Description

Learning Objective:

To reveal and discuss students’ preconceptions about a given topic. activate and assess prior learning on [a given topic].

Sometimes, students can feel uncomfortable in openly sharing their individual initial thoughts on a topic when it is introduced in a forum environment. This activity is designed to support students in sharing initial misconceptions anonymously for ‘myth-busting purposes,’ so that misconceptions do not lie dormant as learning progresses. As such, it provides an opportunity for lecturers to assess prior learning and adapt the forthcoming session(s) so that learning is sequenced meaningfully for the cohort/group concerned.

Tried and tested (used and developed over three academic years or more)

Key words: critical thinking, active learning, accessing prior knowledge

Please complete the following key features in relation to your activity:

Time duration: 10-15 minutes

Student level: Any

Preparation time before class: 15 minutes

Additional materials or equipment needed: PPT slide, Padlet account and a ‘true’ and ‘false’ signs on opposing walls of the teaching space, sticky tape (*or mini whiteboards pens)

*If you have students with mobility challenges, or reluctant contributors in the early days of their university studies, you can invite students to hold up ‘true’ or ‘false’ on a piece of paper from the front of the class without everyone seeing what they wrote. Individuals with dyslexia may find black text on white background difficult on Padlet, signage and the PPT.

Other general tips/advice:

If the group contains learners with support summaries relating to cognitive processing, they may need a little longer to form judgements/ideas/stances; and, students may wish to have some time to discuss the ideas on the Padlet Therefore, you can give the class some time to discuss the ideas one to one with a partner before you invite them to move or display their choices for true or false.