Hi Rod and all, I've started a similar process in my Intro to Psych class to encourage reading and processing of the material. For each session, students are required to generate three critical thinking questions based on the readings and points are earned based on the depth of processing and application of concepts. In addition, they answer one thought question from the end of the chapter, also questions which are designed to have them apply the concepts to their own experience.
After two quarters of the question approach, I had the feeling that students still weren't keeping up with reading so this quarter I've added a new component of random quizzes. Each class we flip a coin to determine if students will take a short 1 or 2 question quiz over the reading. They didn't much like the idea at first but have come to agree that it helps them keep up with the reading and that's a good thing. Intro students are also required to participate in an online forum where the discussion questions are sometimes cross posted by students or new ones posed. I generally monitor the discussions but don't participate unless it's necessary. Regards, Melanie ____________________________________________ Melanie Macoy Baak Department of Psychology Webster University Boommarkt 1 2311 EA Leiden The Netherlands Tel: +31 (0) 715144341 Fax: +31 (0) 715121241 Email: [EMAIL PROTECTED] or [EMAIL PROTECTED] -----Original Message----- From: Rod Hetzel [mailto:[EMAIL PROTECTED]] Sent: Friday, November 09, 2001 2:15 PM To: Teaching in the Psychological Sciences Subject: discussion questions Hi everyone: Does anyone here require their students to develop and submit potential discussion questions on the assigned readings to be used as a basis for discussion in a given class period? I've done this occasionally in the past on a somewhat sporadic basis that wasn't integrated very well into the entire course, but am thinking about making this a more central part of my course. My goal for doing this is to get students to read the material before the class session, to process the information deeply enough so that they can pose thoughtful and intelligent questions for futher discussion in class (not just "What is psychoanalysis?" but rather "What are the similarities and differences between psycholoanalysis and more contemporary object-relations therapies?"), and to help create a classroom environment that encourages greater participation and discussion. For instance, if a class meets weekly on Tuesday, I would require that each student read the material and submit two thoughtful discussion questions by Monday afteroon. I would then review the questions and use that as a springboard for the class session on Tuesday. This way I wouldn't be presenting a dry lecture on material that they may or may not have read, but I would be helping them to learn the material by facilitating a discussion on particular questions and issues that intrigued them. Some questions I have for you: How to I encourage students to actually read the material and develop thoughtful question instead of just skimming through the chapter and turning the headings into questions? Do I make this part of their grade? If I do, should I give more points for questions that demonstrate a deeper processing of the material? Has anyone here ever done something like this on a regular basis with your courses? How did it work out? Any pitfalls I should be aware of or things I should do to help ensure the success of this activity? Thanks in advance for your help with these questions. Rod Hetzel ______________________________________________ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Heath-Hardwick Hall 115 Phone: 903-233-3312 Fax: 903-233-3246 Email: [EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
