Abstract
When students role-play, their learning is personalized (Joyce & Calhoun, 2014). Add the challenge of finding compatible partners, and students are fully engaged as they infer the connections between themselves and their “dates”. Mix in the final element of limiting the opportunity to interact with potentially compatible partners, and students must quickly determine importance, synthesize, and then verbalize the details of their personas. Additionally, students must analyze their partner’s message to identify connections to their own, infer hidden identities, and describe their cognitive processes. In this session on using speed-dating to teach history, all of these actions come together to create a unique and memorable learning experience.
This SoTL project in progress is influenced by the work of Christensen (2000), and is currently in the piloting stage being implemented with junior and senior level content area majors who are minoring in secondary education.
Location
Rooms 113 & 115
Recommended Citation
Rieman, Patricia L., "Speed Dating in History: Fostering Critical Thinking" (2015). SoTL Commons Conference. 106.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/106
Speed Dating in History: Fostering Critical Thinking
Rooms 113 & 115
When students role-play, their learning is personalized (Joyce & Calhoun, 2014). Add the challenge of finding compatible partners, and students are fully engaged as they infer the connections between themselves and their “dates”. Mix in the final element of limiting the opportunity to interact with potentially compatible partners, and students must quickly determine importance, synthesize, and then verbalize the details of their personas. Additionally, students must analyze their partner’s message to identify connections to their own, infer hidden identities, and describe their cognitive processes. In this session on using speed-dating to teach history, all of these actions come together to create a unique and memorable learning experience.
This SoTL project in progress is influenced by the work of Christensen (2000), and is currently in the piloting stage being implemented with junior and senior level content area majors who are minoring in secondary education.
