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Issue
Home Volume 12: Issue 2
 Conversations
on Teaching
Randy
Richter
Associate Professor
Department of Physical Therapy and Athletic Training
While I believe class discussions provide a valuable alternative
to lecturing, the challenge for me has been how to encourage
discussions in a large ( ~ 70 students) class setting. Several
years ago I tried an approach that failed. A percentage
of the course grade was based on participation. In an effort
to be fair, I tried to note in real time who was participating.
This approach had the unintended consequence of promoting
student competition to earn participation points. Also,
I do not believe this approach encouraged discussion. Midway
through the semester, I spoke with the class and we decided
to drop the grade aspect of participation.
In
2006 I attended a workshop co-sponsored by the Reinert Center
for Teaching Excellence . The speaker, Dr.
Walvoord, described a technique to encourage students
to take responsibility for the first exposure to class material.
For example, a first exposure activity may ask students
to complete a reading prior to class. When students read
ahead, class time normally spent introducing material can
be spent in discussion of the material. I was intrigued
with the idea and read about the process in more detail.
In the fall of that year, I and a colleague, Rosemary Norris,
implemented First Exposure Learning Activities (FELA) in
a class we co-taught. Following Dr. Walvoord’s work,
we developed assignments with questions related to required
readings. Students completed these prior to class, turned
in a copy and brought a copy to class. These questions then
served as a springboard for discussion. We graded the FELAs
on a pass / no pass basis. Although students generally evaluate
the FELAs positively, and we have found the FELAs encourage
discussion, using them does not guarantee class discussion.
While completing a FELA gives a student the knowledge to
participate in class, if the class atmosphere is not welcoming
of discussion this strategy will likely be unsuccessful.
1.
Making the Grading Process Fair, Time-Efficient, and Useful
for Student Learning, presented by B.E. Walvoord, PhD. Saint
Louis University, May 16, 2006.
2. Walvoord B, Anderson V. Effective Grading A Tool for
Learning and Assessment. San Francisco, CA: Jossey-Bass;
1998
Last
updated 11.24.09 |
