In our next gtPathways Workshop, Sue Doe (English) and Karla Gingerich (Psychology) will talk about their research on in-class mini writing at 11 a.m. on Monday March 11 in BSB 355: “In-Class Mini-Writing: Deepen Student Thinking without Going Knee-Deep in Work.”
Undergraduate students too often sit idly in class, perhaps imagining that their presence alone translates to comprehension and retention of course material. Then exam time arrives and it becomes clear that a half-attentive approach to classroom time hasn’t served them well. In this session, we offer a model of an in-class mini writing sequence that probes student understanding and compels students to think. This type of writing does not require extensive individual feedback but can be quickly assessed to achieve both student accountability and an understanding of whole-class needs. Meanwhile, engaged students gain direct benefit from the effort involved in thinking through writing. The model was recently tested by the presenters who found modest gains in student performance as result of informal, in-class writing.