Count the Vowels
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Nov 17, 2008
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
Other skills goals for this activity
Description of the activity/assignment
Next students are told to look at the list of words and asked to memorize them. They can usually remember about half of them after trying to memorize the words.
Finally, students are told that the words are listed in a certain way, with a guiding concept to the arrangements. They readily understand the words are listed according to number. After spending 30 seconds to memorize the words this time, students generally tend to remember 12 or more.
Metacognitive components of the activityStudents learn that considering the organization of informaton is important to remember it.
Metacognitive goals for this activity:To show students that they can significantly and immediately improve their learning.
Assessing students' metacognitionStudents tell us in verbal or email communication that they have now "stopped counting vowels" and are learning information.
Determining whether students have met the goals
Download teaching materials and tips
- Activity Description/Assignment (Microsoft Word 26kB Dec11 08)