Proposal Title
Less stress, more modeling: New classroom approaches
Session Type
Short and Tweet
Room
PAB 106
Start Date
9-7-2013 2:45 PM
Keywords
assignments, templates, take-home, models, discussions
Primary Threads
Teaching and Learning Science
Abstract
Two different senior level seminar courses (Neuroscience and Health and Disease) were used to examine how to effectively create and evaluate the effectiveness of a "see one, do one, teach one" model of critical thinking in senior level courses. Rather than solely posting assignment guidelines, one hour of class time (whether online or in-class) was devoted to providing a model for each type of critical thinking component (presentation or written) prior to the assignment deadline. After observing an example of an assignment by the course instructor ("see one"), students were then required to do the same assignment using their own papers and assessed for levels of satisfaction and stress. Within the “teach one” phase, after the assignments were finished, both online peer evaluations and self-reflection practices demonstrated the effectiveness of this approach on multiple levels. Lastly, surveys of student satisfaction demonstrated that having more in-class models lead to less stress on assignments, particularly when the course instructor was involved in modeling the assignment prior to student evaluations.
Less stress, more modeling: New classroom approaches
PAB 106
Two different senior level seminar courses (Neuroscience and Health and Disease) were used to examine how to effectively create and evaluate the effectiveness of a "see one, do one, teach one" model of critical thinking in senior level courses. Rather than solely posting assignment guidelines, one hour of class time (whether online or in-class) was devoted to providing a model for each type of critical thinking component (presentation or written) prior to the assignment deadline. After observing an example of an assignment by the course instructor ("see one"), students were then required to do the same assignment using their own papers and assessed for levels of satisfaction and stress. Within the “teach one” phase, after the assignments were finished, both online peer evaluations and self-reflection practices demonstrated the effectiveness of this approach on multiple levels. Lastly, surveys of student satisfaction demonstrated that having more in-class models lead to less stress on assignments, particularly when the course instructor was involved in modeling the assignment prior to student evaluations.