Tip #7: Helping Learners Make Connections
Learning is all about making connections (Cross, 1999). In other words, what students learn depends on their ability to connect it to something they know. How much students learn is largely determined by what they already know about a subject (Barkley, Cross, and Major, 2005). Therefore, engaging students in activities that help them identify prior knowledge is valuable. They allow the instructor to clarify any misconceptions, and make it easier for students to make connections as they learn new material. The following activities, particularly useful on the first day of class, can be used to help students reveal what they know about a subject.
- Problem Posting
On the first day of class, or when introducing a new topic, pose a question such as "What do you know about this subject?" or "What do you think a __________ (i.e. nurse, electrician, teacher, etc.) does?" Have students take a few minutes to jot down their thoughts and then ask volunteers to share one or two things they have written. Continue asking for "something different" until everyone who wishes has an opportunity to share what they wrote. Use their responses to address course goals and clarify any misconceptions (McKeachie, 1994). - Future Employer
Ask students to list a set of skills (either generic or based on a career representative of the discipline) they think future employers will look for (Miller, Groccia, and Wilkes, 1996). Follow up in the same manner as Problem Posting above. - Course Concept
Mapping In small groups (no more than 5 students), "ask students to map out an important course concept such as "How do we learn about the past?" (for a history course) or "What is art?" (for an art appreciation course)." Ask groups to report out and refer to their maps to address course outcomes, topics, course organization, etc. (Barkley, Cross, and Major, 2005).
References
Cross, P. K. (1999). Learning is about making connections. Mission Viejo, CA: League for Innovation in the Community College.
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: a handbook for college faculty. San Francisco: Jossey-Bass.
McKeachie, W. J. (1994). Teaching tips: Strategies, research, and theory for college and university teachers, 9th ed, Lexington, MA: D. C. Heath.
Miller, J. E., Groccia, J. E., & Wilkes, J. M. (1996). Providing structure: The critical element. In T. E. Sutherland & C, C. Bonwell (Eds), Using active learning in college collaborative learning classes: A range of options for faculty (pp. 17-30). New Directions for Teaching and Learning, No. 67. San Francisco: Jossey-Bass.
