I’ve decided to use an exercise that I witnessed at the NEGMA conference on innovation — the rocket pitch. At the conference, competitors for venture capital had three minutes each to sell their ideas to the audience, who voted for their favorites using play Monopoly money.
I’m going to try this in my comparative politics course. Students have already given three group presentations in class. They’ve gone fairly well but sometimes their content has been fairly similar and I can sense students losing interest. For the remaining three presentations required of each group, there will be an element of competition. On days that presentations are scheduled, each student will be given a $10, a $20, and a $50 bill. Each group will have four minutes to present, with three minutes to respond to questions. After all groups have presented, I will call members of each group to the front of the room to individually vote on their favorites using the money (I’m thinking of simply laying down sheets of paper on a table, labeled “Group 1,” “Group 2,” etc., so students can see money piling up.)
I’ve informed students that they can distribute the money however they want, except that voting for their own group is prohibited. Members of the group that receives the largest sum of money will have two points added to their final average.
For those who are interested, this webpage has links to free print-your-own money.
Interesting that the subject of student presentations has come up. Despite providing students with detailed instructions, exemplars, and advice, presentations were usually so excruciating that I simply stopped making them part of my courses.
This semester I’ve reintroduced them in my comparative politics course, which, accidentally-by-design, became an inverted classroom. I’m assuming many readers of this blog have heard of inverted classrooms — substituting activities in which student critique their own reasoning and that of others for the traditional “me talk, you listen” lecture. My problem was figuring out activities that would consume enough class time. So I decided to turn the close reading of texts, which I had used before as an individual activity, into group presentations.
Here are the directions for the presentations, somewhat condensed:
You and your group will be examining texts in detail and presenting your findings to the rest of the class. These close reading exercises are opportunities to train yourself to be a more thoughtful and efficient reader and to improve your communication skills. For each presentation, at least two members of the group will need to:
1. Select a paragraph from the reading assignment and analyze its structure as follows:
- Identify the paragraph’s topic statement
- Explain the topic statement
- Identify ideas/evidence used by the author to support the topic statement
2. Make references to the following characteristics of the paragraph being analyzed:
- WHO is the author addressing? WHO does the author imply he or she is, and who readers are?
- In both literal (the physical and historical universe) and textual (the storyline) terms, WHERE and WHEN is the paragraph set? Is there a difference between the literal and textual settings? If so, what is the effect of this difference?
- WHY did the author construct the paragraph in the particular way that it is constructed?
- WHAT mathematical or logical patterns exist in the paragraph? WHAT are the meanings conveyed by these relationships?
Because the class has seven groups of four students each, and each group presents a total five times during the semester. I get to completely avoid lecturing on the days that presentations are scheduled. Instead there is a fairly rapid sequence of different people talking at the front of the room interspersed with Q & A discussions between presenters, the rest of the class, and myself. Students get multiple, low-stakes opportunities to practice their presentation skills, and I get to avoid a week or two of torture at the end of the semester.
I can email the complete directions for the above exercise to anyone who wants them.
My father, a former drill instructor in the USMC, once told me that he’d stomp on a recruit’s foot to teach him right from left — “your right foot is the one that hurts.” Last night in an aikido class I accidentally got hit in the throat. Today I can talk, but it hurts. I can’t project my voice like I usually do. So in class this morning I decided not to talk at all.
Students had already generated a list questions on the course’s website from reflecting in writing on previous class discussions, and I wanted the next exam to be an exercise in learning in addition to the usual one of evaluation. At the beginning of class, I displayed the following instructions on the big screen:
- Form groups of 4.
- Choose the question from the list that your group thinks is most interesting.
- Revise it if needed so that it is concise and can be applied to the readings.
- Prepare an explanation for why the question should be included on the next exam.
- Each group will briefly present its question and explanation.
- The class will vote on whether each question should be on the next exam.
I expected discussion to break out between groups on the relative merits of each group’s question, but this didn’t happen — perhaps because students felt that voting gave them sufficient influence over the outcome. I was pleased though that a couple of the questions that I thought were most perceptive received high numbers of votes. This means part of the work in creating the next exam is already done.
You will actively learn . . .
