Using these categories, the group dictated the order in which topics were covered throughout the term. Class sessions were planned week to week from a store of tested activities. Pretest and posttest results were analyzed to determine if this approach made a difference in learning. This approach has been repeated three times, with variations in results. Librarian colleagues graciously agree to play the roles of students in our opening drama Students write their questions about research on Post-its and stick them on the wall.
Students work together to organize the questions they have posted.
The syllabus follows the categories the students create in the order they request them. Give examples of your experience with these problems. Instructor's role Believe in the process over the content. Students in the participatory classes were more engaged in the classroom activities and discussions. Their final projects showed interest and creativity.