This module models the UDL Principles of Representation and Action & Expression.

Active Collaborative Quizzes with Manipulatives

Increasing action, expression and engagement


 

Contributing Faculty

Lillian Nave Goudas
Art History
Appalachian State University

Introduction

Typical undergraduates do not always understand or appreciate the importance of art to society. So Ms. Lillian Nave Goudas strives to help her students to see the relevance of her class in their lives and creates assessment strategies to involve students in knowledge creation. By using active collaborative quizzes Ms. Nave Goudas provides a real-world corollary to problem solving that increases the student's depth of knowledge in a relaxed and encouraging environment. Her collaborative quiz functions not only as an assessment tool, but also introduces the student to multiple ways of learning and sharing knowledge.

She asserts, "I want to cultivate creativity in my courses and that includes challenging my students to take risks, embrace failure, and learn from their mistakes, all in an environment of growth." Each class is a new journey in which Ms. Nave Goudas and her students learn and create knowledge together, where the teacher acts more like a curator of information rather than an instructor. In her class, the students lead, and the class itself becomes an instrument of learning, change, development and growth for the student.

Ms. Nave Goudas has taught art history at Appalachian State University since 2007 and now focusses her attention on her interdisciplinary First Year Seminar courses. She enjoys teaching students in their first year of college and encourages her students to find the learning methods that are most effective for them.

Module Format

Each of the College STAR modules includes a concept map, giving readers an overview of the module content. (A concept map represents information in a graphical format.) The module concept maps show the links between the instructional practice in the module, possible outcomes, and, in some cases, the principles of Universal Design for Learning, known as UDL.

Figure 1, the concept map shown below, illustrates the instructional practice in this module, which is using active collaborative quizzes with diverse means of communication to minimize threats and foster collaboration and community. During the collaborative quiz, students are placed in groups by the instructor and use written, aural, verbal, and kinetic means of communication to answer the questions. The group format serves to create a more relaxed learning environment for students that is less stressful and produces more confidence in the individual student. The interactive nature of the quiz fosters a sense of community and requires collaboration between students, which provides motivation for students as they desire to be positive and productive members of the group and avoid disappointing their fellow group members. The collaboration also increases mastery-oriented feedback as students have in-depth discussions of their answers in which they must analyze the information provided by members of the group, integrate multiple perspectives, and create a unified response from multiple information sources. Finally, the active collaboration optimizes the relevance, value and authenticity of the material as students are given the opportunity to share their own ideas, as well as learn from other students' perspectives in a real world situation that fosters effective communication.

Clicking on the concept map, Figure 1, will enlarge the image.

Concept map presenting an overview of the module content as noted in preceding paragraphs.

Figure 1: Concept Map: Concept Map caption

Module Navigation

There are multiple ways to navigate College STAR modules. Clicking on the sidebar menu takes you directly to the main sections and subsections of the module.

Navigation features located at the top and bottom of each screen allow you to move through the module. Clicking on the “breadcrumb trail” at the top of the module screen takes you directly to previously viewed parts of the module, as shown below in Figure 2 in the example from the Charting Student Information module.

Figure 2: A "breadcrumb trail" is located below the title of each page. A "breadcrumb trail" is located below the title of each page.

The navigation arrows at the bottom of each screen take you to the previous or next components of the module. The menu link at the bottom of each screen takes you to the top of the screen where you may view the menu sidebar as shown in Figure 3 below.

Figure 3: Navigation links are also located at the bottom of each page of a module.

Additionally, some links within the text lead to other sections of the module. Please use your preferred method of navigation to proceed to the next section about Universal Design for Learning (UDL).