Abstract
The class discussion bingo card (hereafter “bingo card”) supports discussion-based learning by pairing a first day class activity with an ongoing, student-led assessment tool that teaches and motivates good discussion practices in the college classroom. Classroom discussion is an important teaching tool for learning and retention, but...
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Details
- Subject Area(s):
- Teaching and Learning in Sociology
- Resource Type(s):
- Assessment, Class Activity
- Class Level(s):
- Any Level
- Class Size(s):
- Medium, Small
Usage Notes
The bingo card was designed to provide the required interventions for an effective class discussion in a format that is fun and easy to institute in the classroom. This tool provides students with enough structure and information to support good class discussion, is student-run, and supports cooperative learning. The tool is a visual outline of the...
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Learning Goals and Assessments
Learning Goal(s):
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Upon completing the first day activity, students will be able to identify the value, benefits, challenges, and best practices of discussion-based learning in the college classroom.
Upon completion of the course, students will be able to mobilize practices that make for productive classroom discussions and use discussion to develop a deeper... -
Upon completion of the course, students will be able to mobilize practices that make for productive classroom discussions and use discussion to develop a deeper understanding of complex course material.
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By the end of the course, students will be able to critically evaluate class discussions for learning potential and productive engagement with course material.
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Throughout the course, students will develop a sense of ownership over classroom learning and appreciation for discussion-based learning, while strengthening their comprehension and critical thinking skills.
Goal Assessment(s):
- Working in groups, students discuss the traits of productive class discussions, common challenges and pitfalls of class discussions, and construct a list of best practices for productive classroom discussions.
- Students use bingo card to identify when good discussion practices are occurring, making meta-level comments about discussion that references card contents.
- Graded bingo cards show increased engagement with good discussion practices over the duration of the course (more boxes highlighted, higher grades achieved over time).
- Student grader evaluates the quality of discussion using bingo card rubric and leads an end-of-class debrief reflecting on daily discussion performance with the class, identifying areas from the card that were done well and areas that need improvement.
- In end-of-term student evaluations, students self-report high levels of appreciation for class discussion, critical thinking, and personal responsibility for learning and class performance.
- Course grades and performance on assignments and tests reflect strong critical thinking skills and understanding of course material.
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