February 14, 2012

Use response cards to facilitate class discussion of sensitive topics

Students may be reluctant to raise questions or express opinions during class discussion, especially if the discussion involves a sensitive topic and the student’s participation might entail stating a controversial or unpopular opinion, or revealing unflattering personal information, or asking a question the student fears others might think is overly simplistic.  Students can be engaged more fully in discussion if they can make contributions in a less public way.

First, ask students to write a brief response to a prompt for the discussion on an index card or sheet of paper.  Students should not write their name on the index card.  Remind students to write legibly because they will pass their card to other students.

Next, ask students to exchange cards with at least three different people.  Multiple exchanges ensure that no student will know the author of the comment written on the index card they hold at the end of this activity.  Most students will finish this activity with an index card written by another student. 

Begin the discussion by asking several students to read the response to the prompt written on their current index card. 

This strategy enables students to participate without raising concerns about appearing naïve or uninformed or feeling threatened by responses that reveal unflattering information about themselves.  Initial contributions to the discussion that are based on the anonymous responses written on the index cards will open the discussion and encourage additional contributions.  If discussion falters, ask students to review their index card and contribute responses related to any additional issues the class has not yet discussed.

Bergey, B. (n.d.)  Making it stick:  How to design engaging and effective learning activities.  Workshop handout, Teaching & Learning Center, Temple University.

Silberman, M.  (1996).  Active learning:  101 strategies to teach any subject. Boston, MA:  Allyn & Bacon.   

---

August 16, 2011

Getting to know your students

Use part of the first day of class to gather some information about the students in your class, how they perceived their roles as students, and their expectations about the class by asking them to respond to two questions:

• What do you believe about teaching?  What is the role of a teacher?  What do you expect a teacher to do? 

• What do you believe about learning?  What is the role of a learner?  What do you expect a learner to do?

Before class, write your own answers to these questions so that you can identify matches and mismatches in your assumptions about teaching and learning and those of your students.  Students from varying cultural backgrounds may respond to these questions in unexpected ways.

This activity is also a great self-reflection exercise to articulate your thoughts about teaching and learning that will help you develop a statement of your philosophy of teaching.

Based in part on a tip submitted by Emma Bourassa, Instructor, ESL Department, Thompson Rivers University (http://www.tru.ca/).

---

May 13, 2008

Use the first day of class to set the tone for the remainder of the term. Engaged students are expected to ask questions and participate in class. Create an activity on the first day that will engage students and force them to speak. An easy way to do this is to use an icebreaker activity that will enable students to meet one another. This has the added benefit that comes when students develop a personal connection with classmates and potential study partners.

A simple icebreaker activity is to arrange students in groups of 3-5. Give the students 5 minutes to introduce themselves to each other and identify three non-obvious things they have in common (hobbies, city where they grew up, travel to another country, musical interests, etc.). Each group should report back to the entire class, introducing the members of the group and noting their common characteristics. Students might misinterpret this activity as pure fun-and-games, so take some time to explain your goals to learn student names, introduce students to potential study-buddies, and create a class expectation that everyone can (and will) participate.

Source:  Not Quite 101 Ways to Learning Students’ Names, Michael Palmer (Spring, 2004). University of Virginia Teaching Resource Center. Web site:  http://trc.virginia.edu/Publications/Teaching_Concerns/Misc_Tips/Learn_Names.htm

 

 

 

 

Updated 02/14/12 cdw