Designing In-Class Simulations

Abstract

think and speak on their feet, a valuable skill that comes naturally to few, but is of benefit to everyone. Since you can assess their comprehension of the reading assignments on an ongoing basis, you can freely assign written assignments of greater interest to you and the students-because a full series of written tests on the material is less important. In courses beyond the introductory level, for example, neither of us have final exams. Instead, students do more independent research, like an extra short paper or a more in-depth term paper. The ongoing feedback from class participation also lets professors know more quickly and effectively than weekly quizzes if students are comprehending the material. Because you help them through the material, you can assign more sophisticated readings. Finally, we have found that this method leads to much more satisfying interaction with students. It challenges both the students and us. Class is less predictable, less scripted, more spontaneous; and students have, by virtue of their responses, often caused us to view an issue taught many times before in a new light. They have taught us in turn. The method also requires the instructor to learn all student names; this personalizes classroom interactions and helps to create a greater sense of community and common

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