[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598609-105":59,"doc-detail-598609-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","50-ways-to-lure-your-learner","50 Ways to Lure Your Learner","","“50 Ways to Lure Your Learner” presents a large set of practical techniques for teaching that aim to hook and motivate students. It emphasizes that learners vary in interests, backgrounds, and preferred learning styles, so no single method works all the time. The text draws on examples from the author’s teaching, a 2008 STLHE conference session, and web-based resources. Readers are encouraged to add ideas to their teaching repertoire.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/50-ways-to-lure-your-learner/598609/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/50-ways-to-lure-your-learner/598609.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document focus on multiple teaching techniques instead of one method?","Question",{"text":112,"@type":113},"Because students differ in interests, backgrounds, and learning styles, the paper explains that no single technique will succeed all of the time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of examples are used to illustrate the teaching ideas?",{"text":117,"@type":113},"The text cites examples from the author’s own teaching, participants from a 2008 STLHE conference session, and supporting web resources.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the document suggest beginning and ending a course to support motivation?",{"text":121,"@type":113},"It recommends strategies such as getting to know students on the first day, using icebreakers, and creating continuity by ending the course in a way that motivates students to stay active in the discipline.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598609,1792087246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","1  \n50 Ways to Lure Your Learner*  \nAlice Cassidy  \nUniversity of British Columbia  \n“Hop on the bus, Gus. Make a new plan, Stan.”* What are some techniques to hook or ‘lure’ learners and to keep them motivated? Knowing the diversity of students, their interests, backgrounds, and preferred learning styles, no single technique will be successful all of the time. This paper describes a large number of ways teachers can engage students with course material and objectives, citing examples from the author, participants in a 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session, and web resources. After reading this paper and checking out some of the many hotlinks, readers will have ‘more spice’ to add to their teaching repertoire. We all want to help students learn. Let’s see if we can add 50 ways to do just that. “The answer is easy if you take it logically.”*  \nIntroduction  \nWellicstomIte tiso an esorganayzeinditnheto fofirmveobfasaicnumbetopicsrdn  \nteaching and learning. Each numbered item is a suggestion of something you might do in your teaching. You will also find examples from my own teaching or from participants in the 2008 STLHE session at the University of Windsor, as well as references for future exploration, in the form of web links or related tips. Ready to get on the bus?  \nStarting and Ending  \n1. Get to know your students in your first class. For example, ask “who are you?” By show of hands, we found that instructors in charge of a course or as part of a team, undergraduate students, graduate students, administrators, educational developers, and librarians attended the STLHE session.  \n2. Break the ice. Do a web search for ‘icebreakers’ (or the related ‘energizers’) for examples,  \n* Adapted from Paul Simon lyrics.  \nor visit [http://www.kimskorner4teachertalk](http://www.kimskorner4teachertalk). com/classmanagement/icebreakers.html  \n3. Play bingo – human bingo that is. This is a great way for students to get to know eachother early in the term. I can send you a word template I have used in the past.  \n4. Connect learning objectives to assignments in your course outline/syllabus; see [http://www](http://www). [nwlink.com/](nwlink.com/) ~donclark/hrd/templates/objectivetool.html for an example.  \n5. Show your students what they have to look forward to in the course.  \n6. Invite your students to start some classes. Example 1: Schedule student presentations for the start of class, followed by your presentation. Example 2: For informal ‘show and tell’in my ecology course for non-science majors, I asked students to sign up on particular dates to do presentations or interactive lessons. On these days, when I arrived to class, I went to the side or back of the room to be one of the participants; the students knew the order in which they would speak. I let them run things until the session was over.  \n7. Ask students “what’s news?” to link current events/issues with the course. For example, inan international business course, an instructor asks students to collect news items that relate to the topic and bring them to class to share and discuss.  \n8. End the course the way you started – motivate students to keep active in the discipline. Example 1: On the last day of a course related to the environment, a media article from that day was read to the students, informing them of a new, controversial road development that could threaten a special habitat. By simply bringing this news to their attention, you can bet that many students will follow the story, and maybe even get involved locally! Example  \n2: In an English course, you could ask students to write at the start and again at the end of the course about the value of the course topic.  \n9. Form an advisory team of course alumni. For  \nexample, I have invited any and all students to be part of this group, sending them drafts of next year’s new or adapted assignmentsand related course plans for input. I found that they really appreciated b","cbCais8iqyOWTWp2","https://ap.wps.com/l/cbCais8iqyOWTWp2","pdf",107228,"English","# Introduction\n# Starting and Ending\n## Get to know your students\n## Break the ice\n## Connect learning objectives to assignments\n## Show students what to look forward to\n## Invite students to start some classes\n## Ask “what’s news?”\n## End the course the way you started\n## Form an advisory team of course alumni\n## Build on projects from previous students\n# Goals of the Projects","[{\"question\":\"Why does the document focus on multiple teaching techniques instead of one method?\",\"answer\":\"Because students differ in interests, backgrounds, and learning styles, the paper explains that no single technique will succeed all of the time.\"},{\"question\":\"What kinds of examples are used to illustrate the teaching ideas?\",\"answer\":\"The text cites examples from the author’s own teaching, participants from a 2008 STLHE conference session, and supporting web resources.\"},{\"question\":\"How does the document suggest beginning and ending a course to support motivation?\",\"answer\":\"It recommends strategies such as getting to know students on the first day, using icebreakers, and creating continuity by ending the course in a way that motivates students to stay active in the discipline.\"}]","50 Ways to Lure Your Learner | PDF",15]