{"id":64,"date":"2023-03-02T18:38:40","date_gmt":"2023-03-02T18:38:40","guid":{"rendered":"https:\/\/blogschapman.wpenginepowered.com\/cetl\/2023\/03\/02\/tips-for-the-week-of-march-6-2023\/"},"modified":"2023-03-02T18:38:40","modified_gmt":"2023-03-02T18:38:40","slug":"tips-for-the-week-of-march-6-2023","status":"publish","type":"post","link":"https:\/\/blogs.chapman.edu\/cetl\/2023\/03\/02\/tips-for-the-week-of-march-6-2023\/","title":{"rendered":"Tips for the Week of March 6, 2023"},"content":{"rendered":"

Creating Interactive Lectures and Active Discussions<\/span><\/b>\u00a0<\/span><\/h3>\n

Research tells us that students are more likely to be engaged and to retain information in an active learning environment than in a purely lecture-based class. <\/span>Creating <\/span>interactive lectures<\/span><\/i> that include <\/span>active discussions<\/span><\/i><\/a> encourages student engagement and helps develop students\u2019 critical thinking and communication skills. Active class discussions also allow instructors to assess students\u2019 understanding of the material and can <\/span>reduce learning and achievement gaps<\/span><\/a> among historically marginalized students. Creating active lectures and discussions takes a little bit of planning but is an effective way to support student learning. This <\/span>list of 15 class discussion strategies<\/span><\/a> provides specific examples and is organized by prep time.<\/span> Read more about interactive lectures here<\/a>.
\n<\/span><\/p>\n

Metacognition and Student Success<\/span><\/b>\u00a0<\/span><\/h3>\n

Success in college requires students to have the ability to assess the demands of a task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed. Yet, research tells us that <\/span>new college students often don\u2019t know how to manage their own learning (i.e., lack <\/span>metacognitive or self-regulation skills<\/span>). In their book,<\/span> How Learning Works,<\/span><\/a> Ambrose and her colleagues (2010) suggest college instructors embed <\/span>metacognitive strategies<\/span><\/a> into the planned curriculum because when students become aware of the learning process, they gain control over their learning.\u00a0<\/span>\u00a0<\/span><\/p>\n

Cognitive Wrappers for <\/span><\/b>Student Self-Reflection <\/span><\/b><\/h3>\n

To help students reflect on a previous assessment and to support their confidence and preparation for the next one, consider providing students with a low-stakes <\/span>cognitive wrapper<\/span><\/i>.\u00a0The purpose of this <\/span>evidence-based practice<\/span><\/a> is to ask students to reflect on their personal learning and study behaviors. This self-reflection activity promotes a growth mindset\u00a0as students identify ways to improve their study skills and improve deep learning.\u00a0Faculty can analyze data from\u00a0the students to identify important trends, and students can see how various practices in test\/assignment preparation align with their grades.\u00a0These <\/span>exam\/assignment wrapper templates<\/span><\/a> and <\/span>handouts<\/span><\/a> can be used to try this technique.\u00a0The basic structure for an exam\/assignment wrapper includes:<\/span>\u00a0<\/span><\/p>\n