Chapter 17 Interaction Through Homework

17.1 Find the Company

Students search the Internet for a corporation that makes use of concepts/ideas from class, and must defend their choice in the next class session.

17.2 Diagnostic Learning Logs

Students track main points in lecture and a second list of unclear points. They then reflect on and analyze the information and diagnose their weaknesses.

17.3 Process Analysis

Students track the steps they take to finish an assignment and comment on their approaches to it.

17.4 Productive Study-Time Logs

Short records students keep on how long they study for a class; comparison allows those with lesser commitment to see the disparity.

17.5 Double-Entry Journals

Students note first the important ideas from reading, and then respond personally.

17.6 Paper or Project Prospectus

Write a structured plan for a term paper or large project.

17.7 Annotated Portfolios

Student turns in creative work, with student’s explanation of the work in relation to the course content and goals.

## Student Questions

17.8 Student Questions (Index Cards)

At the start of the semester, pass out index cards and ask each student to write a question about the class and your expectations. The cards rotate through the room, with each student adding a check-mark if they agree this question is important for them. The teacher learns what the class is most anxious about.

17.9 Student Questions (Group-Decided)

Stop class, group students into fours, ask them to take five minutes to decide on the one question they think is crucial for you to answer right now.

17.10 Questions as Homework

Students write questions before class on 3x5 cards: “What I really wanted to know about mitochondrial DNA but was afraid to ask…”

17.11 Student-Generated Test Questions

Students create likely exam questions and model the answers. Variation: same activity, but with students in teams, taking each others’ quizzes.

17.12 Minute Paper Shuffle

Ask students to write a relevant question about the material, using no more than a minute, and collect them all. Shuffle and re-distribute, asking each student to answer his new question. Can be continued a second or third round with the same questions.