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Articles & Books about Student Resistance to Active Learning and Working in Groups:
Seidel, S. B., & Tanner, K. D. (2013). "What if students revolt?" Considering StudentStudent Resistance: Origins, Options, and Opportunities for Investigation. CBE-Life Sciences Education, 12(4), 586-595. http://www.lifescied.org/content/12/4/586.full
Felder, RM., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction.
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Felder, R.M. (2007). Sermons for grumpy campers. Chem. Engr. Education, 41 (3), pp. 183-184. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Sermons.pdf
"Hang in There: Dealing with Student Resistance to Learner-Centered Teaching." http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/HangInThere.pdf
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(2015) Development of an Observation Protocol to Study Undergraduate Engineering Student Resistance to Active Learning, International Journal of Engineering Education, 31 (2), 597—6 http://homepages.wmich.eduFchenders/Publications/2015ShekharIJEE.pdf a (A preliminary study based on 4 case study observations and a newly developed instrument to empirically determine strategies that reduce resistance.)
Learner-Centered Teaching: Five Key Changes to Practice, by Maryellen Weimer. Jossey-Bass, 2002. Chapter 7 is "Responding to Resistance '"
Center for Teaching and Learning Workshop February 2018, Susan Shadle:
- Group Work Sucks!...Preparing for and Managing Student Resistance to Active Learning.
- Ideasforframing Ideas for framing active learning in my course.
- Supporting Student Learning once the course is underway.
- Talking pointsfor points for responding to student resistance in my course.
Sermons for Grumpy Campers
Student: "Those group activities in class are a waste of time. I'm paying tuition for you to teach me, not to trade ideas with students who don't know any more than I do!"
Professor: "I agree that my job is to teach you, but to me teaching means making learning happen and not just putting out information. I've got lots of research that says people learn through practice and feedback, not by someone telling them what they're supposed to know. What you're doing in those short class activities are the same things you'll have to do in the homework and exams, except now when you get to the homework you will have already practiced them and gotten feedback. You'll find that the homework will go a lot more smoothly and you'll probably do better on the exams.
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P: "Sorry—also not an option. Another thing that won't happen on that first day on the job is someone saying 'Here's a list of everyone in the plant. Tell me who you'd like to work with.' What will happen is they'll tell you who you're working with and you won't have a vote on it. Look, I can show you a survey in which engineering alumni who had been through extensive group work in college were asked what in their education best prepared them for their careers.[41] The most common response was 'the groups.' One of them said
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