{"id":64670,"date":"2023-04-24T10:45:06","date_gmt":"2023-04-24T16:45:06","guid":{"rendered":"https:\/\/www.boisestate.edu\/ctl\/?p=64670"},"modified":"2024-08-02T09:12:00","modified_gmt":"2024-08-02T15:12:00","slug":"jumpstart-student-engagement-and-curiosity-with-abc","status":"publish","type":"post","link":"https:\/\/www.boisestate.edu\/ctl\/blog\/2023\/04\/24\/jumpstart-student-engagement-and-curiosity-with-abc\/","title":{"rendered":"Jumpstart student engagement and curiosity with ABC"},"content":{"rendered":"
\"Student
Math 187 with professor Zach Teitler, photos of Marijke Vanderschaaf for FOCUS Magazine, Allison Corona photo.<\/figcaption><\/figure>\n

Early in my first semester of grad school, a mentor introduced what was then a counterintuitive teaching strategy: Activity Before Content, or ABC. The strategy is simple: have students explore concepts and ideas before presenting them with new content. For example, before introducing a new concept, ask students to define it, drawing from their experiences and expectations: What do they think it means? What does it remind them of? How have they encountered it in previous situations? …<\/p>\n

ABC can be used with equal impact in both face-to-face and virtual learning environments.<\/p>\n

Why use ABC?<\/h2>\n

ABC has many advantages. Among them, it<\/p>\n

    \n
  • Engages students in active learning<\/li>\n
  • Enables students to retrieve existing information and make predictions about new information<\/li>\n
  • Provides opportunities for students to review what they know, or think they know, before piling on new information<\/li>\n
  • Creates a preliminary foundation for new content<\/li>\n
  • Encourages students to share both knowledge and questions with their peers<\/li>\n
  • Fosters a classroom community that values socially constructed knowledge<\/li>\n
  • Positions you as a collaborator and member of the classroom community, rather than a sage on the stage<\/li>\n<\/ul>\n

    How does it work?<\/h2>\n

    Many familiar teaching strategies lend themselves to ABC, for example,<\/p>\n

      \n
    • Write or project a question on the board for students to answer before class begins. Using a polling application (e.g., PollEverywhere), share responses as they accrue in real-time or immediately after everyone has responded, so students can see what their classmates are thinking. As a class, discuss the responses; be sure to explore any misconceptions\/outliers as well as correct responses.<\/li>\n
    • Start class with a one- or two-minute freewrite. Discuss students\u2019 responses as a class or in small groups before sharing them out with the entire class. In online classes, leverage asynchronous discussion threads for these small group explorations.<\/li>\n
    • Create a low-stakes quiz that students complete in small groups at the beginning of class. Provide a few minutes at the end of class for groups to revisit\/revise their answers after you\u2019ve presented and discussed the content.<\/li>\n<\/ul>\n

      Once you get started, you\u2019ll think of many more ways to pique your students\u2019 curiosity, engage them in active learning, and create a vibrant classroom community with ABC.<\/p>\n

      Adapted from<\/h2>\n

      Meg VB-Wood<\/p>\n

      Ellbogen Center for Teaching and Learning<\/p>\n

      University of Wyoming<\/p>\n

       <\/p>\n","protected":false},"excerpt":{"rendered":"

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