Staying On Course April 2018

Strategy to Try

The end of the semester is in sight (well, sort of) and pretty soon students will be asking about study guides for the final examination. Students often think that the study guide will completely prepare them to remember and retain all of the information learned from the semester. Although there can be a sense of relief when a study guide is provided, research indicates that a study guide cram session is not an effective way to learn (or remember important information).

Since we have six weeks until said final examinations, why not incorporate some quick and easy summarizing activities to help students recall and connect information they learned with the upcoming information. This concept of bringing back or reviewing previously learned information is called interleaving. James Lang in his book Small Teaching states, " .. .it [interleaving] involves the process of both spacing and mixing learning activities - the spacing happening by virtue of the mixing• (68). In other words, it is good to retrieve information while learning new information at the same time. Helping students prepare for their final examinations in advance of week seventeen will yield more successful results. Here are a few activities to try (e-mail ann.brandon@cloviscollege.edu for more).

1. Quiz / Quiz / Trade - Each student is provided a card with a question on one side and the answer on the other. The question card can either be prepared by students or provided by the instructor. With question cards in hand, students pair up and quiz each other. After a designated amount of time, partners trade cards, seek a new partner, and repeat quizzing with their new cards.
2. Think-Write-Share- Students are given a topic/ question, they brainstorm and write a response, and then they share with a partner. The instructor can always ask students to share out whole group to make any clarifications or to expand on the topic.
3. Give One-Get One- The instructor poses a topic/ question. Students number their papers 1-S. They write down three ideas or answers. Then they must talk to at least two more students to get two additional answers and to give two of theirs away.

Questions or topics can be retrieved from old exams. 

I tried it!

If you try any of the structures / strategies from this newsletter, from any of the On Course workshops, or Active Learning Saturday Sessions, we want to hear about it (successes and/or struggles).

Heather Boynton, Child Development Instructor states, "I have had the opportunity to try out both "send a note" and "analytic teams" in my child development courses and they have been very successful. I found that the "analytic team" activity worked better in my three-hour night class, as the students needed a fair amount of time to read and process the article I prepared. Who knew that by simply "packaging" the content in envelopes (for "send a note"), students would be so receptive?! I am so grateful for new strategies that help increase student engagement."

Kognito Training

Have you ever worried about a student or noticed a student's behavior or attitude decline? Do you have students who are veterans? Do you have students who are LGBTQ?

If you said yes to any of the above questions then the Kognito Online Training is for you.
There are three modules for faculty and staff and three modules for students that provide insights and strategies to help faculty and staff work with these students.
To access the trainings:

1. Visit ccc.kognito.com
2. Login or create a new account
3. Launch the module of choice
4. Complete each module
5. Print out your certificate

Each module takes only 30-40 minutes and takes you through various scenarios where you , as the instructor, interact with the students in various scenarios. The modules area very informational, practical, and relevant. Take the time to learn about how to help support our students.

Complete the modules and upload and e-mail your certificates to ann.brandon@cloviscol lege.edu by June 1st for a chance to win a $25 gift card.