Reflection 2:
In counseling, I have been learning the importance of experiential learning, and this concept stood out to me while reading section two. I appreciated Kolb’s model outlined by Young and Hundley (2013), which builds from concrete experience, to reflective observation, then to abstract conceptualization, and finally active experimentation. The strategies outlined by the authors: reflections, case studies, problem-based learning, simulations, and experiments were helpful in providing me with context in applying Kolb’s model in the classroom.
Question 2:
On the topic of reading, the authors (Svinicki & McKeachie, 2014) stressed the importance of students understanding the content, and ensuring that class time is allotted to discuss the reading assignments to gauge students’ interaction with the content. When the class reading does not line up with the lecture content, how do I as a counselor educator/professor structure “adequate” time to review and process readings compared with focusing on the lecture content?
References
Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29-37). Belmont, CA: Wadsworth.
Young, M. E., & Hundley, G. (2013). Connecting experiential education and reflection in the counselor education classroom. In J. D. West, D. L. Bubenzer, J. A. Cox, & J. M. McGlothlin (Eds.), Teaching in counselor education: Engaging students in learning (p. 51-66). Alexandria, VA: American Counseling Association.
Hello John! Your question highlights the difficulty of planning lecture time when there seem to be several functions for which an educator must use class time. I appreciated the ideas that the Svinicki & McKeachie (2014) text provided to help encourage students to read the material, including linking the reading assignments into the course regularly, utilizing brief assessments (quizzes), and the team-based learning approach. My assumption is that the team-based learning approach could be too time-consuming. However, the brief quizzing strategies provided could offer time-effective solutions. For example, if the students know that there will be some sort of a quiz on assigned reading, it is very likely they will prepare (Svinicki & McKeachie). The form of quiz can vary so that it is not mundane. One example given is to have reading questions that represent different levels of Bloom’s taxonomy that could be applied to any reading of the course (Svinicki & McKeachie). The teacher would then roll dice to determine the quiz question for that day (Svinicki & McKeachie). Other suggestions include allowing students to use their notes during quizzes to decrease the anxiety involved in quizzing, while encouraging interaction with the material (Svinicki & McKeachie). Keeping reading interaction logs is another idea that was provided in the text (Svinicki & McKeachie). The idea is to allow a few minutes for a brief assessment, because the students will have put forth the time before class in preparing and reviewing the material (Svinicki & McKeachie). As long as it is brief, I think that there is little impact if the reading assignments do not directly line up with the lecture material.
ReplyDeleteI look forward to seeing you in class!
Reference:
Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29-37). Belmont, CA: Wadsworth
Thank you for the very detailed response to my question, Tiffany!
ReplyDeleteI like the idea of using quizzes prior to class that Svinicki and McKeachie (2014) outline in their text because it would hopefully provide a means for students to engage the materials that can then be elaborated on and discussed in the classroom. My one peeve is having to create quiz questions weekly depending on the roll of a dice. Personally, I believe that in my role as a counselor educator, I am likely to have a list of pre-made questions and/or various formats of quiz questions (multiple choice, true and false, fill in the blank, matching) that I can draw from to administer quizzes, while varying the format each week. That way, I am prepared ahead of each class, I continue to introduce variety in quiz formats, I assess student knowledge, and I do not have to stress about planning quizzes each week, but I can instead spend the time preparing for the lesson itself.
I am looking forward to seeing you, too!
Reference
Svinicki, M. D. & McKeachie, W. J. (Eds.). (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29-37). Belmont, CA: Wadsworth.