As it deals with pedagogical reflections that are personal beyond the realm of the Philosophy course, I have cross-posted this on my own blog.
I’m grateful to Dr. Gardner Campbell of Virginia Tech for letting me bring his daily pop-quiz into #Philosophy12 this semester, as it creates a context for learning that highlights behaviours that are congruent with the philosophical mode and constructivist’s approach as well.
The five questions of the quiz aren’t assessments of any specific understanding, but rather inquiries into habits that will lead to a conducive learning environment in the physical classroom. Our open online participants, I would guess, are the types of learners that are engaging in these behaviours (they otherwise wouldn’t likely be participating with us).
Dr. Campbell’s daily check in goes as follows (score yourself with the numbers supplied):
- Did you read material for today’s class meeting carefully? (No – 0, Once – 1, Yes, more than once – 2)
- Did you come to class today with questions or with items you’re eager to discuss? (No – 0, Yes, one – 1, Yes, more than one – 2)
- Since we last met, did you talk at length to a classmate, or classmates about either the last class meeting or today’s meeting? (No – 0, Yes, one person – 1, Yes, more than one person – 2)
- Since our last meeting, did you read any unassigned material related to this course of study? (No – 0, Yes, one item – 1, Yes, more than one item – 2)
- Since our last meeting, how much time have you spent reflecting on this course of study and recent class meetings? (None to 29 minutes – 0, 30 minutes to one hour – 1, Over an hour – 2)
Gardner talks about how the quiz is a predictor of how ‘productive’ his classes will be, and in a quick show of hands to reflect today’s scoring, I can see how the class’ honest reflection and response to these questions is potentially a very accurate picture of the engagement at the outset of the day. But more than that, I appreciate what Gardner might call the ‘meta-message’ contained in the brief assessment, and what GNA Garcia described as, “thinking about how [learners] are thinking about what they think about and when,” and thus creating “habits of mind.”