Generating Ownership of Learning and Community in the Classroom through an Interconnected Sequence of Assignments

Date
2022-11-01
Authors
Mitchell-Yellin, Benjamin
Journal Title
Journal ISSN
Volume Title
Publisher
American Philosophical Association Studies on Teaching Philosophy
Abstract

Here I describe a course structure I’ve been developing and refining over the past several years that has engendered robust student ownership of learning in my classes and, as a result, promoted collaborative, engaged classrooms and increased student success. My plan is to describe the course structure, explain some of the key motivations behind the various interlocking elements, and share some anecdotal evidence of its effectiveness as well as comments about modifications and challenges. My aim is to share with others something that has worked incredibly well for me and my students; my hope is that something in here will work for you and your students.

Description
This article was originally published in APA Studies on Teaching Philosophy
Keywords
Active Learning, Student-Centered Learning, Writing-Intensive Instruction
Citation