Sometimes the best way to find out why students do what they do is to ask them.

During a recent lunchtime conversation with a colleague, I learned about the “one-word check-in” — asking students to each describe, with a single adjective, how they felt *at that moment*. I decided to incorporate this into a data collection exercise that I hoped would demonstrate one benefit of taking notes in class — a problem for which I still haven’t figured out a solution.

My hypothesis: students who took notes — a more cognitively-engaging activity than just listening — would be more likely to feel better by the end of class.

I collected data in my course on globalization, which meets twice a week in seventy-five minute sessions from 9:30 a.m. to 10:45 a.m. The class, when everyone attends, has only twenty-five students, so my results are not statistically significant.

As students were entering the classroom and settling into their chairs, I gave each person three Post-it notes, along with a playing card dealt from a stacked deck (more on this further down). I told everyone to marked their Post-it notes with the suit and number of the playing card each had received. This allowed me to sort the Post-its by individual student afterward. Students should also number each Post-its with a 1, 2, or 3, to simplify keeping them in the correct sequence after class. I didn’t think of this at the time, but luckily I kept each pile of Post-it notes separate after they were collected.

The data:

- At the beginning of class, students wrote a one-word check-in on Post-it #1.
- After the discussion of that day’s reading response, students wrote on Post-it #2 answers to “Have I written any notes during today’s class?” and “Why?”
- Students then clustered into teams to discuss plans for an upcoming project assignment. Note that this introduces a methodological flaw in my research design, but it turned out to be irrelevant.
- At the end of class, students wrote a one-word check-out on Post-it #3.

A different randomly-selected student collected each set of Post-it notes after students had finished writing on them, which he or she placed face down on a table. The goal here was to make it obvious that I was trying to preserve the anonymity of students’ responses. However, I had dealt cards from a stacked deck (low value cards on the bottom) so that I could identify which responses were from men and which were from women — because I expected that women would be more likely to take notes.

Now for the results. Out of 23 students who were in class that day . . .

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