How does a student in the beginning?
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Two important moments during instruction are the beginning and end of class. The events that occur during these windows can influence the engagement of students in their learning as well as their ability to synthesize major concepts. There are a variety of classroom models that can help frame what the instructor does to commence and conclude class.
Intentional questions, group discussion, and dynamic review can provide students with the time necessary to connect ideas and build larger conceptual understandings (Love 2013). Research suggests that when instructors make explicit connections between ideas and across class sessions, however briefly, students’ conceptual understanding and context-transfer rises exponentially (Ambrose 2010). The opening and closing moments of class can be effective moments for such connections.
Examples of Classroom Strategies
Many of the strategies utilized to promote effective “first day” and “last day” sessions of classes apply to the first and last moments of individual class sessions. Classic strategies include Gary Smith’s (2008) “First-day Questions for the Learner-Centered Classroom (link is external),” which gains “student buy-in” by asking them to “assess their own learning” and consider how alternate styles might help them achieve their goals.
The “first five minutes” is often heralded as the most crucial, and underappreciated, moment to promote student motivation and engagement. Instructors can deploy a variety of strategies depending on local class culture (adapted from Lang 2016):
Ask Questions – Instructor presents provocative questions about content or concepts at the beginning of class, which can catch student attention and privilege their contributions to learning before the instructor’s. Returning to the same questions throughout class can provide a sense of direction and consistency.
Review Earlier Sessions – Instructor asks students to brainstorm and reconstruct (Lang says “retrieve”) previous content and conversations. This method provides purpose across meetings and helps students access prior knowledge.
Reactivate Prior Knowledge – Instructor asks questions, provides brief demonstrations, or asks for elaborations in order to activate student thinking about previous topics. This method helps students build new knowledge upon earlier learning.
Writing Exercises – Instructor guides freewriting, 1- minute paper, or response-to-prompt to help students focus on past and future topics. Following up with think-pair-share activities enhances comprehensive review of materials and promotes class discussion.
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