Snapshot impressions #7 – second class of the Winter 2013 term

Nope, I'm not having déjà vu. Almost exactly one year later, this class returned for another session. And, it was just as exciting! This time, I re-used some of the ideas that went well last year and brought in some new and modified ideas. 

As with last year, I used a set of physical exercises to get the class moving. [This exercise is described at: http://archivallessons.blogspot.ca/2012/07/anyone-here-busy.html]. To my delight, the students enjoyed it just as much this year. I also included audio chants, cheers, and music in the session. These audio clips are part of a sports-related web site that is prominently featured during the class. Using audio is certainly worth it and brings in an added dimension to the class.

New this year was a handout, one that acted as a reference sheet for the students and generated a lot of work for me. Let me explain. This is an introductory-level class. The professor wanted the students to understand the difference between primary and secondary sources as well as receive guidance with citation style. I wanted to make this an interactive exercise. So, one side of the handout gave ten examples of sources and provided a properly formatted citation example for each source (i.e., book, home movie, photograph, article, web site, etc.). I had each example in a box and randomly pulled them out while asking the students what type of source I was holding. As the students identified each one, they circled the word “primary” or “secondary” on their sheet, next to the citation. I spoke then briefly about the specific item (i.e., an interesting or funny detail) as it circulated through the class. The other side of the handout asked a few, specific questions about the presentation – key things to remember as we continued along. The handout seemed to give the students a reason to listen to the presentation.

Here’s where I took a risk. The handout also provided a space for each student to write down a question for me. I guaranteed them that I would respond. Am I a little crazy? Perhaps. Why did I do this? It was a large class and I wanted the students to feel that they could ask a question and not feel like it was “dumb”. I wanted every student to have a chance to be heard. I can tell you that there was not a single dumb question in the entire lot. Everyone asked a relevant question, some asked a detailed question, and some asked a reference question. All of the answers required thought, a bit of research, and a little tact. Did I mention that it was a large class? It took me four days to answer them all, but every student received an answer. Will I do this type of activity again? YES. In fact, the revised form is already drafted and ready to print for future classes. When I will use it requires a bit more of my discretion.

This class has returned two years in a row. Improvements and adaptations are being planned for next year. I hope that the professor comes back so that I can implement these new plans.