A part of 2.2 Lightning Talk session

William Ju, Associate Professor, Teaching Stream, Human Biology Program, FAS
Ron Wilson Jr. Associate Professor, Teaching Stream, Human Biology Program, FAS

During the shift to online teaching use of the use of student chats during synchronous delivery and Discussion Boards for asynchronous engagement have increased greatly. These platforms, among many, are powerful ways for students to engage in peer to peer teaching and learning. One of the teaching methods that we have previously employed in courses (both online and in-person), has been to incorporate intentional mistakes as well as introducing misconceptions as part of our active learning toolkit. This session will provide examples of how this is now optimized for post-pandemic teaching, how it can be used in multiple modes (asynchronous, online, live and on assessments). Examples of using this on single lecture slide, as discussions after lecture to increase student engagement, as well as how this can be incorporated in to assessments will be provided. Preliminary results from over 1,000 students in different format courses during the pandemic (seminars, inverted seminars and Hyflex lectures) show that students learn concepts at a deeper level, retain knowledge and application longer on tests and find the activities related to discussing misconceptions and intentional mistakes in a lecture to be an enjoyable form of active learning.