Comments on: Silent Participators http://www.teachingprofessor.com/articles/teaching-and-learning/silent-participators A teaching and learning conference. Mon, 23 May 2011 15:28:01 +0000 hourly 1 http://wordpress.org/?v=3.1.3 By: JKG http://www.teachingprofessor.com/articles/teaching-and-learning/silent-participators/comment-page-1#comment-55 JKG Mon, 05 Jan 2009 01:53:00 +0000 http://www.teachingprofessor.com/teaching-and-learning/silent-participators#comment-55 I completely agree with the last sentence of your post, "Perhaps our definitions of participation need to be enlarged so that those who participate silently get credit..." I have always been, and still am a quiet PARTICIPANT. Although I am not the most vocal member of a group, I feel I am a strong and encouraging listener. I can relate to the post's description of how quiet students may feel when verbal participation becomes a requirement.It is true to say that the focus does shift from actually learning information to preparing what to say. I enjoy working in pairs or groups of three. There is less pressure, but with so few group members participation is needed. I completely agree with the last sentence of your post, “Perhaps our definitions of participation need to be enlarged so that those who participate silently get credit…” I have always been, and still am a quiet PARTICIPANT. Although I am not the most vocal member of a group, I feel I am a strong and encouraging listener. I can relate to the post’s description of how quiet students may feel when verbal participation becomes a requirement.It is true to say that the focus does shift from actually learning information to preparing what to say. I enjoy working in pairs or groups of three. There is less pressure, but with so few group members participation is needed.

]]> By: Derek http://www.teachingprofessor.com/articles/teaching-and-learning/silent-participators/comment-page-1#comment-52 Derek Fri, 12 Dec 2008 17:28:00 +0000 http://www.teachingprofessor.com/teaching-and-learning/silent-participators#comment-52 In Richard Felder's <a HREF="http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html" REL="nofollow">work on learning styles</a>, he notes that some students learn best through active engagement while others through quiet reflection. He notes that the traditional lecture format doesn't support either learner, since students aren't given opportunities to engage with their peers or to take the time they need to reflect. <br/><br/>More active approaches like problem-based learning certainly help those students who learn best by active engagement. The work you describe here on silent participants is an important reminder that reflective learners should be considered when designing learning experiences. In Richard Felder’s work on learning styles, he notes that some students learn best through active engagement while others through quiet reflection. He notes that the traditional lecture format doesn’t support either learner, since students aren’t given opportunities to engage with their peers or to take the time they need to reflect.

More active approaches like problem-based learning certainly help those students who learn best by active engagement. The work you describe here on silent participants is an important reminder that reflective learners should be considered when designing learning experiences.

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