Proposal Title

Less stress, more modeling: New classroom approaches

Presenter Information

Bill Ju, University of TorontoFollow

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.

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Jul 9th, 2:45 PM

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.