Swiss Army knives are popular for their compact size and multifunctionality. They can solve various small issues, like a loose screw or a tag that needs cutting. Similarly, educators face diverse challenges in the classroom, such as student silence or a lack of community, which complicates group work.
The high point – low point activity functions like a multipurpose tool, addressing these issues. Used by instructors in first-year seminars, it is not restricted to that context. At Rose-Hulman Institute of Technology, this seminar meets weekly for 50 minutes with about 15 students, aiming to help students transition by exposing them to necessary resources and skills.
At each class’s start, students share a personal high point from the past week, which is mandatory. These highlights vary from waking up on time to achieving a project milestone. The activity is also known as “Roses and Thorns” or “Happies and Crappies.”
Students can optionally share a low point, promoting open communication without embarrassment. Many students willingly participate, sharing experiences such as unpreparedness for exams or project failures. Listening is expected from other students, fostering empathy and strategy sharing.
This activity helps students practice speaking in class, reducing their fear of public speaking. As they feel more connected, their effort levels increase. Students often find common ground, aiding group activities and reinforcing the course’s topics.
Socially, the activity offers validation, reducing the pressure students feel to appear as if they are managing well. By sharing successes and struggles, students realize that challenges are normal, not personal failings.
Though not expected to solve issues, instructors can offer empathy and resource connections. Engaging in this activity weekly for five to ten minutes is beneficial, even with larger classes by using smaller groups or rotating participants.
Such interactions show students that educators care about them as individuals, aligning with Bain’s observation that great teachers invest in students. This approach encourages vocal participation, reducing silence.
Original Source: facultyfocus.com
