Strategies for Starting/Ending Class
- Have students ask a question they have about the previous class presentation.
- Have students write a question about the day's reading assignment.
- Have students describe a problem they have in understanding course material.
- Have students reflect on previous learning—by summarizing main ideas or citing a single specific example from previous presentation or the day's reading assignment.
- Have students prepare for today's class by describing what they already know about the topic. Give students a key word from the day's presentation and ask them to write down everything they know about it—or everything they don't understand about the concept.
- Have students write a brief outline of the reading assignment.
- Have students write what they expect to learn from the day's class. Pose a problem based on the reading assignment or previous class presentation and have students propose a solution.
- Have students define what was most important about what they learned in class that day.
- Have students describe how they could make use of something they learned in class that day.
- Have students describe how the day's material is connected to the previous period's material.
- Have students describe how the day's material is connected to the reading assignment.
- Ask students to briefly summarize the day's presentation.
- Ask students to briefly outline the day's presentation.
- Ask students to devise an exam question or a writing assignment based on the day's material.
- Have students describe what they still don't understand about the day's material. May also be used as a pause procedure during the class (pause procedures interrupt formal presentation to re-focus student attention, enhance retention).
Diane Boehm, Writing Center Director Emeritus, Saginaw Valley State University