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Engaging Students in Kinesiology: Innovative Teaching Strategies and Effective Assessment

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Join Dr. John Coumbe-Lilley from the Department of Kinesiology & Nutrition for an insightful session where he discusses his teaching philosophy and effective student engagement strategies. With substantial experience across three institutions and a focus on active learning, Dr. Coumbe-Lilley highlights the importance of aligning teaching and assessment to enhance student outcomes. Discover various teaching styles, from guided and reciprocal discovery to learner-initiated approaches, while emphasizing the production of original work. Gain practical tips to invigorate your teaching and foster high student engagement.

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Engaging Students in Kinesiology: Innovative Teaching Strategies and Effective Assessment

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  1. Engaging Students John Coumbe-Lilley PhD Department of Kinesiology & Nutrition

  2. Quick Bio • Director of UG Studies • 3 institutions • UIC for 4 years • Face-face/online • 200-599 level teaching • Line of research • Average 8+ hours of teaching • Teaching Awards

  3. Presentation Overview Objectives Outcomes Discuss your approach to teaching Consider ways to engage your students • Share teaching approach • Introduce student engagement strategies • Suggest easy to use ways to engage students

  4. Student Engagement Sweet Spot Mosston&Ashworth (2002)

  5. Aligning Teaching & Learning Learning Assessment Teaching

  6. MAX min Teacher Learner min MAX Teaching Styles PRODUCIBLE REPRODUCIBLE • Command • Practice • Reciprocal • Self-Check • Inclusion F. Guided Discovery G. Convergent Discovery H. Divergent Discovery I. Learner-Designed Individual Program J. Learner-Initiated Style K. Self-Teaching

  7. Knowledge Production Reproducible (Unoriginal) • Quizzes • Worksheets Producible (Original work) • Ideas, uses, issues • Group projects • Case based oral exams Emphasis on what students can produce NOT what they can reproduce

  8. Class Time • Producible knowledge • High student engagement • Reduced lecture; some case study • Active learning • Discussion; group work • Unconventional ways: I will try things I have not done before and learn from students what to do better. Kolb (1994)

  9. PRICELESS MODELUSA Rugby Coach Education Program (2005) Participation Relevance Inclusion Climate Enjoyment Learner-centered Esteem Success Self-awareness

  10. Student Expectations • Expected to: • Generate quality original work • Use prior learning • Prepare for class • Engage in class • Assess class

  11. Recommendations • Clarify your teaching approach • Start with the end in mind • Become a teacher-scholar • Become a feedback zealot • Remember students desire great teaching!

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