Method to Put Students in Groups for Large Lecture
I utilized a method proposed by Dr. Diane Ebert-May (Michigan State University). At the beginning of the semester, I assigned each student to a team (5 to 6 students/team). Each student received a folder and I asked them to place the following information on each corner: major, location you were born, one word your friend would use to describe you, and one word your friends would use to describe you. They then placed their name in the center. All team members placed their folders together in one large master folder. Each team selected a team name and one team member was required to pick up the master folder at the start of each class and distribute to members. The folders were returned at the end of each class. Individual and group assignments were placed in the folders. I did this for both sections of my course.
I utilized a method proposed by Dr. Diane Ebert-May (Michigan State University). At the beginning of the semester, I assigned each student to a team (5 to 6 students/team). Each student received a folder and I asked them to place the following information on each corner: major, location you were born, one word your friend would use to describe you, and one word your friends would use to describe you. They then placed their name in the center. All team members placed their folders together in one large master folder. Each team selected a team name and one team member was required to pick up the master folder at the start of each class and distribute to members. The folders were returned at the end of each class. Individual and group assignments were placed in the folders. I did this for both sections of my course.
Learner-Centered Instructional Methods in Lecture
I used the following instructional strategies to supplement the lecture portion of the course:
Case Studies
Case studies were created to provide students with an authentic learning environment. The situations were based on real-world concerns with various species. An example of a case study can be found in the appendix. Students worked together in their assigned teams to complete the questions. These assignments often challenged the students to evaluate data and make decisions that were not necessarily right or wrong. They also needed to access some information to complete the assignment that was not presented in class. Groups often had 10-15 minutes to complete the assignment.
Think-Pair-Share
The implementation of short questions throughout the lecture period was utilizes during this course. Students were given 1 minute to individually reflect and answer a question.
I used the following instructional strategies to supplement the lecture portion of the course:
- Lecture case studies
- Think-Pair-Share
- Use of iclickers
Case Studies
Case studies were created to provide students with an authentic learning environment. The situations were based on real-world concerns with various species. An example of a case study can be found in the appendix. Students worked together in their assigned teams to complete the questions. These assignments often challenged the students to evaluate data and make decisions that were not necessarily right or wrong. They also needed to access some information to complete the assignment that was not presented in class. Groups often had 10-15 minutes to complete the assignment.
Think-Pair-Share
The implementation of short questions throughout the lecture period was utilizes during this course. Students were given 1 minute to individually reflect and answer a question.
Creation of Laboratory Stations
Lab Sessions In previous years, students would visit a farm during lab and participate in a large group farm tour. These were typically done in one group by the farm manager. Working with my graduate teaching assistant and six undergraduate teaching assistants, we developed six hands-on stations for each of the laboratory periods. This allowed for students to complete the lab activities in smaller groups (typically 8 students/group) and facilitated smaller group discussion with the station coordinator. Groups rotated through each of the stations and spend approximately 10 minutes at each station. Examples of stations include using the California Mastitis Test to determine which milk samples were from cows with mastitis and making sausage in Purdue’s Meat Lab. Lab Critical Reflection Assignments During the semester, students were required to select five lab sessions and prepare a one-page critical reflection for each of the selected labs. The assignment was due one week from the lab and students were asked to reflect on the following questions:
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