Revealing & Dealing with Misconceptions

Quick Polling for Data Assessments

Activity: Intro to Data Science Lecture

Submitted by Rafael A. Irizarry, Public Health

Goal/s:

  • To allow both the student and the teaching staff to gauge if the lecture material is being understood.

 Class: BIO 260 –Introduction to Data Science

Introduction/Background: This in-class activity is part of a Biostatistics course that incorporates assessment questions throughout the lecture as an activity-based learning technique.

Hunger Challenge - Living on SNAP

Activity: Hunger Challenge - Living on SNAP

Submitted by Carla Cevasco, Humanities  

Goal/s:

  • To give Harvard/other college students, most of whom have never experienced food insecurity first-hand, a taste of the mental labor of living on Supplemental Nutrition Assistance Program (SNAP) benefits.
  • To provide Harvard/ other college students a more grounded way to imagine living in poverty and coping with food insecurity

Class: HIST 60T – The History of Hunger

Community Service & Education

Activity: Community Service & Education

Submitted by Ariane Liazos, Social Sciences

Goal/s:

  • To better understand the values and assumptions that underlie contemporary models of engaged universities. 
  • To help students develop a fuller understanding of their role as a student, a volunteer, and a member of a larger community.

Class: Social Studies 68ec – Education and Community in America

Introduction/Background:

Complex Stats, Simple Tech

Activity: Complex Stats, Simple Tech

Submitted by Theodore Svoronos, Advanced Quantitative Methods I 

Goal/s:

  • The goal of the activity was to get the students comfortable with understanding the effects of changes on confidence intervals, a concept they had learned about in theory prior to the class.

Class: API 209 – Health Policy

Introduction/Background:

Reflection on Course Learning Goals

Overview: This activity is designed to assess students’ understanding of the course learning goals by engaging the students in an active, individualistic question and answer session. It provides the instructor with valuable insights about his/her students’ learning and if the course learning objectives are being met.

Course: HGSE T139 Investigating Teaching and Learning Through Close-Collaborative Examination of Student and Teacher Work

Goals

Reflection for Fine Tuning

Overview: This reflective activity is designed to provide the instructor with feedback about students’ understanding of course concepts and about their experience with the course.

Class: HGSE T139 Investigating Learning and Teaching Through Close Collaborative Examination of Student and Teacher Work

Goals

To assess students’ understanding of course concepts and their experience with the course

Conceptual Mapping for the Big Picture

Overview: In this activity, students work as a group to create one large conceptual map that includes many or all of the key concepts from the course using large Post-it notes and dry easer markers.

Class: HGSE T543: Apply Cognitive Science to Teaching and Learning (section)

Goals

(1)  For students to see the big picture and connections between the concepts of the course.

(2)  To assess where students are at in their understanding of the course concepts and where more work might be needed.

Heads-Up Seven-Up Quiz

Introduction/Background: In Emily Riehl's Topology I: Topological Spaces and the Fundamental Group, she uses a fun heads-up-seven-up style quiz to quickly engage students and test the level of confusion among the students. This activity not only helps students participate and actively take a part in their learning, but also assists the instructor in increasing the effectiveness of their lectures. 

Political Divide Blog Post

Introduction/Background: In Psychology of the Political Left and Right, Sasha Kimel challenges her students to create a blog post that helps develop their awareness of how the political divide affects one's psychological processes, like behaviors, thoughts, feelings, and more.

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