Synthesis and reflection
How do I get students to synthesize what they do know and reflect on what they don’t know?
Once students have grasped a concept, help them deepen their learning by getting them to analyze the material, synthesize what they know, and reflect on what they don’t know.
In this article:
4 corners (write around the room)
Instructions
Post large sheets of paper in each corner of the classroom. Each sheet of paper should have a different question written on it that relates to a topic being discussed in that class.
Form groups.
Provide each group with markers.
Have each group move to a corner and brainstorm a list in response to the question posed. Set and keep a time limit for this activity to ensure that students have sufficient time at each of the corners.
Have groups move clockwise to the next corner and add to the previous group’s responses. There should be no repetitions in responses. Only new responses should be added.
Bring the class together for a whole-group discussion of the contents of each list.
Example
In an English literature course: What are recurring features of Lord Byron’s poetry? How do these stylistic elements hint at his intended audience? What are the key traits of the Byronic hero?
Variations
Students can put a check mark next to previously listed responses that are consistent with their lists.
Once students have completed this activity, they might organize the results using concept mapping so as to further solidify their understanding of the concepts’ relation to one another.
Advice letter
Instructions
Sometime during the last week or two of classes, ask students to write a letter of advice to future students on how to be successful students in that course. Allow students to decide whether or not to include their name.
Collect the letters.
Share the letters with students the next time you teach the course.
Variation
Have students email you their letters.
Ideas drawn from the following sources.[1]
Classify
Instructions
Divide students into groups.
Distribute a collection of items (e.g., images, words, sentences, artifacts) to each group.
Allow students time to examine the items and classify them into categories.
Ask participants to share their classifications and the reasoning behind them.
Examples
In an art history course, show students images of sculptures.
In a geology course, distribute selections of rock types.
In a linguistics course, distribute lists of different types of phrases or clauses.
In a religious studies course, show images of ritual objects.
Variation
Students can work individually rather than in groups.
Critical debate
Instructions
Present a problem or pose a question to the class.
Divide the class in half.
Assign each half a position to support.
Moderate a class debate where students address the merits of one position over the other.
Example
In a labor relations course, students debate proposed cuts to an employee benefits package. Half the students represent the business, which has been charged with reducing its budget; the other half represent the employee union, which objects to some of the proposed modifications.
Variations
After arguing for one side, students argue for the opposite side, attempting to elicit new rationales.
Have students argue the side that is opposite to their true beliefs in order to deepen their overall understanding of the issue.
Student teams debate in small groups (in breakout rooms if teaching online).
Students determine the topic(s) for debate by voting on a list of controversial or unresolved topics.
Ideas drawn from the following sources.[2] ERROR: unable to create cite
Dialogue journal/clinical log book
Instructions
Explain that students will be both writers and responders.
Clarify parameters and expectations for writing and responding to journal entries.
Explain to students:
They should draw a line down their journal page a few inches in from the right margin.
On the left side of the page, the writer reflects upon an assignment, clinical experience, lecture, class activity or discussion and writes comments and questions.
The respondent reads the journal entry and on the right side of the page, responds with their reaction, ideas, questions for clarification, etc.
Read students’ journal entries and responses.
Example
In a course on clinical practice, students reflect upon their stage or other experiences with patient care – decisions made are explained with a rationale, and outstanding questions are posed for feedback.
Variations
Keep a community dialogue journal for all students to record questions or ask for clarification; students respond to one another’s questions within the journal. Questions may also be addressed in-class. Alternatively, a myCourses discussion thread can serve this purpose.
Have students write their journal entries in letter format.
Ideas drawn from the following sources.[2]
Exit cards
Instructions
Prepare a prompt that you will ask students to respond to in the last 5 minutes of class.
Show the prompt on the screen or write it on the board.
Ask students to respond individually, in writing. They can write on paper or post their response to a myCourses discussion forum. Let students know whether or not you would like anonymous submissions. (Anonymous submissions can be enabled in myCourses. Read how to create anonymous discussions.)
Have students submit their responses and then exit class.
Review students’ responses.
Decide whether or not to summarize results for sharing with students.
Decide how students’ responses may inform your teaching in future class periods.
Examples
“What were three key points or “take-aways” from today’s class?”
“What is a question you have about what we discussed today?”
“What did you want to learn more about?”
“Create a quiz question based on today’s discussion.”
“Which topics from today’s class do you think would be important to include in an end-of-module quiz?”
Variations
Use exit cards according to the 3-2-1 format (see 3-2-1: Purposeful Reading in this document):
Any class: Write 3 things you learned in today’s class; 2 questions you have about today’s material; 1 aspect of today’s class that you enjoyed.
In a course on the International Criminal Court (ICC): Write 3 differences between the ICC and tribunals such as Nuremberg, 2 similarities between the ICC and tribunals, and 1 question you still have.[4]
Online variation
Ask students to write a key take-away in the chat at the end of class.[5]
Get one, give one
Instructions
Ask students to fold a piece of paper in half and write “Give one” on one side and “Get one” on the other side.
On the “Give one” side, ask them to write four insights from today’s material.
Have students stand up and find a partner. Each student shares one idea from their “Give one” side of the paper and writes down one idea on the “Get one” side of the paper.
Have students continue finding new partners in an effort to fill their “Get one” side of the paper with new ideas.
Ideas drawn from the following sources.[1]
Harvesting
Instructions
After an experience/activity in class, ask students to reflect on and write down:
what they learned
so what: why it’s important and what the implications are
now what: how the learning can be applied
Have students share their responses in small groups or with the whole class.
