Two Online Games From The New York Times

Last month The New York Times published an updated version of its confirmation bias game that might be useful for teaching research methods or political psychology. The newer version includes an explanation of how confirmation bias affects government policy.
Also of note is another game on President Trump’s plan for changing U.S. immigration criteria. I failed to qualify under these new proposed rules. Probably all of my students will fail also.

Ethnography of Consumption – A Twist

Buying is believing

The spring semester is ending here, and as usual everyone is dragging themselves across the finish line. There is not much left for students to do in my globalization course, but — given the structure of the U.S. higher education system — we still have to meet in the classroom. So, in search of something to fill time, I created an activity based on the last paragraph in my response to Leanne’s scavenger hunt exercise.

I collected some random products from home, all branded: running shoes (Saucony), cell phone charger cord (Samsung), bag of lentils (Jack Rabbit), hand towel (Cannon), and a tote bag to transport everything (London Review of Books). In class I laid all these items on a table and lied about getting them from a friend. I then told students to examine everything and write an answer to “What story is the owner of these things trying to tell others about the kind of person he or she is?” Students had already completed ethnographies of consumption, so they had some understanding of the connection between identity construction and consumption choices.

After five minutes, I grouped students into teams to create presentations, which they delivered during the second half of class. I got to listen to them unknowingly analyze my self-image as practical, value-oriented, and health conscious. (I would have been just as happy with other adjectives.) Once the last team had presented, I revealed that the items were my own by plugging my cell phone into the wall socket with the charger cord.

As a last minute invention, this activity worked fairly well. Students got to practice collaborating, communicating to an audience, and applying concepts. And all I had to do was bring a tote bag to class.

Teaching Trump #2

A follow-up to Amanda’s post about teaching in the time of Trump. Trump’s campaign and administration represent an opportunity to teach about racism in the construction of national identity. I stumbled into this subject accidentally in my globalization course last week, with an assignment that asked students to write a response to “Is France or the USA a more global society?” Students were supposed to reference the following items:

Yesterday I heard this radio report about residents of Newton, Massachusetts, one of the wealthiest and therefore whitest communities in the USA: Continue reading

The Change All Around, Part 1

The spring semester is about to begin, and as usual I have changed what I will be doing and how I will be doing it. I thought it might be interesting for the dear readers of this blog to learn about some of the factors that will affect my teaching over the next few months. But just to be contrarian, I’ll start in reverse chronological order:

I’ve decided to use Michelle’s technique of placing simulations at the end of the semester when both students and I will be approaching burnout mode. I have done a complete redesign of my comparative politics course, dropping the themes in favor of more traditionally-presented content like the diverse institutional arrangements of democracies. In an attempt to get at this topic, I have resurrected my Gerkhania simulation, but have tweaked it to give it more structure. First, I will assign students roles that have different ethnically-oriented, two-sentence backstories. The class will then convene as the Gerkhanian Commission for National Reconciliation, which has the following tasks: Continue reading

Farewell to Surrey

A few thoughts inspired by the recently-concluded Political Studies Association-sponsored Workshop on New Pedagogies at the University of Surrey in Guildford, as I sit in Terminal 3 at Heathrow.

Not a hobbit
Not a hobbit

Active learning strategies present several advantages and disadvantages for teachers. First, they often recognize that people don’t necessarily all learn the same things at the same speed. Any classroom in which these techniques are employed can be thought of as an effort in differentiated instruction — which can be beneficial when students possess varying amounts of prior knowledge.

Second, these methods create spaces where students can and often must behave in different ways. Not only can this force students to figure out how to ask the important questions in the right ways, it can also increase their motivation, an important intermediary variable when it comes to learning.

Third, many active learning exercises include a meta-cognitive stage in which a student’s articulation of his or her understanding is what produces understanding.

Also not a hobbit.
Also not a hobbit.

Fourth, active learning can, if implemented properly, offer opportunities for students’ conceptual, skill, and emotional development. Integrating all of these dimensions into the classroom requires careful consideration on the part of the instructor, but the payoffs can be quite high.

There are no bad ideas

Activating prior knowledge is a critical step in engaging students and facilitating learning.  There’s a whole bunch of literature in cognitive science that tells us that learning happens when students connect new knowledge to existing knowledge.  Brainstorming is one simple technique that can activate prior knowledge and encourage students to make these connections. Continue reading

What We Know About Learning

Eddie WatsonAnother follow-up to the 2016 TLC — this year’s keynote address was delivered by Eddie Watson, director of the Center for Teaching and Learning at the University of Georgia. He devoted part of his address to what the cognitive scientists and psychologists know about learning, and how we can put that knowledge to use in the classroom:

  • Identify what your students already know and teach accordingly. Use knowledge probes, pre-semester surveys, and pre-test/post-test instruments.
  • Performance followed by immediate feedback increases learning. The feedback doesn’t have to come from you — it can be just as effective if it comes from peers. [Perhaps this points to a reason why some simulations and games are pedagogically valuable.]
  • Learning is often facilitated by social interaction. [See above.]
  • Frequent testing promotes learning; it is more powerful than passive “studying.”
  • Being able to actively process information — for example, by applying it in a particular context — tends to result in greater learning.

For additional details, read Daniel Willingham’s work, which is linked to this post and to the blogroll on the ALPS homepage.