{"id":5389,"date":"2016-06-15T05:00:36","date_gmt":"2016-06-15T05:00:36","guid":{"rendered":"http:\/\/elireview.com\/?p=5389"},"modified":"2016-06-14T20:24:03","modified_gmt":"2016-06-14T20:24:03","slug":"last-5-minutes","status":"publish","type":"post","link":"https:\/\/elireview.com\/2016\/06\/15\/last-5-minutes\/","title":{"rendered":"Around the Web: The Last 5 Minutes of Class"},"content":{"rendered":"

James M. Lang<\/a>\u2019s series for the Chronicle of Higher Education on Small Changes in Teaching<\/a> and his new book Teaching Small<\/i> <\/a>offer practical, research-grounded strategies for improving learning. Lang asserts:<\/p>\n

When it comes to the deliberate construction of our course periods, we can do better. As I have been arguing in this series, small changes to our teaching \u2014 such as the way we approach the closing minutes of class \u2014 can make a big difference.<\/p><\/blockquote>\n

Lang\u2019s approach to small changes turns out to be a whole host of writing-to-learn assignments that encourage students to think through the material they\u2019ve been exposed to and write quickly about it.<\/p>\n

At Eli Review, we encourage small bits of writing and targeted, frequent review<\/a>, so his suggestions resonate with the pedagogy of rapid feedback and revision cycles<\/a> that the app supports. We find his work immensely useful for finding small bits of writing that work across disciplines.<\/p>\n

For example, Lang describes Angelo and Cross\u2019s Minute paper in his article on \u201cThe Last 5 Minutes of Class<\/a>\u201d in which students state the most important thing they learned and one lingering question. In the article, he describes various ways to manage the process:<\/p>\n