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At one level, you are modeling an interaction for all to observe (and many do watch)--but you do not draw explicit attention to this, or always expand the focus to include the whole class. You simply might want to try being more aware of individual versus whole-group focus and how this affects classroom dynamics.
Recommendations
Few students feel that they know how they're doing in the course. Almost ALL want more feedback in terms of grades, points from group evaluations, or how they "measure up" against course expectations. At the same time, nearly all feel that they can articulate clearly exactly what they've learned.
Intra-group accountability is working well. Keep it (but note peer pressure …show more content…
(Do not rely exclusively on lists of problems and working through them. Identify the structure or conceptual scaffolding?) I'm guessing occasional recaps that identify what was learned in the past (day? week? 2 weeks?) might also help. (Post review "maps" on web?)
Studies nationally indicate that students don't mind extra work if it is worthwhile. Still, you might want to monitor workload to ensure that students do not feel undue sacrifice relative to other classes--and that the workload is indeed commensurate with the credit hours received. You might remind students of your own work for/time commitment to the course--often less visible in this format. (Remind students how you are not merely avoiding your job by shifting the burden of "teaching" to them.)
Be attentive to noise and voice levels. A loud fan in the room does not help, of course. I found I could not hear many students--and noticed that many other students "tuned out" on occasions where they could not hear: they did not ask their peers to speak more loudly. You might consider how you set an example, by asking each person to speak loudly and clearly (in a sense, honoring their contribution for all), and inviting others to feel free to request the same on their
Recommendations
Few students feel that they know how they're doing in the course. Almost ALL want more feedback in terms of grades, points from group evaluations, or how they "measure up" against course expectations. At the same time, nearly all feel that they can articulate clearly exactly what they've learned.
Intra-group accountability is working well. Keep it (but note peer pressure …show more content…
(Do not rely exclusively on lists of problems and working through them. Identify the structure or conceptual scaffolding?) I'm guessing occasional recaps that identify what was learned in the past (day? week? 2 weeks?) might also help. (Post review "maps" on web?)
Studies nationally indicate that students don't mind extra work if it is worthwhile. Still, you might want to monitor workload to ensure that students do not feel undue sacrifice relative to other classes--and that the workload is indeed commensurate with the credit hours received. You might remind students of your own work for/time commitment to the course--often less visible in this format. (Remind students how you are not merely avoiding your job by shifting the burden of "teaching" to them.)
Be attentive to noise and voice levels. A loud fan in the room does not help, of course. I found I could not hear many students--and noticed that many other students "tuned out" on occasions where they could not hear: they did not ask their peers to speak more loudly. You might consider how you set an example, by asking each person to speak loudly and clearly (in a sense, honoring their contribution for all), and inviting others to feel free to request the same on their