Reflection

In reflecting on my last two lectures, it's clear that group work has become one of the most effective elements of the course. Many students are actively participating, sharing ideas, and asking insightful questions—exactly the kind of engagement I’ve been aiming for. This dynamic has fostered a more interactive learning environment, but I’ve noticed an issue with the timing and flow of these discussions. In both lectures, I didn’t allocate enough time for discussions to fully develop, which meant I had to cut them short. This practice has its downsides: once a discussion is stopped prematurely, it often loses momentum and doesn’t pick up as easily in the next class.

To address this, I’ve decided to let discussions evolve naturally, allowing them to run as long as necessary to maintain engagement. However, while this has improved the depth and quality of interactions, it has introduced a new challenge. I’ve found that I am running out of time to cover all of the planned content at the slower, more deliberate pace that I prefer. The balancing act between engaging discussions and thorough content delivery is proving to be tricky.

Looking ahead, I need to find a better way to manage this balance. One potential solution is to restructure the lectures—perhaps by dedicating one session entirely to didactic content and another to interactive group work. This would allow each element to thrive without competing for time. However, I’m concerned that this might undermine the natural integration of lecture and discussion, which is valuable for helping students connect theory with practice in real-time.

An alternative, which I find more appealing, is to maintain flexibility, allowing the lectures to organically shift between content delivery and discussions as the class progresses. I prefer this approach because it fosters deeper engagement and creates a more authentic learning experience. However, it could come across as disorganized if not handled carefully. To address this, I think it would be helpful to be transparent with students about this approach—explaining that discussions will sometimes take priority, and we’ll catch up on content as needed. This upfront communication could help maintain the structure while allowing for flexibility.

I believe it’s important to gather feedback from the students on these options. Their insights will be crucial in determining the best approach, as they are directly experiencing the impact of both methods. By gathering their input through informal discussions or surveys, I can better understand their preferences and adjust the balance of discussions and content delivery accordingly.

To ensure I manage this balance effectively, I could also assign supplementary readings or revisit unfinished material in the next class, ensuring that content is not sacrificed for the sake of discussion. This way, students can benefit from both in-depth discussions and comprehensive content coverage.

In conclusion, while I am leaning toward maintaining a flexible approach, I recognize the need to refine it to avoid any sense of disorganization. Consulting with students will provide valuable insights and help me shape the course in a way that maximizes both content delivery and engagement. Moving forward, I’ll experiment with this strategy and revisit these reflections as I continue to revise the course for next year.

Summary and Actions

1. Allow Discussions to Evolve Naturally: Continue fostering student engagement by letting discussions run their course, avoiding premature cut-offs to maintain momentum and interaction.

2. Gather Student Feedback: Conduct informal surveys or discussions with students to understand their preferences regarding the balance between lecture content and discussions, and use their input to refine the approach.

3. Communicate Flexibility: Be transparent with students about the flexible approach to balancing discussions and content, ensuring they know that discussions may take priority and content will be adjusted accordingly.

4. Plan for Unfinished Content: Assign supplementary readings or revisit missed content in future classes to ensure that all necessary material is covered without sacrificing the depth of class discussions.