As I’ve discussed here and here, this past semester I ran a role-playing simulation for undergraduates on international relations in Europe on the eve of World War I. Previously I had tested for the simulation’s possible effects on student learning by comparing essay exam grades from a “regular” class that participated in the simulation to grades from an honors class that had not. Grades from the honors class were higher, and in most cases the differences were statistically significant, but the possibility existed that the higher scores were due to the honors students supposed better academic ability.
This semester I finally was able to teach an honors class again and do a more valid comparison. Some preliminary data crunching indicates that the simulation had no effect on essay assignments and exams, not what I’d expected. However, in a 2009 study, Stroessner, Beckerman, and Whittaker found that students’ “writing ability, at least extemporaneous writing, was not affected” by Barnard’s Reacting to the Past role-playing simulations.* This makes me wonder what can be changed about history-based role-playing simulations so that students become better able to connect their simulation experiences to course content and demonstrate that connection through their writing.
I know someone reading this is thinking “it’s quite possible that your assignments and exams aren’t measuring what you think they are measuring.” Yes, possible, but logic dictates that if (a) we think it’s important for students to learn how to use theory to create a coherent and persuasive written explanation of an event, and (b) a question asks, for example, “did the international system in Europe prior to World War I best reflect liberal or realist IR theory, and why?” then (c) assignments and exams indicate how well students can accomplish (a). In other words, I’m testing for what I think students should know, and the simulation that I’ve been using doesn’t seem to have any effect on how much knowledge students acquire over a semester.
I will be presenting on this subject at the APSA Teaching and Learning Conference (TLC) in February. I’ve been attending the TLC since 2007 and it’s been remarkably rewarding — lots of interesting and pedagogically practical information. I encourage you to attend.
*Stroessner, Steven J, Laurie Susser Beckerman, and Alexis Whittaker (2009) “All the World’s a Stage? Consequences of a Role-Playing Pedagogy on Psychological Factors and Writing and Rhetorical Skill in College Undergraduates,” Journal of Educational Psychology 101(3):605-620.
As promised, below are the answers, in order, to the connections exercise that I described in my previous post. The exercise was a big hit in class even though no one correctly identified how all ten items related to one another. Students were completely ignorant of the fact that people their age, many of them also university students, are protesting for economic justice and democratization and getting assaulted, imprisoned, tortured, and sometimes killed as a result. They were also puzzled and indignant that their taxes help enable governments to engage in such behavior. As with my take-out quizzes, I divided students into small groups and gave each group 30 minutes to complete its answers.
1) Linda: http://chancellor.ucdavis.edu/
2) Davis: http://www.wrko.com/node/711886
3) Miami, and (4) Free Trade Area of the Americas: http://en.wikipedia.org/wiki/Miami_model
5) John: http://blogs.miaminewtimes.com/riptide/2011/12/john_timoney_former_miami_poli.php
6) Manama: http://thelede.blogs.nytimes.com/2011/12/01/an-activist-stands-her-ground-in-bahrain/?scp=1&sq=Bahrain%20woman&st=cse
7) Foreign Assistance Act Of 1961, and (8) Cairo: http://storyful.com/stories/1000015020 and
http://www.pmddtc.state.gov/reports/documents/rpt655_FY09.pdf (pages 114-119)
9) Mahmoud: http://thelede.blogs.nytimes.com/2011/12/02/egyptians-want-justice-for-protesters-shot-in-the-eyes/?scp=1&sq=Mahmoud%20eye&st=cse
10) Jamestown: http://english.ahram.org.eg/~/NewsContent/1/64/27956/Egypt/Politics-/Suez-port-employees-reveal-ton-US-tear-gas-order-f.aspx and
http://www.post-gazette.com/pg/11336/1194064-454-0.stm?cmpid=localstate.xml and http://www.almasryalyoum.com/en/node/532666
Having finally been forced out of our Greek property so it can be sold off to help sort out the whole debt crisis thing, I’m back in the UK, enjoying the fine weather here.
As part of the long trip back, I had the pleasure of listening to a small number of children’s stories as audio books. Being a good academic, always on the look-out for new ideas, my pleasure was only increased by thinking about these tales as learning resources. The format has a number of advantages: they are relatively short and engagingly written; they set up open questions, rather than impose closed solutions; and they are easily shared among learners (pace copyright, of course).
