Summary
Allocating reading material is a strategy that can promote co-production, peer-to-peer learning and alleviate workload for students in a seminar setting. The idea is to allocate a proportion of the articles or research papers from a week’s reading list; then create small groups (3-4) and divide the reading responsibilities equally between the different members of each group. At this stage, invite each member to provide a condensed series of notes for each of the readings they’ve been assigned to be brought in for the subsequent seminar. In the next seminar, you invite the groups to go through their notes and engage in a peer-to-peer learning exercise. This helps build on class integration, interpersonal skills and access to a wider range of reading material for class discussion.
Theory
This concept is designed with the intention of reducing student workload with regards to their reading material. Often students have cited the stress that is incurred from a heavy workload; often, this can lead to despondency which may lead to ignoring the reading list. This can then cause students not to attend seminars. Giving them work where others rely on them to complete may encourage a more successful response from individual students. On top of this, they are learning to engage and communicate complex academic information and integrate with other students in the learning environment. This is a highly valuable skill while also being conscientious of student workload and their subsequent wellbeing.
Measurable Benefits
- Reduced workload and stress for students.
- Access to a wider array of academic readings.
- Promotes interpersonal communication and integration.
How it Works
- Divide the class into groups of 3-4.
- Assign each member of a group a relative portion of the reading list for the specific week.
- Invite the groups to divulge and discuss the information they have learnt as an exercise in the following seminar.