Campus example: Lindy Stoll | College of Letters & Science | Student-generated exam questions
These examples were provided by participants of the Blended Learning Fellowship to show how active learning supports teaching and learning challenges in their school, college, institute, or division. The examples reference the work of Michelene T. H. Chi from the article "Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities," which provides a taxonomy of activities that facilitate different kinds of student engagement with content in ways that support different cognitive outcomes (Chi 77).
campus example of active learning from the College of Letters and Science
COURSE: CHEM 104
SCID: College of Letters and Science
This is an activity we developed for the Spring 2017 semester of CHEM 104. In preparation for mid-term exams, students were assigned topics by discussion section and instructed to generate possible exam questions on their assigned topics. (This was set up as a pre-class activity using a Google form linked to via the LMS.) The activity started with one question per student and culminated in a single "winning" question from each discussion section. These winning questions were then compiled into a single practice exam document and shared on the course LMS.
|Doing something physically||Producing outputs that contain ideas that go beyond the presented information||Dialoguing substantively on the same topic|
|Students select a topic from a provided list pertaining to an upcoming midterm and think about the features of a good exam-style question on this topic.||Students use a Google form to submit their questions as a pre-class activity and then bring their questions with them to discussion class.||In discussion class, small groups of 3-4 students are formed. Within small groups, everyone shares their individual question and decides which one of the questions they want to use. The selected question is edited/improved upon within the small group. Each group writes their edited question on the board, giving the class about 5 questions to consider. The TA leads the class through a "vote" to select the winning question for their discussion.|