Collaborative learning using small group and whole class discussion, mind mapping, individual reflection and readings beyond the class room that culminate in a collaborative 300-word synthesis ('pitch') using google.docs. We use this structure in the 3rd year capstone course into which students bringing considerable discipline knowledge (BIOL3200 Plant Science Capstone, 20-30 students). A short lecture sets the scene to start the discussion, students consider the broader context, develop viewpoints, identify nuances and a path forward to solve the problem raised. This approach aims to guide students in collaborative learning and team work, including writing and editing a short piece.
Details
- CLASS SIZE
- 40-60
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- Medium security
- TIME REQUIREMENTS
- Low time
- CONDITIONS
- Identity verified, Group
- FEATURES
- Authentic, Problem based
- TAGS
- discussion prompt, active learning, collaborative learning, reflective/reflexive
Advantages
Active learning, students learn to formulate ideas, easy to manage in classroom
Challenges
Relies on motivated students, knowledge of topic area is required to ensure depth of discussion
Tips for implementation
Provocative and forward looking lecture (I use 'pitch' to request funding from B&M Gates Foundation)
How it supports academic integrity
Lecturer has strong expertise in the topic, encourage student-focused learning and edits the final synthesis to professional level.
Professor Susanne Schmidt
susanne.schmidt@uq.edu.au
Susanne leads a vibrant team researching natural ecosystems and agroecosystems focussed on plants, microbes and soil. This aims to advance the circular nutrient economy, the restoration of degraded soils and landscapes, and the sustainable use of Australia's flora. Find out more