Page 57 - Teaching Innovation for the 21st Century

Teaching Innovation for the 21st Century | Showcasing UJ Teaching and Learning 2021
2.
Seminar preparation: Clear instructions are given to the students, guiding them on how they should read the journal articles and prepare for the seminar in their individual capacities. These instructions include eight to ten specific questions, which are
the same for all students and journal articles, and that should be answered in the course of the presentation. The questions address the locality and methods of the research, the problem statement
or knowledge gap, the significance and novelty of the research, the strengths and weaknesses of the research and study design, as well as the intrinsic details of the isotope system that the journal article deals with. The questions are intended to mimic the process to separate the fundamental research outcomes from the detail that should be followed when engaging with any academic article for the first time. The students can consult with the lecturers and work together with classmates during their preparation. The students are also expected to read the other journal articles that they will not present themselves, so that they can effectively participate in the discussion.
Presentation of the seminar: Each student presents
their chosen journal article in the classroom for 20–30 minutes
using supporting material such as PowerPoint slides, blackboard demonstrations or handouts. The students present only after the theory for the topic of that journal article has been covered by the lecturer (usually one to two days prior). The presenting student facilitates the discussion of the journal article during or after the presentation by taking questions from the class or asking questions themselves. The lecturers also participate in the discussion, to assist with clarification or correction where necessary, but also to stimulate critical engagement. By asking probing questions regarding the methods, results and interpretations in each study, the lecturers demonstrate how scientific literature should be interrogated.
Assessment of the seminars:The seminars are designed
to promote participation from all the students in the class, so the mark for each student has two components: 1) their performance
in the presentation of their chosen topic and as facilitator of the associated discussion, and 2) their participation as an audience member in all discussions. The first component assesses their demonstrated understanding of the topic, correct application of the theory, evidence of critical thought and their ability to communicate concepts in an effective and engaging way. The participation mark assesses the student’s level of engagement and the ability to apply scientific reasoning to a problem, regardless of the correctness of the conclusions. So far, the lecturers have been the ones who award marks to the students for participation but going forward a peer- marking system will be incorporated so that the students can also mark each other using a rubric.
3.
4.
55