In thinking about the ways in which we can ask our students to do more with course content, I recently ran across the graphic below. The image illustrates the different ways in which knowledge can be acquired and subsequently processed (PKM in this context stands for personal knowledge management).
My favorite method above is “walk around it.” While this may work in an experimental setting or with physical artifacts, this is a trickier approach for abstract concepts. I like to think “walk around it” in this context might mean something like “How can I think about this theory or problem differently?” or “Coming at this issue from another perspective, I find that. . .”
Seeing the options for knowledge acquisition laid out like this illustrates the wide variety of learning experiences. Student interaction with course content is richer than scribbling notes during lecture and then writing a paper or taking an exam. Of course, well-crafted writing prompts and exam questions may ask students to do some of the things in the graphic above. However, if the first time all students are being asked to actively draw upon their course knowledge is the paper or the exam, well, that may have predictable results for some of them.
The trick is to incorporate active learning experiences that reach all students long before the major paper, exams, or other grading milestones. In the abstract, we all know this: student engagement and success in the course are both likely to be higher if all students are asked to evaluate and apply course concepts along the way. In the trenches of the day-to-day class sessions, though, it’s easy to lose sight of this – especially in the context of the amount of material that has to be covered throughout the term.
In the coming weeks and months, we’ll be exploring active learning opportunities and showcasing some ways to mix up your content presentation, boost student engagement, and help you and your students get the most from peer- and small-group learning.