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Newsletter: Fall 2004

Varied Knowledge or Experience with Subject

by: Nicole Harris

How do I engage students who think they already know it all?

The advanced student’s perception of marginal benefit in taking a class will likely not extend beyond the final grade. Some students in the class, though, may have never had prior exposure to the subject. The advanced questions that the former student asks can be intimidating to the latter. At the same time, the slow pace and basic answers that the novice requires will leave the expert bored and disengaged. How can the instructor bridge these two groups?

Try This: Establish control of the classroom early. A question from a student in either of the above-mentioned categories can be a catalyst to digression. However, this presents an excellent opportunity to communicate outside the classroom via e-mail and discussion forums. If a student asks a question that is outside the scope of the day’s lesson, offer to post an answer online. Everyone then can see the answer and absorb the information at his or her own pace, maximizing the limited in-class time. Introducing group projects can optimize the various skill levels of those in the class. Assigning individuals to groups so that the skill levels are evenly distributed allows students to learn from each other. On the other hand, grouping the students by skill level and assigning projects accordingly might be beneficial. Make it clear that everyone must participate in the assignment. Group discussion forums permit the instructor to monitor participation by observing the flow of conversations within each forum. In addition to group projects, building mentor relationships within the class could be helpful. In the past, scheduling conflicts between students might have made this all but impossible. Now, however, due to electronic communication, students do not have to meet together outside of the classroom in order to work together.