Educational research is full of studies that show today’s students learn more in an active-learning environment than in a traditional lecture. And as more teachers move toward introductory classes that feature active-learning environments, test performance is improving, as is interest in these classes. The challenge for teachers is finding and developing those effective active-learning strategies. Here’s a take-home quiz activity that I’ve adapted and am using to get students interested in my course content.
I teach a large, non-major chemistry course. I try to include topics such as pollution sources, alternative fuels, nutrition videos, and hometown water supplies that are relevant to students in different majors. I give a five-question quiz assignment several days before the topic comes up in class and then use it to facilitate class discussion. I want students thinking and applying course content. The first thing I ask for is a link to a recent article or video of interest to the student within the designated topic area (e.g., Find a recent article that describes an alternative energy source). Question two asks for a general understanding or definition (e.g., Is this energy source renewable or nonrenewable? Explain.). Next are questions that encourage students to interpret what they’ve read and assess its reliability (e.g., How does this energy source compare to oil and coal? Or how will this energy source help meet our current and future energy needs?). The quiz wraps up with a question that asks for the student’s opinion on the topic (e.g., Burning garbage to produce electricity is an alternative fuel—would you be happy to see your town adopt this method? Explain.).