Active Learning Strategy

Reflecting on the recent Turn and Talk homework assignment, where students discussed what makes a function linear, I found it to be an effective way to engage them in collaborative learning outside of class. The activity encouraged students to share their understanding of the concept and helped them clarify their ideas through peer interaction.

I began by sending detailed instructions via email, explaining the task and guiding students to find a peer to discuss the topic with. I suggested that they meet in person or over the phone, but I also provided the option for a written conversation if that worked better for them. I included conversation prompts and sentence starters like, "What makes a function linear?" and "Can you think of an example of a linear function?" to help them get started. I also explained how to offer constructive feedback, such as "I see what you're saying, but what if we considered a different example?"

Since this was an individual assignment, students were free to pair up with anyone, and I encouraged them to work with someone they hadn’t interacted with much before to get a fresh perspective. If a student couldn’t find a partner, I allowed them to submit a written reflection on their own understanding of linear functions as an alternative. The conversations were meant to take place over the course of a week, giving students flexibility in when to complete the assignment.

For assessment, students submitted a short reflection after their discussion, summarizing the main points they talked about and how the conversation helped them better understand what makes a function linear. This allowed me to gauge their engagement and understanding of the topic. Some students even submitted audio recordings of their discussions, but the written reflection was the primary method. I also followed up with a brief survey to gather feedback on how the activity went and to see if any questions remained.

In the end, the Turn and Talk activity was a great way to get students thinking critically about what makes a function linear. It encouraged them to discuss the topic with a peer, which helped reinforce their understanding in a relaxed and flexible setting.