Ideas drawn from the following sources.[1]
Mind/concept mapping
Instructions
Ask students to identify key concepts about a topic.
Provide students with examples of various mind map (visual representation) formats that can be used to express relationships among concepts. The examples should illustrate the use of basic elements, such as boxes, arrows (uni- or multi-directional), simple hierarchical relationships or “webs” coming from one central point.
Have students create a mind map of the relationship among the key concepts.
Ask students to compare and contrast their mind maps in pairs, working towards a single map that incorporates all agreed-upon elements.
Examples
In an international relations course, students create a visual representation of the purposes, scope, impact and reach of the United Nations.
In a pharmacology course, students create a critical distinctions chart to compare and demonstrate the differences among similar drugs.
In a biology course, students draw the phases of mitosis, including a labelled diagram of the cell at each phase.
Variation
Use software to develop maps in small groups on computers; have students share their maps with other students either in class or in online in myCourses.
Muddiest point
Instructions
Toward the end of class, ask students to write down what seemed most confusing to them – the “muddiest point” of the class period. Encourage students to be specific when identifying the source of confusion.
Have students submit their writing.
Begin the next class by reviewing selected “muddiest points” and using students’ feedback as entry points for discussion of areas that multiple students found to be unclear.
Examples
What was the “muddiest point” of the material discussed today?
Write one thing that wasn’t clear to you from today’s class material. Why do you think this was confusing?
Variations
Students attempt to answer one another’s “muddiest point” questions.
Students indicate what information they would need to better grasp the course material discussed.
Online variation
Students describe muddiest points in a myCourses discussions forum prior to class; these points (or a selection of them) are then addressed in class.[5]
Note to future self
Instructions
Ask students to write a letter to a “future self” that describes their current thinking on a course-related topic or concept where students need to see progression of thinking.
Collect the letters.
Redistribute the letters to students in class at a later date.
Ask students to read their letters and reflect on how their thinking has changed.
Variation
Provide students with envelopes on which they fill in their mailing address. Collect letters and envelopes for mailing to students at a later date by Canada Post.
One minute paper/free write
Instructions
Assign a topic or pose a question pertinent to the content of a given class period.
Ask students to write for 1-5 minutes on the topic or in response to the question.
Examples
In a survey course on art history, students describe the characteristics of Impressionism.
In a Canadian studies course: “What are some of the ways in which climate change is affecting the Arctic and its inhabitants?”
Variations
This strategy can be used as an “exit card” —a means for students to summarize what they understood to be the key points of the class period. (See: How do I get students to reflect on their learning?)
Students can approach a new topic by writing down what they know and want to know at the beginning of the class, and then follow this at the end of the class with a reflection of what they learned.
Word Journal: Students summarize the entire topic of the class on paper with a single word. Then, they write a paragraph to explain their word choice.
Ideas drawn from the following sources.[1]
One-sentence summary
Instructions
Ask students to creatively summarize the topic in one sentence that incorporates who/what/when/where/why/how, as appropriate.
Ideas drawn from the following sources.[1]
Picture prompt
Instructions
Show students a picture—related to course content—with no explanation.
Ask them to
identify/explain it and justify their answers or
write about it using terms from your lecture or
name the processes and concepts shown or
synthesize the class content by connecting it to the picture.
Do not give “answers” until students have explored all options.
Variations
Have students work in small groups.
Begin the class by displaying a picture or cartoon meant to provoke an emotional reaction or discussion.
Ideas drawn from the following sources.[1]
Previous class review
Instructions
Assign small groups of students to be responsible for providing a short oral review of key ideas from the previous class.
Provide instructions for doing the review, e.g., how long it should be, how group members should contribute, whether visuals should be included. The instructor can model a review in the first class so that students see what they need to do.
Variations
Students upload the short review as a discussion post to myCourses before the class rather than presenting orally.
The instructor meets with each group of students in advance of the class to provide feedback on their review.
Ideas drawn from the following sources.[5]
Think-pair-share
Instructions
Pose a question (orally, in writing on a board, or projected onto a screen).
Ask students to think about the question on their own (1-2 min.).
Ask students to pair up with someone sitting near them and discuss their responses/thoughts (2-3 min.).
Regroup as a whole class and call for volunteers or randomly choose a few pairs to share their responses.
Examples
In an epidemiology course, students offer potential diagnoses and treatments based on photographs of medical conditions and patient case histories.
In an education course that addresses classroom management, students describe how they would respond to an off-task student’s interruptive behavior. Students come up with a solution individually, then justify it in pairs, and then come to a consensus on an appropriate approach to the scenario.
Variations
Intentionally choose different pairs to give summaries of their ideas each time this activity is carried out.
Have students work together to create a synthesis of ideas or come to a consensus.
After the pairs have discussed their responses, have two pairs discuss together (in groups of four students), in lieu of randomly choosing pairs to report out to the entire class.
Use visual stimuli (e.g., photographs, diagrams) as prompts for discussion.
References
[1] 1 2 3 4 5 6 Yee, K. (n.d.). Interactive techniques. https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf. Creative Commons BY-NC-SA.
[2] 1 2 Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). Jossey-Bass, pp. 180-181.
[3](Example from: Facing History https://www.facinghistory.org/resource-library/teaching-strategies/3-2-1.)
[4] 1 2 3 Variation from instructor responses to McGill's March 2021 Remote Teaching Survey
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