Multipurpose tools, like the Swiss Army knife, remain popular due to their compact size and versatility. Whether it’s fixing a snagged fingernail or a loose screw, one tool can solve numerous issues. In the classroom, educators face various challenges, such as silence when expecting student participation or a lack of community that complicates group activities. Occasionally, course topics may not align with students’ current needs.
The high point – low point activity functions similarly to a multipurpose tool, addressing numerous classroom challenges. Initially used in first-year seminars by several instructors, its application is not restricted to this context. At Rose-Hulman Institute of Technology, the first-year seminar meets weekly for 50 minutes during the fall term, with around 15 students per class. The course aims to help students transition by introducing them to essential resources and skills, offering a formal curriculum with flexibility for operational adjustments.
During each class, students are asked to share a high point from their past week, with no constraints other than participation being mandatory. Highlights may range from waking up on time to excelling in exams or visiting family. The activity has been called various names, like “Roses and Thorns” or “Happies and Crappies.” After sharing high points, students can optionally share low points, normalizing experiences and fostering open communication. Surprisingly, many students volunteer to share examples of challenges like unpreparedness for exams or project mishaps.
While one student shares, others listen. High points provide opportunities to celebrate achievements and encourage positive behaviors. Sharing low points evokes empathy and offers strategies for future improvement. The high point – low point activity benefits students academically by encouraging classroom participation, breaking the silence, and fostering connections with peers. It aligns with McKeachie and Svinicki’s findings that familiarity among students encourages expression and reduces fear of public speaking.
Socially, this activity offers validation, crucial in rigorous academic settings where students feel pressured to appear successful. Naming successes and struggles normalizes challenges as part of college life, reducing isolation. “Happies and Crappies” reveal shared stressors, reinforcing students’ sense of belonging. Optional disclosure of low points ensures psychological safety while promoting genuine connections. Instructors, although not solving issues, can guide students to resources, fostering empathy and normalization.
In first-year seminars, dedicating five to ten minutes weekly to this activity proves valuable. While smaller classes facilitate engagement, larger classes can adapt by forming smaller groups or selecting a few students to share weekly. This interaction shows care for students as individuals, a hallmark of effective teaching identified by Bain (2004). If reducing silence and encouraging student contributions is a goal, this activity is a useful tool.
Original Source: facultyfocus.com
