Actually, there were a few thing I disliked in this reading. Really disliked. So I’ll jot down things that I found useful. Even though I scored 10/10 on the quiz on first attempt. The material source is here.
Promote multiple answers (“Give me at least 3 answers…”). If a lecture, consider stating objectives, chinking (15-18 min chunks), insert a review activity in between chunks (problem-solving?), provide handouts, do the conclusion, promote taking notes.
If they read a textbook, do unannounced 3-4 item quizzes each worth of 10 points counting towards the grade. This can serve as a motivating factor. Encourage reflection journals, be specific what you mean by reflection: “What happened, so what, now what and what does it mean?” Prompt reflection by questions (what is the bottom line, why did we do the exercise, what did you learn, what would you do differently next time, over the past few weeks what have you discovered about yourself as a learner, etc.). Don’t ask “Do you understand?”—people do not know what they do not understand. Be specific: identify, compare,, list, evaluate the effects, calculate, etc. Before class, give them multiple choice questions to see if they did the reading.
Also, books aren’t truth, they were written by people. Have them read 2 chapters on similar content in 2 different books (at least once). Ask specific questions about the readings that are not face recall. Also, role model critical thinking in your discipline—students don’t naturally grasp it. Give questions: what are the main ideas? what do you think about point A? how does it apply to your culture/ world? what is the impact of X on Y?
“Try asking the students to graphically represent their reasoning either through a flow chart, concept map, time line relationship, cascade cycle, numerical graph of the relationship, etc. By forcing them to move from the verbal to a graphic they may better see what is wrong because they cannot use their arguments in the same way”.
Allow students to ask questions either in writing or in oral at the end of the class. Answer those questions.
Start engaging students on day on (trivia, bingo, course questions, etc.)—something that will connect what they already know with the new knowledge in the course. To make a class livelier—do a game show, people in the same team may transfer their communication outside the classroom.