I want to add more intentional note-taking to my undergrad gen ed this fall and am trying to decide between doing the occasional "share and compare" exercise, vs create a collaborative google talk for folks to be tasked to contributing to on different days. Does anyone have experience with these methods and/or preferences of one over the other?
@KateClancy I've done something like the latter on a shared Word doc for a gen ed lit course. Each week a different student summarized our meetings and posed a question we'd discuss early the following week. I didn't have a sense of whether it helped students take more intentional notes (unless they were the ones covering that week), but I believe the sort of baton passing it structures helped us identify the discussion threads that were important to us over the course of the semester.
@rob_nguyen Ah, this is super helpful, thanks! I can't decide if my learning objective is "help the students develop complete notes and work together" or "learn to take quality individual notes" which I think is making it hard for me to decide.
@KateClancy @rob_nguyen for my genetics class and for an undergrad Gen Ed human bio class I have handouts for every lecture with my learning objectives. They fill these out individually and can get points for turning them in, in batches. Because of the volume, I don’t evaluate them so much for accuracy (which may be a flaw). Many students use these during lecture to take notes and answer the questions in real time. Together these form a study packet for them.
@daphsci @rob_nguyen Ooh this is fantastic - might be a nice way to add an in-class activity. I do something similar for group work but putting the class objectives in there is even better. Thanks!