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Active Learning and Globalization: Creating a Class and Assessing Student Learning
Unformatted Document Text:  Bromley Active Learning and Globalization we were about to discuss, discussed the implications of a topic we had just covered, or sketched outlines for upcoming papers. They then used their writing as a way to contribute to a small group discussion, a large group discussion, or a paper draft. I hoped that the use of these learning techniques would help me to achieve my course objectives. 23 I wanted to be sure my students had knowledge about the topic of globalization. This included being able to define the key term, understand its various aspects and its implications, and apply this knowledge to particular examples of globalization. I also wanted to teach key writing skills. I wanted to be sure my students understood how to choose an appropriate paper topic, how to arrive at a clear and specific thesis states, how to find and assess sources, how to support that thesis statement with strong evidence and analysis, and how to apply their findings to the field more generally. I also sought to promote a positive attitude among students toward both the core course material and the writing skills being cultivated. In part, this was accomplished through the subject of the course. Students often resent required courses, and especially writing courses; by choosing a course topic with clear and immediate relevance, I hoped students would be excited about the course. I also tried to cultivate a positive attitude in the classroom, emphasizing the college writing is fundamentally different than high school writing as it demands not just knowledge and comprehension but also application, analysis, synthesis, and evaluation. By underscoring that college writing demands a new set of skills, I tried to curtail complaints from students who already believed they knew how to write and cultivate a sense of a shared intellectual journey. 23 pp. 6-8. 9

Authors: Bromley, Pamela.
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Bromley
Active Learning and Globalization
we were about to discuss, discussed the implications of a topic we had just covered,
or sketched outlines for upcoming papers. They then used their writing as a way to
contribute to a small group discussion, a large group discussion, or a paper draft.
I hoped that the use of these learning techniques would help me to achieve
my course objectives.
I wanted to be sure my students had knowledge about the
topic of globalization. This included being able to define the key term, understand
its various aspects and its implications, and apply this knowledge to particular
examples of globalization. I also wanted to teach key writing skills. I wanted to be
sure my students understood how to choose an appropriate paper topic, how to
arrive at a clear and specific thesis states, how to find and assess sources, how to
support that thesis statement with strong evidence and analysis, and how to apply
their findings to the field more generally. I also sought to promote a positive
attitude among students toward both the core course material and the writing skills
being cultivated. In part, this was accomplished through the subject of the course.
Students often resent required courses, and especially writing courses; by choosing
a course topic with clear and immediate relevance, I hoped students would be
excited about the course. I also tried to cultivate a positive attitude in the
classroom, emphasizing the college writing is fundamentally different than high
school writing as it demands not just knowledge and comprehension but also
application, analysis, synthesis, and evaluation. By underscoring that college
writing demands a new set of skills, I tried to curtail complaints from students who
already believed they knew how to write and cultivate a sense of a shared
intellectual journey.
23
pp. 6-8.
9


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