With the current trend of greater push for effective teaching through the adoption of latest research and technologies, many educators in higher education institutions are feeling the pressure to find ways to enhance the quality of their teaching (e.g. less on what is covered in a lesson but more on what the students have learnt)
One potential challenge for an educator is : how should I best end my lesson? Recently, James M. Lang, a professor of English and the Director of the Center for Teaching Excellence at Assumption College in Worcester, MA, shared his insights with The Chronicle of Higher Education, on some possible ways educators can make use of those precious few minutes before the class ends effectively to enhance students’ learning.
“Don’t waste them trying to cram in eight more points or call out as many reminders as possible” – This is one tip that he shared. Instead, he proposed using a minute paper approach by asking the students two questions
- What was the most important thing you learned today?
- What question still remains in your mind?
Such a method is proposed by Thomas A. Angelo and K. Patricia Cross, as discussed in their book Classroom Assessment Techniques: A Handbook for College Teachers. These two questions encourage students to reflect, articulate what they have learnt, make self reflections on what they truly understood with regards to the content covered in the class.
Other suggested methods include “closing connections“, “the metacognitive five” and “close the loop“. To find out more, click here to access the original article.
The author drew references and content from the following references – all available in our NTU Libraries for your further reading!
- Classroom assessment techniques : a handbook for college teachers by Thomas A. Angelo and K. Patricia Cross
- How Learning Works: Seven Research-Based Principles for Smart Teaching Excellent series by Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman Susan A. Ambrose
- Small Teaching: Everyday Lessons from The Science Of Learning by James M. Lang (on-order)