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An ideal class includes feelings of belonging

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If I were to ask a group of students to reflect on the best class that they ever had, odds are good that when we compared their experiences, we would find several similarities. Success leaves clues, and when it comes to education, there are several theories that help us identify and act on practices that lead to successful learning. When it comes to learning in adulthood, one theory stands out above the rest, and that is Knowles' theory of andragogy. Malcolm Knowles, the inventor of the theory, recognized that adult learners had different needs and skills from youth learners. Educators had long focused on pedagogy, the art and science of teaching, but andragogy differed from pedagogy in that it focused on teaching adults (the prefix of pedagogy suggests that it is primarily for children, although many educators long thought that the same principles applied to adults). Knowles' theory of andragogy included six assumptions that described how adults learned differently from children, and one of these assumptions included Knowles' observation that adult learners were more intrinsically motivated than their younger counterparts (Merriam & Baumgartner, 2020). This aspect of andragogy underscores the importance of motivation in learning, and yet, many adult learners report struggling to find motivation in their educational journey. If motivation is so important to learning, what gets in the way of feeling motivated? Well, researcher Vincent Tinto found that motivation in higher education was the result of three key ingredients: belonging, self-efficacy, and perceptions of curriculum. While each of these aspects of motivation is important, I want to highlight the importance of belonging. Going back to our self-reflection question, it is likely that most students who think back on their best ever class would also recall a sense of belonging. When students feel threatened, it is difficult for them to learn, but when they feel a sense of belonging, their motivation, resilience, and creativity all improve. Dr. Bruce Mackh explained it this way, "Feeling threatened can limit a person’s ability to perform to their full potential, whereas a sense of belonging affords greater psychological safety" (2024, p. 67). Simply put, feelings of belonging improve motivation, and motivation improves learning. Adult learners in higher education face unique challenges during their journey of education. When adult learners face more challenges than they have the power to deal with, education can fall by the wayside (Biney, 2021). By creating a classroom environment where everyone feels like they belong, we can increase our power to overcome obstacles and rise together.

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This group activity asks students to investigate a topic, share what they learned with a partner, and then share with increasingly large groups. The repetitive nature of the activity increases retention, and the variety of perspectives helps learners question their assumptions. Additionally, with some of the challenges in this class, this activity allows students to engage at a variety of levels, including individually, one-on-one, with a small group, and as a class.

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Loading... - Online Engagement and Teaching Hub

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Online Engagement and Teaching Hub (The Hub) - Western Sydney University

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Socratic Seminars are a classic learning activity that helps engage all students in the learning process. One of the benefits of Socratic Seminars in this group is that they do not require a lot of technological proficiency, they eliminate testing anxiety, and they can easily be modified to help students with language barriers or neurodivergent thinking.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Roleplaying is an incredibly dynamic learning activity that can be applied to many different learning outcomes. Roleplaying also acts as a summative assessment, allowing the teacher to see in real time where students still need some help. Students with similar language needs can be paired up during roleplaying if necessary.

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Role play exercises give students the opportunity to assume the role of a person or act out a given situation. These roles can be performed by individual students, in pairs, or in groups which can play out a more complex scenario. Role plays engage students in real-life situations or scenarios that can be "stressful, unfamiliar, complex, or controversial" which requires them to examine personal feelings toward others and their circumstances (Bonwell & Eison, 1991, p.47).

Unlike simulations and games which often are planned, structured activities and can last over a long period of time, role play exercises "are usually short, spontaneous presentations" but also can be prearranged research assignments (Bonwell & Eison, 1991, p.47).

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Role Playing | Center for Innovative Teaching and Learning | Northern Illinois University

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Role play exercises give students the opportunity to assume the role of a person or act out a given situation.

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This is a brief overview of a few AI tools that could helpful for educators, along with some suggestions about how to properly implement them in the classroom.