1 / 24

Teaching Honors and High Achieving Students

This insightful session explores the characteristics and educational needs of honors and high-achieving students at the University of Arizona. Participants will engage in interactive discussions about the distinctions of honors programs, including the support and resources available to these students. Discover the traits that define today's honors students, their learning preferences, and the impact of integrated classrooms on student development. Join us as we delve into the experiences of high-achieving students and how to better understand and support their academic journeys.

kylia
Télécharger la présentation

Teaching Honors and High Achieving Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Honors and High Achieving Students Susan Bristow Angela Smith-Nix

  2. What do you know about honors students at the U of A?

  3. Do you know your own students? • Honors programs are available to all majors FALSE Stand Up TRUE Sit Down

  4. Do you know your own students? • The UA has a ratio of honors students to honors faculty of 9:1. FALSE Sit with Chin on Hand, Elbow on Knee TRUE Stand on One Foot with Hand on Head

  5. Do you know your own students? • The UA awards up to 100 freshman fellowships annually, each worth $50,000 over four years. FALSE Stand on One Foot with Finger on Nose. TRUE Sit with Thumb Up in Air

  6. Do you know your own students? • UA Honors Students receive $500,000 - $1,000,000 in research and study abroad grants each year. FALSE Sit and Shake Finger No-no TRUE Stand Up and Fist Pump

  7. Do you know your own students? • 70% of recentUA Honors Graduates have studied abroad with one-third studying abroad more than once. FALSE Stand Up and Cross Your Arms TRUE Sit and Wipe Your Brow

  8. Do you know your own students? • 100% of Honors College graduates have engaged in undergraduate research with faculty mentors. FALSE Sit Down and Give “You’re Out” Sign TRUE Stand with Touchdown Arm

  9. What Honors & High Achieving Students Are Like? • Ask more in-depth questions • Ask questions more frequently • Either focused on one area, limiting activities and classes in that field or • Can’t settle on major until 2nd or 3rd year • Need additional guidance in choosing • Opposed to “banal” academic coursework • Want to be challenged, made to think, teach them something • Involved in clubs, student government, volunteer activities, campus & community events, and jobs Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

  10. High Achieving Students 00’s – ’10’s From single-parent households Took on adult responsibilities Parallel thinkers Use humor more Optimistic Inclusive Responsible for own learning 80’s -90’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

  11. Is your student radar on track? • Accept change – like flexibility 80’s – 90’s 2000’s-10’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

  12. Is your student radar on track? • Selfless volunteers • Want to make a difference 00’s – 10’s 80’s-90’s

  13. Is your student radar on track? • Enjoy collaboration & group work • More cheerful 80’s-90’s 00’s – 10’s

  14. Is your student radar on track? • Super Achievers • Want constant & immediate feedback 80’s – 90’s 2000’s-10’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

  15. Is your student radar on track? • Less influenced by hype & status 80’s – 90’s 2000’s-10’s Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

  16. Is your student radar on track? • Independent • Resourceful 00’s – 10’s 80’s-90’s

  17. Segregating Honors Classes • 98% expected/preferred smaller class sizes & more student/professor interaction • 23% did not prefer segregating classes • 11% were concerned with loss of insight & diversity • 6% thought segregation disadvantages non-honors students Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

  18. Advantages of Integrating All Students • 14% of honors students believed integrating could aid other students’ learning • 8% believed students should have equal educational opportunities • 8% believed it was important for learning more about diversity Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

  19. Disadvantages of Integrating Classes • 31% not as challenging, get bored • 23% high achiever learning is hindered • 9% hinder future success • 7% results in lack of motivation & poor work ethic • 7% disruptive/poor learning environment Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

  20. PSA • Group 1 – Starting an Integrated Class for Honors/High Achieving and Non-Honors Students • Group 2 – Grouping Teams and Reporting (peer evals and presentations) • Group 3 – Extra Credit and Grading • 7 minutes to prepare • 1 minute for delivery 3:00 2:00 1:00 :30 7:00 6:00 5:00 4:00

  21. Which offers a better overall educational experience for outstanding academic students? • 91% Special AP & Honors Classes Hill, J.P. (2005). What honors students want (and expect): The views of top Michigan High School and College students. Journal of the National Collegiate Honors Council --Online Archive. Paper 177. http://digitalcommons.unl.edu/nchcjournal/177

  22. Reality Check • What is your focus? • What are you shooting for? • What challenges are faced?

  23. Teachers for Honors/High Achievers • Need to be facilitators of learning • Skillful & Knowledgeable in field & managing learning • Flexible • Look for new & challenging strategies • Include honors students in research Otero, R. (2005). What honors students are like now. Journal of the National Collegiate Honors Council. http://digitalcommons.unl.edu/nchcjournal/160

  24. Thank you!

More Related