Dr. Sarah Dalrymple ran an exercise in her BIO530 Scientific Teaching course, that had some excellent tips for all our ASU instructors. Below is her summary of that activity.
This semester in the graduate-level Scientific Teaching course (BIO 530), we have talked a lot about active learning pedagogies and how to successfully implement them in the classroom. In a recent class, the graduate students considered hypothetical classroom scenarios involving challenges that often come up when instructors try to implement active learning. For this post, I chose one scenario and presented the notes from our class discussion about possible solutions to the challenge. Davis Blasini, Latoya Campbell, Keith Crenshaw, Ryan Davila, and Tiffany Lewis came up with and compiled most of the ideas listed below.
Scenario: You know that it is important to check for understanding at multiple times during a class period, but every time you ask if anyone in the class has questions, no one ever says anything. Can you assume everyone understands everything or is there a better way to get feedback?
Problem:
One Potential Solution Explained:
Hand students Post-Its that they can use to write questions on a post on the door on their way out at the end of lecture. Professors can collect these Post-its at the end of each class to identify remaining questions student have at the end of the lecture. Then at the beginning of the succeeding lecture the professor can address these questions by developing some interactive activity (for example: clicker questions or strip sequences or small group discussion) that can go over the content that was discussed and can probe student understanding and clarify any misconceptions or muddy points.
This semester in the graduate-level Scientific Teaching course (BIO 530), we have talked a lot about active learning pedagogies and how to successfully implement them in the classroom. In a recent class, the graduate students considered hypothetical classroom scenarios involving challenges that often come up when instructors try to implement active learning. For this post, I chose one scenario and presented the notes from our class discussion about possible solutions to the challenge. Davis Blasini, Latoya Campbell, Keith Crenshaw, Ryan Davila, and Tiffany Lewis came up with and compiled most of the ideas listed below.
Scenario: You know that it is important to check for understanding at multiple times during a class period, but every time you ask if anyone in the class has questions, no one ever says anything. Can you assume everyone understands everything or is there a better way to get feedback?
Problem:
- Instructor is not getting feedback or no indication if students actually understand the material being covered.
- Content can be really boring or difficult to understand.
- Teaching style might be boring or not interactive.
- Professor is not engaging students by not probing for understanding or using active learning within the classroom.
- There is possibly not enough “wait time” between the question and the professor moving on.
- Clicker Questions- ASU primarily uses Turning Point Technology
- Index Cards/Post Its asking students to write questions over material that can be discussed next class (Muddiest Point)
- Ask students a question that has an actual answer, not just asking for clarification
- Restate the question in a different way
- Break down into small group discussion where students can discuss material and professor can walk around and answer any questions that individuals may have in a more approachable setting rather than in front of the entire class
- Increase the “wait time” and promote individual student thinking before answering any question.
- Instead of asking for questions from specific students, take a quick poll of the class (show of hands) that can help the professor determine if the class still has issues with the material. Helps students feel more comfortable by not being singled out.
Hand students Post-Its that they can use to write questions on a post on the door on their way out at the end of lecture. Professors can collect these Post-its at the end of each class to identify remaining questions student have at the end of the lecture. Then at the beginning of the succeeding lecture the professor can address these questions by developing some interactive activity (for example: clicker questions or strip sequences or small group discussion) that can go over the content that was discussed and can probe student understanding and clarify any misconceptions or muddy points.
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