The idea here is simply to use such stories as starting points for seminar discussions, as another way into some key political and philosophical questions. In my experience, beign stuck in a car for some hours listening to the same story several times over is an excellent way to start one’s own grappling with such points.
To take a couple of examples:
- Is Fantatastic Mr Fox a fascist or a communist? At first glance, he’s neither, with his heroic deeds and putting one over the nasty farmers. But his final gambit is to have all the creatures live under his rules and within his power: this collapsing of individual freedom under the guise of collective liberty speaks precisely to the heart of totalitarian regimes and offers students much scope to consider such ideas as the propaganda of the deed and othering.
- What does the Reluctant Dragon tell us about the nature of rules in the International system? Here we see a number of characters adopting social norms via a logic of approriateness to guide their actions, despite their unwillingness so to do, but it also suggests a higher set of objective values that must be complied with. As such, it opens up a whole literature about constructionism and realism, as well as the more obvious aspect of hegemony and power.
I won’t pretend this holds good for all such stories (there’s very little to be drawn from Sandra Boyton’s excellent Belly Button Book, for example), but as a more accessible way into political theory and philosophy, it’s well worth a try.
PS: The kids’ birthdays have occasioned the purchase of more titles, which again (although I should stress, coincidentally) underline the idea here. Treasure Island is an excellent description of the Logic of Collective Action, while Doctor Dolittle has some useful ideas about the importance of empathy and the perils of socialisation.
In all of my courses I’ve been migrating away from the standard textbooks put out by academic publishing houses. They are expensive, have a brief shelf-life, and are usually collections of easily-forgettable facts rather than memorable narratives. Chuck the textbooks and you’re left with the exciting (at least for me) but time consuming process of identifying replacements. It’s a challenge to find just the right journalistic accounts, memoirs, and fiction to apply to the broad themes of whatever course I’m teaching.
While seeking out such books for a comparative politics course, a question popped into my head: “is it really necessary for all students in a course to read the same books?” This then led to another question: “is it necessary that all students in a class study the same topics and learn the same things?” To a certain extent, people choose what universities to attend, what to major in, and what courses to take. Yet once in a class, all students march in lockstep through whatever content the instructor has selected. No more choice. I’ll make an educated guess that that lack of choice at the end of the educational pipeline produces a lack of intellectual and emotional investment among students — there’s not as much buy-in as there could be.
So I’m contemplating an experiment: putting together a modular architecture for my comparative politics course. Modular architecture is a term coined by author and business guru Clayton Christensen in The Innovator’s Dilemma and other books. It refers to designing components (in this case particular topics and the assignments that relate to them) independently so that they can be swapped in and out of a system as needed. The “module” format is a well-known method of organizing a course — the whole class studies certain topics in a sequence. But this is different — students choose topics from a larger list and study them throughout the semester, independently of what other students in the class have chosen. I can see how such an approach might facilitate grouping students into project teams according to topic, but beyond that I’m still trying to figure out how to make this idea work.
Two years ago I created a role-play simulation for an undergraduate international relations course. Though the simulation includes an in-class component, much of the action occurs on this blog. Feel free to borrow what I’ve created — just please credit me and my employer in the process. A few thoughts on using simulations like this:
Students are increasingly unfamiliar with blogging. Not only do I need to include a training session in how to use the blog for the simulation, I need to discuss the underlying premise of blogging itself. Though students may be regularly reading blog-style publications, social networking and mobile device apps have eclipsed blogs in their collective unconscious.
A blog should have the capability of delivering real-time updates to students’ preferred means of communication. While I do not necessarily need to know that Zachary replied to Kaitlyn’s latest post with “U rock grrl ha ha,” a torrent of messages appearing on students’ smartphones helps keep the simulation at the top of their screens and at the forefront of their minds outside of class.
The instructor must emphasize to students that any communication conducted outside of the blog will not be graded and, if done in lieu of the blog, will harm a student’s grade. This goes for texting, email, and face-to-face meetings. I tell students that I’ve created the blog to be their online workspace, and it’s their responsibility to use it.
Last item, which applies generally to all team-oriented simulations: individual writing assignments prevent free riders. Student who do a task initially on their own will be less likely to think “group project” when doing the same task later on with others.