5 R’s Notetaking
This morning I’ve highlighted a strategy you might share with your students… How to use it:
Based on the Cornell note-taking system from Walter Pauk 5 R’s Note Taking Record – Reduce – Recite – Reflect – Review
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Reciprocal teaching is a collaborative learning strategy that involves students taking turns as the teacher and leading discussions about the text or subject matter. This strategy can be used in various disciplines such as nursing, business, social work, and other fields where critical thinking and analysis are necessary. In a reciprocal teaching session, the instructor would typically divide students into small groups and provide them with a passage or article to read or a short video to watch. The group members take turns leading the discussion, taking on one of the four roles: summarizing, questioning, clarifying, and predicting. (If predicting is a challenge, students might be assigned to illustrate the process or define significant terms.) In a nursing classroom, for example, students could read a case study or patient scenario, and each group member could take on a role in analyzing the information, such as summarizing the patient's condition, questioning the diagnosis, clarifying the treatment plan, and predicting the outcome. In a business classroom, students could read a case study about a company's financial performance and take on the roles of summarizing the company's financial statements, questioning the reasons for the company's success or failure, clarifying the economic factors that may have impacted the company, and predicting the company's future performance.
The instructor should consider several factors when using reciprocal teaching. Firstly, the instructor should ensure that the text or subject matter is appropriate for the students' level of understanding and knowledge. The instructor should also set clear expectations for each role and provide examples of how each role could be performed. Instructors should also encourage collaboration and active participation among group members. The instructor should monitor the group discussions to ensure that each student has a chance to participate and provide feedback to students on their performance. Overall, reciprocal teaching is an effective strategy for promoting collaboration, critical thinking, and analysis among students in a college classroom. By taking turns as the teacher, students can develop a deeper understanding of the subject matter and improve their communication skills. For more information: https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/reciprocalteaching/index.php Philosophical chairs is a teaching strategy that is designed to encourage students to engage in critical thinking, discussion, and debate. It involves arranging chairs in a circle or semicircle, with one side representing a particular viewpoint or perspective, and the other side representing an opposing viewpoint. The students take turns sitting in the chairs and presenting their arguments, with the goal of persuading others to adopt their viewpoint.
To adapt Philosophical Chairs for an online class, the first step is to establish ground rules for respectful dialogue and debate. Next, choose a topic, divide the class into two groups and assign each group to a particular side of the issue. Provide preparation time for students to gather evidence and prepare arguments. You might let each group prepare for the discussion by putting them in break out rooms. During the discussion, have students take turns presenting their arguments and responding to each other, using breakout rooms for smaller group discussions. Finally, pull all the groups together, summarize the discussion and ask students to reflect on the activity and provide feedback for future discussions. The key is to provide a structured, safe, and respectful online space for dialogue and debate. The philosophical chairs strategy can be applied in various fields, including social work. For example, in a social work class, students could discuss the pros and cons of different social policies, such as those related to poverty reduction, mental health treatment, or child welfare. They could sit on one side of the chairs and present arguments in favor of a particular policy, while students on the other side of the chairs would present arguments against it. The teacher could facilitate the discussion and encourage students to ask questions, challenge assumptions, and engage in respectful debate. By using the philosophical chairs strategy, social work students can develop their critical thinking, communication, and advocacy skills. They can also gain a deeper understanding of the complexities of social issues and the various perspectives that shape social policy. Overall, this teaching strategy can help students become more effective advocates for social justice and positive change in their communities. NB: this post was done with the help of ChatGPT! Exit slips ask the students to reflect upon what they have learned that day. At the end of the period, with perhaps five or so minutes to go before the bell, the instructor will hand out a slip of paper with just one or two simple questions on it. A typical exit slip looks like this: Some instructors use a 3-2-1 format, “Tell me 3 things you learned, 2 questions you still have and one suggestion for next steps…” Other instructors have used “entry slips” to gauge readiness.
The slips are meant to be a very informal and anonymous assessment of the lesson and can give valuable information on whether the students have caught what is being taught – or not! They provide an avenue for students who may be too shy to partake in classroom discussions to have some input into the way the course is delivered. Instructors who effectively use exit slips use them periodically (every day is too often) to inform and refine their practice. Typically, the instructor would review the slips before the next class, note some of the dominant sentiments and questions and then start the next lesson by first addressing what was raised on the exit slips from the day before. This process helps prevent the teacher from pushing on into difficult concepts that some students might not be ready for, or from plodding on with material that the students find to be too little of a challenge. Online the “slips” can be collected through private chats to the instructor, using the feedback option in Moodle or through applications like Mentimeter or other polling apps. |
AuthorJeff Kuntz Ph.D. ImagesExcept where indicated, images used in the blog posts are personal photos, images from NorQuest College or images from Pixabay. Pixabay is a vibrant community of creatives, sharing copyright free images, videos and music. https://pixabay.com/ Archives
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