Getting ALL your students to participate in class

Its’ not so difficult, believe me!

The trick is to make it easy, both for them and for you, to visually check whether each student has participated or not. I use a very simple method: paper cards that are green on one side, and red on the other. Every time a student asks a question or adds a (somewhat substantial) comment, they get to turn their card from red to green.

It’s all explained in this little video:

By the end of class, you can see with just a glimpse which students still have red cards on their desks. If you have a “participation grade”, it will take you no more than a minute to pen down which students got their points, and which didn’t. (That is, when you’ve learned all their names. At the beginning of a course it may take a bit longer.)

The neat thing is that students immediately know whether they are getting their points or not, and will make an extra effort – I normally get about 80% of the students to participate in one form or another without prompting. Which makes it also easier to pay attention to the students that find it more difficult to participate, and to help them out.

This system also helps you to avoid a student “hogging” the discussion without being curt to them: if a student is raising their hand for the tenth time (it’s a good problem; I love those students!) you can simply say, “Let’s hear from the red cards first.” A very easy way to open the discussion.

Let me know if this was any help!

AML

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Tools for Philosophers: Fun with Ethical Dilemmas!

…Or how to make your students create their own dilemmas to use in the classroom.

Real ethical dilemmas, of course, are never fun. You have to choose between conflicting values–sometimes the lesser of two evils–and it is always a tough decision that leaves you somewhat dissatisfied, when not thoroughly depressed…

Bring them to the classroom, though, and things lighten up! Even the most disaffected student cannot resist voicing their opinion when one of these turns up.

They work greatly when you need to “change the air” in  the class; that is, if you’ve been lecturing for too long and feel that if you don’t do something else your students will die in their desks. It’s good to keep a couple of these handy.

Selecting dilemmas to use in class

Where can you get a good ethical dilemma? Most textbooks will have a good selection, but you should always read them in advance and look for such things as these, and possibly modify the case:

  • A case that provides a lot of detail is more fun to analyze than a very vague one (and thus, dilemmas based on real cases are usually more interesting)
  • A case that makes you decide from the point of view of one of the characters is more engaging than the general question, “what should be done”?
  • Some cases end up telling you what was done, and ask you to judge on those actions. If that is the case, it is better to cut the last paragraph out, and let the students develop their own solutions to the problem

There are many ways of using cases in a class discussion. I’ll discuss them in a future post. Stay tuned! (I.e., press the “Follow” button! 😉

A classroom activity: Dilemma “skits”

Download this activity

While I normally bring to class (that is, to Ethics class) some handouts with good “standalone” cases, I’ve recently had the opportunity of showing my students some flash presentations onscreen presenting short, everyday ethical dilemmas. These immediately capture the full attention of the most tired and distracted students, and are excellent for bite-sized discussions. Even if the acting is crummy, this adds an element of fun to the presentation!

The problem, however, is that there aren’t that many available. I quickly ran out of them.

So I thought: Why don’t I make my students come up with some?

That is how I came up with this activity, which you can download here. In a class with 22 students, we got five skits ready in just 45 minutes! You should allow about an hour for performing & discussing.

 This is how it works:

  • The activity guides students in creating “skits,” 2-3 minutes-long
  • The creation process is broken down so that it is very easy to keep students on track. The time assigned for each step worked perfectly in a 20+ students class…
  • …but you should walk around the groups and nudge them in the right direction if they are having trouble deciding on a topic
  • Groups can be of 3-5 students each, and every student should choose a speaking role. (One role can be the Narrator, introducing the characters and the situation)
  • The skit should not end with a decision, but instead should stop at the point in which a decision needs to be made.
  • When a skit ends, congratulate the students, and then use the opportunity to discuss the case with the whole class. In this way you pace them, and give each one the attention they deserve

* For a nice “extra credit” project, you can challenge your students to make a video of their skit. Eventually you may end with a small collection that you can use in future classes! (If you happen to do this and decide to make them public, let me know!)