期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2018
卷号：30
期号：1
页码：146-160
出版社：International Society for Exploring Teaching and Learning
摘要：Many college students fall into the habit of coming to class unprepared, without having readassigned texts, or having read partially and superficially. As a consequence, they may take a passivestance, discussion can fall flat, and learning can be diminished. This article describes aninstructional strategy for engaging students as active learners in preparing for class discussion and inthe discussion itself. Using a modification of the literature circle model originated by Daniels (2002)and adapted for college learners by Larson, Young, & Leipham (2011a), the author describes aprocedure in which students read, use organizing templates to write about their reading, and thendraw on that writing for small-group and finally whole-class discussion. Grounded in research onactive learning, reading compliance, and reading and writing to learn, the strategy presented here is away to achieve higher quality discussion, and therefore deeper learning.
