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Classrooms
of the Future IV
Participant
Responses to the Case Study
Questions
Question
#2:
What can she do to find out
what students already know?
How important are student
misconceptions?
What can she do about them?
--
Need to provide a way for
students to "unlearn"
misconceptions
--
Working on basics and
vocabulary is important - allows
students to "unlearn"
--
It is important for students to
know that there is
scholarship in this area, that we
have figured out some things in
this area
--
Check prerequisites - maybe
students really are ready
--
Relational word association
exercises
--
Group discussion of problem
--
Journaling throughout course to
track perceptions. Use concepts
to share variability and what it’s
based on
--
Ask them. Survey of student
opinions as discussion generator
and misconception revealer.
Comparison of student responses
to national averages.
(Non-threatening, yet efficient)
--
Important to recognize
[misconceptions] and then defuse.
Flex-grouping, pre-test
discussions
--
1st class day essay on criminal
behavior -- what accounts for
crime rates, motivations for
criminals, severity of
punishment, fairness of justice
system
--
Set up a chat line. Structure
common experiences: watch TV,
courtroom, movies, listen to
speaker
--
to carry them beyond our
conceptions
--
Compare and contrast stereotypes
to actual statistics/empirical
data
--
Ask the students to explain the
variance between perception and
reality. Where did perceptions
arise? Source? Hidden agendas
held by sources
--
Introduce vocabulary and concepts
as they arise
--
Use questions from test to
discover students’ T/F
assumptions (e.g., key prin.)
--
Provide statements -
agree/disagree - to discover
assumptions
--
Discover and discuss
misconceptions
--
Info gathering/informal
discussion
--
Ask students to bring in news to
explore misperceptions
--
Stage controversies - defend
different positions (promote
recognition of misconceptions)
--
Shift misconceptions into
research questions
--
Journals: responses - What
assumptions have been challenged?
--
Supplemental reading: authority
other than teacher
--
Pretest: vocabulary knowledge
--
Have students think of someone
they know who has done some kind
of criminal behavior. Each
student shares with the class
their personal knowledge of
criminal behavior.
--
Concept map: terms they know and
how concepts are related to each
other
--
Use media - TV shows, such as
Power Ranger, NYPD, and how
criminal behavior is depicted
--
Senses versus abstract thinking.
Use concrete thinking in
beginning
--
Important lens: misconceptions
--
Have them talk about their
"belief systems" and
compare with
"fact"-based reality.
Put them in contact with judges,
prisoners, victims, wardens, etc.
--
Provide multiple viewpoints: all
have different views, things not
black and white
--
Personal stories: put students
into groups with assignments,
each with a different focus
--
Case studies, but make them
"do" something with
information. Take a stand/have a
plan
--Give
them an initial group case to see
what people already know and let
her adjust her course. This could
be in person and/or with
technical tools (e-mail, chat
rooms, etc.) The case could be
presented with TV and CD-ROMs.
This could include multiple paths
designed to find misconceptions
for future follow-up. Showing the
misconceptions could allow
students to see the problems and
discuss them.
--Assignment
dealing with past experiences.
Paper or question-discussion.
--
For what purpose are students
taking the class? Present
pre-conceptions, then offer
counter experience.
--
Expect research to support
positions. Credibility of
research, authorities, resources.
--Early
chat and research/comments.
Misconceptions are always key.
Use them to introduce discussion
in the class. This should lead to
more interest and discussion.
--
Students identify what they know
and don’t know to augment class
content
--
Where her students are, culture,
understandings, rules-of-life.
Question: Ask them what they
know. Give pre-test = game.
Identify how they learn -
learning style - how they know.
--
Analyze segment of NYPD Blue,
etc.
--
Give 10 statements: some
misconceptions: Agree/Disagree
--
Favorite experiences
--
Develop "pit-crews":
experts in particular subjects
--
Backgrounds: Get students to
understand topic based on their
own frame of reference
--
Media examination: Cops TV show,
explore their own backgrounds and
compare to media representations
--
Real world exploration - illegal
drugs or drinking - criminal or
not?
--
Use index cards: 1 minute
feedback (pre-assessment) for
next lecture
--
Peer groups to discuss an issue
--
"Action Research" - see
how comes out when grouping
students with similar
misconceptions versus a mix of
pre-conceptions
--
Videos or written case studies to
see what their level is
--
Response/feedback after lecture
to see what was gained
--
Need to make students aware of
their misconceptions and use them
a means for discussion. Find out
what is the basis and address
problem.
--
Initiate focussed discussion,
directed toward misconceptions.
Give short quizzes directed
toward previous day’s material
--Discover
student assumptions. Elicit
responses to questions. T/F list:
inventory to stimulate
discussions. Asynchronous
conference discussions (threaded
discussion)
--
Use newspapers, school
demographies, role playing, TV
cop shows, guest speakers
--
cops, former inmates, visit a
prison. Focus lectures
accordingly, films.
