Learning activities

Example: Use project-based learning activities and assignments

In a Physics course focusing on gravitational waves, an instructor can use a group project-based learning assignment to highlight the collaborative nature of research and developments within the field. This might involve:

• First, dividing students into groups, each selecting a specialized discovery or theory on gravitational waves (e.g. Theory of Relativity, Rotating Black Holes, etc.). Second, instructing groups to research their assigned topic, focusing on the contributions of scientists from diverse cultural, ethnic, and geographic backgrounds and genders toward the topic and the dynamics of their collaboration, as well as the genealogy of ideas and research that influenced the discovery or theory chosen by the group.
• Finally, tasking each group with creating a presentation or report summarizing their findings that highlight their group’s collaboration experience, describes the dynamics of collaboration between scientists on the research topic, and critically examines the notion of individual attribution in scientific knowledge.

Explanation

Project-based learning encourages students to think critically, challenge assumptions, and ask questions in assignments and activities designed for exploration instead of finding the correct answer. Offering the element of choice permits students to seek opportunities to learn more on a subject, especially those that align with their passions, interests, and strengths. In the example provided, students can recognize the validity of different ways of approaching and thinking about a subject. Tracking the development and re-development of theories over time, including the mistakes, multiple tries, and revisions, helps to humanize the field of study by highlighting the social aspects of knowledge construction, like bias, conflict, and ego. The subject matter and nature of group work emphasize the necessity of learning to work with and understand others. Experimentation and reframing course content teach students to see the complexity of real-world issues and view topics from different perspectives, fostering a deeper understanding of the subject matter and the people around them.

Example: Have multiple roles for students during class discussions, including students mapping interactions between speakers, noting points of confusion, tracking decisions and next actions (where applicable), and tracking emotions in discussion (where applicable).

A 15-minute class discussion on The Republic of Plato (1945) can be organized to include the following roles for students.

• Six student speakers were tasked with sharing their thoughts and opinions on the assigned reading.
• One student to track the interactions between the student speakers.
• One student to track the points of confusion present over the course of the discussion.

Explanation

Tracking aspects of discussion, like exchanges of ideas, helps students recognize and reflect on how they listen to and engage with others. This can help support intentional student interactions that encourage respect and understanding between peers and build on one another’s ideas. In Figure 1, the visual representation of the discussion displays a balance between addressing the whole group of speakers and exchanging ideas between individual students. As we can see, not every student is speaking in the discussion.

Tracking aspects like confusion highlights the role of confusion in learning while also creating a space where students’ ideas are acknowledged and supported. In Figure 2, the discussion contains contradicting ideas and questions around the comprehension of course concepts expressed. There appears to be a division in the definition of justice that leads to further confusion about the role of philosophers in Figure 3.

All of this information can be used to not only engage students but for instructors to identify struggles with course content, disengagement, and overall classroom atmosphere. Activities like these enable instructors to adjust teaching strategies to better meet the student’s needs.