Using “In-Class Assignments”

• In Event: Reception with ELS Posters and Research Interaction Forum Posters
  In Poster Session: Effective Learning Strategies

Abstract

Studies have shown that students typically retain the least amount of information from classroom lectures. These same studies indicate that student retention rates are the highest by having students “teach each other” and by actually “doing or practicing” problems or exercises.
Previously we conducted our classes in a pure lecture format. We found that students often “fell asleep” or lost interest rather quickly in the topic being discussed. We now limit our lecture time and provide “In-Class Assignments” on each topic covered. The students work in groups on these assignments and “teach each other”.
We will provide examples of each of our “In-Class Assignments” that we have used in the first accounting class, “Principals of Accounting I”. The assignments cover the major or most important topic for each chapter which will be included on the test. The assignments can be handed out in class for small classes, or posted on Blackboard, requiring the student to print and bring to class for larger classes. We have found that using “In-Class Assignments” has increased student interest, comprehension, participation, and most importantly retention of information.

Authors

• Michelle Wilson Troian, Bethune-Cookman University

• Amy Adkins Williams, Bethune-Cookman University