Getting Started: Informal Small‐Group Strategies in Large Classes

Cooper, James L.; Robinson, Pamela

doi:10.1002/tl.8102

Cited by 32 publications

(13 citation statements)

References 5 publications

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“…Additionally, the more large courses students have experienced, the more likely they are to have developed expectations concerning the student role and the less likely they may be to be open to alternative ways of doing lectures. Instructors using small group discussion in large courses noted a learning curve for students given the contrast with what they were typically used to in large courses (Cooper & Robinson, 2000b). Both class standing and experience with large courses, then, likely impact students' response to the clicker classroom.…”

Section: Student Characteristics and Responses To Clickersmentioning

confidence: 98%

The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems

Trees

Jackson

2007

Learning, Media and Technology

284

221

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To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students' assessments of the contribution of clicker use to their learning and involvement in the classroom. Survey responses of over 1500 undergraduates enrolled in seven large enrollment 'clicker courses' offered by three university departments are analyzed. A number of factors contribute to students' positive perception of clickers: a desire to be involved and engaged, a view that traditional lecture styles are not best, valuing of feedback, class standing, previous experience with lecture courses, anticipated course performance, and amount of clicker use in the classroom. These results underscore the importance of considering social and communication elements of the classroom when adopting student response technology.

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Section: Student Characteristics and Responses To Clickersmentioning

confidence: 98%

The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems

Trees

Jackson

2007

Learning, Media and Technology

284

221

View full text Add to dashboard Cite

show abstract

“…Under this strategy, after a teacher poses a question, students are allowed to think about the question individually, discuss it in pairs, and then share their ideas with the class (Butler, Phillmann, & Smart, 2001). Think-Pair-Share not only involves learners in the discussion (Butler et al, 2001); it engages them in higherorder thinking (Cooper & Robinson, 2000). The Think-Pair-Share script used at each step of the inquiry process (Eick, Meadows, & Balkcom, 2005) is shown in Table 1.…”

Section: Scripting the Argumentation Processmentioning

confidence: 99%

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Hsu

Chiu

Lin

et al. 2015

Computers & Education

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“…Here too, the content is presented with an emphasis on why this information matters clinically. For example, the relevance of understanding layers in hollow organs is illustrated with a ''think-pair-share'' exercise (Cooper and Robinson, 2000) in which students examine a section of stomach adenocarcinoma and discuss which layers are involved in the lesion. These lectures not only give students tools with which to understand the major organs under study, but they provide a solid basis for interpreting histology of healthy and diseased organs throughout the curriculum.…”

Section: Day 3-4 Organ Architecture Lecturesmentioning

confidence: 99%

Reordering histology to enhance engagement

Amerongen

2011

Anatomical Sciences Ed

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REORDERING HISTOLOGY TO ENHANCE ENGAGEMENTIn redesigning the preclinical curriculum and shifting from a discipline-based approach to an organ system-based approach, faculty at the University of Arizona College of Medicine in Tucson took the opportunity to restructure the sequence of introductory histology content to make it more engaging and relevant. As context, motivation, and problem solving are important factors contributing to learning (Koens et al., 2005;Norman, 2009), we sought to improve all three aspects in presenting the introductory histology material on tissue types. TRADITIONAL HISTOLOGY COURSE SEQUENCEIn the medical curriculum before 2006, the sequence of histology content was that followed by many textbooks: basic cell biology, then tissue types, then organ systems. Despite having the same instructors teaching the basic cell biology and tissue types content as taught organs systems, we consistently had better student evaluations for the latter material than for the former. In addition, it was apparent from student comments that they did not have a clear understanding of the relevance of the tissue type material. We considered that this might be at least in part, because the justification for this material was essentially ''learn this now you'll need it later'' rather than having inherent and obvious relevance. HISTOLOGY REORDEREDIn 2006, we undertook a major redesign of our preclinical curriculum and adopted an organ system-based approach (Fig. 1), which begins with a 9-week Foundations Block in which the introductory material of the major disciplines, including histology, is presented. The introductory histology content occurs mainly in the first week of this block (Fig. 2), and is organized as follows:

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Getting Started: Informal Small‐Group Strategies in Large Classes

Abstract: The authors describe a number of informal “turn‐to‐your‐neighbor” approaches that create an active‐learning environment in lecture settings.

Cited by 32 publications

References 5 publications

The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems

The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems

Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Reordering histology to enhance engagement

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