You really showed me that you understand how plate tectonics work.” Simply stating the student’s name and looking them in the eye is another way to build classroom community as described by Kohler-Evans (2019). Then, she looks at the student and says something such as, “Thanks, Angela, that’s a great point. To award cards, she approaches each desk and places the card on it. Rahn’s card technique is a simple way to interact with the students and help them to engage with the content.
As King (1993) points out in her classic article about undergraduate teaching, students grow into active learners and problem-solvers when the professors incorporate dynamic learning activities into their lecture. McNeal, who teaches interdisciplinary classes and is an expert in pedagogy and faculty development, shares her thoughts about the value of the card technique.Īs an instructor who is passionate about engaging students with the course material, this technique reminds us of the importance of leaving the front of the room lecturer pose and becoming the guide on the side rather than “the sage on the stage” (King 1993, 30). For example, Rahn’s colleague, Lisa McNeal, might award cards to students who bring a rough draft to class for a peer review activity. Faculty can customize this activity and award points for activities that make sense for their own course. Some of the students had additional fun with this technique, for example, looking at their cards and comparing who had the highest hand. Students expressed that they liked the cards because it reminded them of how much they were participating each day. This technique engaged students in a way that was fun and novel. At the end of class, students left their cards at their desk, and Rahn recorded their grades by hand or in the university’s learning management system. This technique also allowed her to see who participated more frequently than others, and provided a good reminder to students to let everyone have a voice and opportunity at the discussion.
UFOCUS CARD FULL
Near the end of class, she scanned the room to quickly see who needed more cards to get full credit for the day and asked those students questions, giving them an opportunity to participate. The cards could also be used to discourage other inappropriate classroom behaviors defined by an institution. For example, Rahn told the students that she could take away cards if she saw them using their laptop inappropriately, texting on their cell phone, or not following established COVID-19 safety protocols in the classroom. Similarly, the students could lose cards. She varied the card technique slightly each day to encourage different kinds of participation. Students could earn up to two cards, or 50 points, for asking and answering questions and contributing to the classroom discussion. Students could earn points for bringing notes on homework or completing worksheets in class. Students could earn up to 100 points one card was worth 25 points. The card would be placed on their desk where both the instructor and student could see it.Īdditionally, distributing cards helped her to determine each student’s daily participation grade. She told students that they could earn a participation card every time they asked or answered a question, or if they contributed to the class discussion. Next, she brought the cards to class and explained the rules. Her classes typically have 25 students, so having 100 cards allowed her to award four cards to each student (the amount of cards needed will depend on the class size). In fall of 2021, Jennifer Rahn, associate professor of geography at Samford University, integrated a simple technique to keep students engaged during class and help keep track of who participated.įirst, Rahn bought two packs of standard playing cards. The card technique and classroom management Despite COVID-19 protocols and numerous other hurdles, we have found success with student engagement by using a simple deck of playing cards to encourage participation and manage the classroom more effectively. Like many faculty, it has been no easy feat to keep students engaged during class, especially in a physical geography course in which many undergraduate students take to fulfill a general education science requirement.
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