How do you fasilitate reflection in your classes? What exercises do you use in class to help the students reflect systematically over the topic they are working with? It is good if you have practical examples to share.
Many thanks to prof. Kjartan Skogly Kversøy for opening this beneficial discussion. My answer to this valuable question is associated with what I am teaching now which is Object-Oriented (OO) programming.
After I am providing them with some scenarios relevant to the discussed topic of OO, I usually ask them to solve similar scenarios. To be sure that they make the work alone and by themselves, I ask them, for instance, to choose the project names as their given university numbers, the packages names as their family names, the class names as their grandfather names, and so on.
In all ways, I don't prefer group-working in such courses, I stress in making them working alone.
1.Practical scenarios with the relevant concept embedded in a pictorial manner (algorithm like, but with questions) can help in knowing what the students have grasped.
2. The student can be put in a situation (roleplay) where decision making is required (using the concept), in order to orient in the right direction
3. Key concepts can be used for recap as learning pts at the end of a topic.
4. Students take up the role of imparting knowledge (guest lecture)
5. Topic based interactive discussion in small groups
6. Key concepts in a quick lecture, followed by practical exercises
Krishna Kumar Govindarajan Thank you for you practical and insightful input.
Dear Kjartan Skogly Kversøy
I agree with Krishna Kumar Govindarajan
In addition, particularly, I appreciate "The Learning Pyramid" from William Glasser, in which the student takes the leading role in knowledge management, being the protagonist through teaching other students for example.
Best regards.
Fábio Dominski Thank you for sharing. I will get the Glasser text.
Invite guest speakers especially from the industry to give talks on applications of class-related topics so that students can appreciate the relevance of what they are learning in the classroom. This can be followed by a homework assignment that would require the students to make a list of subject matter topics and relate those to what the speaker mentioned. This process would require that a student attends classes regularly, take good notes and think outside the box while doing the assignment.
I always raise activities that could enhance students' higher order thinking and that initiate students to see things from different perspectives.
I arrange them in small groups to critically examine biopsychosocial issues, and then report group findings to the entire class. One example, is the possibility, in theory, to conduct brain transplants in the future?
Another example is the damage done by Catholic clergy of repetitive sexual assault on youth from a biopsychosocial perspective. A third example deals w/ how they want to be remembered when they die.
I can offer many more since I find this method to be quite successful.
Rich
Many thanks to prof. Kjartan Skogly Kversøy for opening this beneficial discussion. My answer to this valuable question is associated with what I am teaching now which is Object-Oriented (OO) programming.
After I am providing them with some scenarios relevant to the discussed topic of OO, I usually ask them to solve similar scenarios. To be sure that they make the work alone and by themselves, I ask them, for instance, to choose the project names as their given university numbers, the packages names as their family names, the class names as their grandfather names, and so on.
In all ways, I don't prefer group-working in such courses, I stress in making them working alone.
Nidhal Kamel Taha El-Omari Thank you for your input. Some students do not work much alone.
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