery) is titled
“Welcome to Rio Salado Community College and the
Exciting World of Psychology!” The letter highlights
new information and research in applied psychology,
the nature and scope of psychology, the text used in
class, the instructor’s philosophy of the teaching /
learning process (active participation and shared
responsibilities). In closing, the letter indicates the
instructor's pleasure in having the student in class.

The use of desirable, positive words and phrases can
become an invitation and challenge to motivate student
learning:

Relax—Enjoyable—Invitation to learning—I
Invite You—You Can!—You Will!—Surprise
Yourself—When You Do It—You Will Learn
Faster, Retain More Information and Have
Fun at the Same Time!

Much too often the use of less desirable words—try,
don’t, difficult, hard, effort, expect, confused—can
create a perceived threat to students.

Also to be taken into account are the conscious and
unconscious characteristics the teacher presents to the
class. Whether greeting the class warmly—“Good
evening, it’s good to be here with you,” or recognizing
an individual—“Congratulations in getting the job,
Marie,” projecting a sense of caring and concern for
students’ welfare encourages respect and trust.

Premise #3: Teaching moves like a symphony.

Brain research tells us the brain is actively engaged
in matching, comparing, categorizing and patterning
incoming information with already stored information.
Material covered from a lesson plan could be intro-
duced in a variety of ways—story-telling with baroque
or classical music in the background, guided imagery,
videos, and games. Brain research has further indi-
cated material repeated in a varicty of ways enhances
long-term memory storage. When I read the story
about Abraham Maslow to my classes, they experience
a different view of this giant of a man in psychology
who was terrified of public speaking until he was over
fifty! It always amazes me the reaction from students
as | “tell” the story of Maslow. The specific music used
in the background invites a cognitive and affective
experience. The story format describing real events
portrays Maslow in a more human way, eliciting
strong emotions from students. Thus, whole-brain
learning takes place. Storytelling also tends to relax
students.

Premise #4: Retention and long-term memory can be
increased in a pleasurable, fun way.

The subject of “testing” and evaluation causes much
stress in the lives of students, especially the returning
adult learner. In an attempt to decrease the stress level
toward “testing” and develop critical reading and
thinking skills, | have students develop study guides
after we have discussed two chapters in class. Study
guides are developed during class time utilizing an
open-book format. Multiple-choice questions are of
two basic kinds. Most items are drawn fairly directly
from the text. These emphasize understanding as well
as rote learning, and they represent varied levels of
difficulty. Interspersed throughout these traditional
items are others that can be described as “general,”
“conceptual,” or “applied.” Such items typically
require thought or analysis. A few of the conceptual
items are quite difficult, but most simply require
students to extrapolate concepts—critical reading/
thinking—into new situations or to deal with examples
not used in the text. Students are encouraged (and
often do) to challenge me when they feel their answer
is correct. They become active participants in the
learning process. The study guides are used to prepare
for the “Exit Inventory” they will complete before
leaving the class. At that time no books or notes are
used. Results from the Exit Inventories have been
encouraging in demonstrating recognition and recall of
previously learned “study guides.” Students are
pleased with the amount of information recalled on the
Exit Inventory. More important, they report increased
learning in a more relaxed way.

Premise #5: According to students, learning can be fun!

Student evaluations have been very encouraging,
indicating a renewed interest in the learning process.
“This is the most in-depth studying and learning I’ve
had in years, and it was great (makes me want to learn
more!).” “I actually enjoyed learning.”

René Diaz-Lefebvre, Instructor, Counseling/Psychology

For further information, contact the author at Maricopa
County Community College District, 3910 East Wash-
ington Street, Phoenix, AZ 85034.

Note: Dr. Diaz-Lefebvre will be presenting “Pleasur-
able Education” at the NISOD International Conference
on Teaching Excellence, Sunday, May 21, 1989, 2:00-
4:30 p.m.

 

Suanne D. Roueche, Editor
LE RG at

February 24, 1989, Vol. XI, No. 7

{The University of Texas at Austin, 1989
Further duplication is permitted by MEMBER
institutions for their own personnal.

INNOVATION ABSTRACTS is a publication of the National Institute for Stal and Organizabonal Development (NISOD),

EDB 348, The University of Texas at Austn, Ausbn, Texas 78712 (512) 471-7545, Subscnptions are available to nonconsor-
tum members for $40 per year. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199-106X.

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