The Muddiest Point
For the first time, this semester I'm requiring each of my students to e-mail
me a sentence or two about the section of the required textbook reading that
they understand least well, their "muddiest point." These e-mails are due at
least two hours prior to class.
This simple innovation has been well received by my students and has proved
more beneficial than my most optimistic expectations.
My use of the "muddiest point" responses varies. If half the students focus
upon one particular page, the whole class period might be devoted to clarifying
that problem. If
a passage is mentioned by only one student, I may prepare a response
specifically for that student and avoid using class time. If many students are
struggling with the entire assignment, I might send a document that includes all
submitted "muddiest points" with my responses to each to the entire class.
To carry this out, I paste all "muddiest points" into a single
word-processing document, and then insert my comments in a color font. The
document is then e-mailed to the entire class. In some cases, an entire lecture
may be devoted to a series of the "muddiest points." Another variation could be
to ask one student to write a paragraph of clarification that will help
another's understanding.
At its most basic level, the "muddiest point" exercise encourages students to
read the text prior to class. When comments are shared among classmates, there
is a new level of accountability. Feedback is provided prior to the lecture, so
that classroom strategy can be adjusted "just in time." Classroom time is
devoted to topics that students regard as the most difficult. Discussion can
start from "where the students are," rather than from where the professor thinks
the student are. The language used can be that of the student. Students who
raise difficult questions can feel that they are contributing to the learning
process. As much of the question-response is in electronic form, the topics can
be archived for review and repetition.
Here we see technology at its best. E-mail is simple to learn and easy to
use. Individual students get custom attention. They feel empowered. Feedback
loops are short. Through archiving, preview and review are supported. Through
sharing responses, collaboration is encouraged. By relating to students outside
of class time, valuable face to face time is available for other uses.
Before the widespread use of the computer, these strategies simply weren't
available, at least not for middle to large classes. It's not possible to talk
with 100 students just before and after class. But with the computer, it is now
realistic to type responses to 100 students, especially if you are aided by
teaching assistants.
The "muddiest point" exercise is working well for me. It may be worth a try
for you.
Source:
Active Learning: The Muddiest Point, Syllabus, November 2001, David G.
Brown.
Return to Top
|
