Doug Ward
In this month’s Teaching Matters (There was a link, but it does not exist anymore), Mike Vitevitch writes about his experiences in having honors students give group presentations in lieu of a final exam.
Vitevitch, a professor of psychology, says he was “bowled over” by the quality of the students’ work at the end of the spring semester. As he explains in the accompanying video, honors students in Introduction to Psychology tend to do very well on exams. They know the material, and Vitevitch wanted to push their learning further.
So he divided up the main concepts from the semester – areas like methods, the brain, learning, memory, and emotion – and assigned groups of four to five students to lead 15-minute sessions during the final exam period.
You can see for yourself the types of things they came up with. And you can hear students explain their experiences. They make a compelling case not only for active learning but for relatable learning material.
Introduction to Psychology was a flipped course, and many of the students said they had had previous experiences with flipped courses. Some said they thought the flipped approach worked best with conceptual classes like psychology and less so with math and science. They said they had never taken a flipped math or science course, though.
When I asked them what advice they would give to other students taking a similar course, they were nearly unanimous: do the readings, complete the work ahead of time, and come to class prepared to learn.
They also offered advice to instructors who plan to flip their classes:
- Choose high-quality online material, and follow up on that material effectively in class.
- Look for good models in other classes to emulate.
- Make learning hands-on and concrete.
- Encourage students to make projects accessible.
It’s good advice from a top-notch group of students.
Doug Ward is the associate director of the Center for Teaching Excellence and an associate professor of journalism. You can follow him on Twitter @kuediting.