Question
#3: How can she facilitate student
learning without lecturing? How
could she use information
technology to reduce lecture time
and increase active learning?
--
Collaborative learning,
threaded discussions, Web
page access - interactive.
Lecture time may not be
reduced if online
discussions take place
outside of class time.
Consideration: students who
lack computer skills are at
a disadvantage.
--
Examine Web sites that
contain sociological data.
Establish discussion on
news groups on the net.
--
Reading and follow-up. Lecture is
still one of the best
--
Group/case study and discussion
--
Writing and creating outline
--
Creating "virtual"
scenarios
--
Technology may not be the
best answer in this case: time and
learning curve and lack of
curricular information
--
Respond to pre-assessments in
lectures so students know you are
using their feedback
--
Peer groups to discuss issues,
including threaded discussions on
the Web, perhaps linking in
external "experts" like
criminals
--
Watch "Matlock"
--
Explore how technology is being
used in criminology
--
E-mail mentors, chat;
"Truth or
Consequences" video
conference: who is the
criminal? Ask questions
--
Case studies first to indirectly
find out what they know/don’t
know. Build from there
--
Outside reading and responding in
electronic discussion forums
--
Complex issues: give opportunity
for all students to contribute
--
Communication
--
Web chat, "bad"
Web research and analysis
for misconceptions, video
conferencing with prisons
(Note: Web chat will bring
in comments from other
students who are usually
silent)
--
Projects with local law
enforcement, shadowing
--
Social service agencies, parole
officers
--
Groups-teams engaged in learning
--
Web readings instead of lecture,
videos on law enforcement, chat
rooms, discussion lists
--
Telementors
--
Access to research and
telecommunication with
experts/practitioners
--
Could have chat room just
for students in class.
Distance learning and
Internet to interview
prisoners. Read court case
studies and learn
independently vocabulary
they need to understand
case
--
The students could start
generating their own cases.
She could also encourage
students to use technical
tools to search for
information. The classroom
could filter the
information they find, and
how to structure this. This
will give her better
ongoing monitoring of the
students (the ‘electron
trail’). She could also
use technology to link her
class to another (in or
outside the country) to
discuss how they see the
same situation and the role
culture plays in their
thinking.
--
Use the Web. Info technology
requires some prep work
--
Computer classrooms. Search
terms related to course.
Active search and own what
they find. Engaged.
--
Lecture is okay if delivered and
engages students. Lecture on
material not in text. New info
--
Multimedia presentation.
Different learning styles.
Visual - auditory -
kinesthetic - interpersonal
--
E-mail notes. Exchange outside of
class
--
Mock interview on video. Questions
to answer about perceptions
--
Web page. Online discussion.
Dialogue between students and
between students and teacher
--
Web for inventory, T/F taking stock
of prior knowledge
--
Need parameters for online
discussion. Need evidence for
assertions
--
Combine group work and independent
work
--
Assign discrete activities that
emphasize personal responsibility.
Report results to class
--
Demonstrate how to use Web as data
source
--
Extracting data modules
--
Evaluating data modules
--
Relate results to theoretical
context
--
Review with structured case
studies. Extend concepts and
vocabulary
--Engineer
a controlled experience on
technology for student to
experience the reality. How
a criminologist works?
--
E-mail connection with someone in
prison. What are the control/safety
issues here?
--
Create own glossary and case
studies.
--
How do you evaluate
information on Web. Look at
a variety of sources and
ask how and why something
is being said
--
Use of visuals (videos: Shaw Shank
Redemption) How change assessment?
--
Orient student to process driven
and discussion driven classes
--
"Threaded" discussion
among a group of students reacting
to carefully framed questions by
the instructor relating to a case
study
--
Small group activities/discussions
--
Case studies, small groups, role
playing - reality check!
--
Interviews
--
Computer hookups
--
WWW searches - reliable sources
--
Group project/case study
--
Research arises from survey of
student opinions and common
misconceptions
--
Field trips to relevant sites
--
Videotaping
--
On line databases
--
HTML-Web-based surveys
--
Group projects while group members
are materially involved with issue
in question
--
Using technology for
introductory
terms/background (student
driven - be at a certain
level by certain dates).
Use classroom time for
higher level of
discussion/activities that
integrate materials. Not
terms, intro materials in
class.
--
Post their
papers/experiences/projects
--
Include criminals, law
enforcement, judicial/penal
system by chat room, phone
conference, or video
conference. Collaborative
summative projects by
electronic communication
--
Construct sets of
technology-supported
activities that are
learner-driven. Required
activities that build
toward higher level of
understanding. Then begin
--
Use Nintendo games to teach
criminal behavior, i.e., cheat code
--
Facilitate chats with prisoners,
criminals
--
Establish an Internet chat group in
the class
--
Have students pick a Web
site in the area and assign
it to other members of the
class to read and analyze -
much more appealing because
it was on the Web, as
opposed to a journal
article
--
Lecturer needs to become a guide
and create a dialogue |
