The following information has been provided by Uchechukwu (Uche) Jarrett, Asst. Professor, Economics during CTT's Fall 2019 Teaching Learning Symposium.
Overview:
This strategy involves giving on a topic that has not yet been taught. After teaching the topic, the same exam is re-assigned.
There are several purposes to trying this:
- Shock students into realizing what they don't know
- Demonstrate what aspects to which they should pay the most attention
- Simultaneously demonstrate why they should pay attention and show how this topic can be applied in a future job or how it relates to them on a personal level
- Create a focal point of study in subsequent weeks
- Increase active class participation in a large class setting
- Enhance the quality of class discussions and questions
Implementation:
The best way to get started is to create a test that mimics a real-world scenario for an important topic. Provide that scenario to students in advance so they get used to it. Assign the test in class and inform students that your expectation is that they all geet zero, this is where the curiosity gap is created.
The first attempts do not count toward their grades but the second attempts do. This prevents people from benefitting by randomly guessing. After the first attempt, debrief students by preparing them for what they should do for the next few weeks to be able to answer these questions:
- Pay attention to the strange terminologies to know what they mean
- Understand the difference between the concepts
- Pay attention to theories or mathematical calculations
- Notice different perspectives or viewpoints
- Identify any limitations
In the following weeks, make reference to the test whenever discussing a part that is covered in it. Then, re-assign the test at the completion of the topic.
Here are some more important notes:
- Points should be high enough that they matter but not too high that the exercise becomes discouraging (For Asst. Professor Jarrett, he gives out 4 of these tests and all are worth 8% of their grades)
- For this to be effective, it is imperative that the questions are not just theoretical but have a practical application. Think of it almost like a fake case study where the answers are not readily available online
- Communicate with the students (either on syllabus day or when the first test is assigned) your reasons for doing this.
- Tell the students the average score of the first attempt after it is completed so they understand that no one in the class has superior knowledge and it is going to be hard work to get to the finish line.
- Work through the solutions with the students after the second attempt has been completed
- Show improvement between the first and second attempt to continue to encourage students throughout the class