Decoding the Disciplines - Recent changes [en]

Step 4: Give Students Practice and Feedback

Joan Middendorf — Sat, 11 Apr 2026 17:20:02 GMT

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	*This practice can come in a wide variety of forms — brief in-class assignments or Classroom Assessment Techniques, on-line exercises, collaborative tasks, [[discussion techniques]], etc. Just-in-Time Teaching and Team-Based Learning have proven to be particular useful approaches to consider for this step.		*This practice can come in a wide variety of forms — brief in-class assignments or Classroom Assessment Techniques, on-line exercises, collaborative tasks, [[discussion techniques]], etc. Just-in-Time Teaching and Team-Based Learning have proven to be particular useful approaches to consider for this step.
	*It is important that the exercises initially be focused on a particular mental ~~operation~~ that is problematic for many students. Complex tasks, which require the simultaneous application of multiple skills, can confuse students and do not provide them specific feedback on their mastery of particular operations. Once individual ~~skills~~ are clearly mastered, then an instructor can give them more complex assignments that allow them to practice the integration of multiple ~~operations~~.		*It is important that the exercises initially be focused on a particular mental move that is problematic for many students. Be sure the mental move has been divided into the component bottlenecks. Complex tasks, which require the simultaneous application of multiple skills, can confuse students and do not provide them specific feedback on their mastery of particular operations. Once individual sub-bottlenecks are clearly mastered, then an instructor can give them more complex assignments that allow them to practice the integration of multiple mental moves.
	*With challenging operations it may be necessary to give students multiple opportunities for practice in a variety of forms.		*With challenging operations it may be necessary to give students multiple opportunities for practice in a variety of forms.
	*Practice exercises should be arranged in logical order and integrated with modeling, so that the two steps reinforce one another.		*Practice exercises should be arranged in logical order and integrated with modeling, so that the two steps reinforce one another.

Composition-Bottleneck lesson on Audience Awareness in Writing Composition or Academic Writing

Joan Middendorf — Sat, 11 Apr 2026 17:13:01 GMT

Credit to collaborating professor

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	==Description of bottleneck==		==Description of bottleneck==
	Audience awareness is a bottleneck that occurs frequently in writing courses, such as in a ~~Composition~~ course or an academic writing course. Below is the bottleneck and lesson to get students to get through the bottleneck. (~~CREDIT TO ?? of Penn~~ State Berks)		Audience awareness is a bottleneck that occurs frequently in writing courses, such as in a composition course or an academic writing course. Below is the bottleneck and lesson to get students to get through the bottleneck. (Jeanne Marie Rose; English Department; Pennsylvania State University Berks)

	=== Audience Awareness Bottleneck Lesson ===		=== Audience Awareness Bottleneck Lesson ===
	1. Identify a bottleneck: Students struggle with writing, which involves a variety of sub-bottlenecks: Putting ideas into words; audience awareness; rewriting and editing; sense of not being a good writer; syntax and grammar. ~~Instructor~~ selected ~~the~~ audience awareness for her ~~focus~~.		1. Identify a bottleneck: Students struggle with '''writing''', which involves a variety of sub-bottlenecks: Putting ideas into words; audience awareness; rewriting and editing; sense of not being a good writer; syntax and grammar. Prof. Rose selected audience awareness for her most difficult bottleneck in her course.

	2.Decode the mental move for audience awareness: Being able to imagine an audience, put yourself in their place, anticipate their needs, then meet those needs.		2.Decode the mental move for audience awareness: Being able to imagine an audience, put yourself in their place, anticipate their needs, then meet those needs.
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	==Related scholarly work on this bottleneck==		==Related scholarly work on this bottleneck==
			Downs, Doug, and Liane Robertson. "Threshold concepts in first-year composition." ''Adler-Kassner and Wardle'' (2015): 105-21

	==People interested in this bottleneck==		==People interested in this bottleneck==
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	==References==		==References==
			Hood, L. & Middendorf, J. (submitted) AI as Co-Decoder: Where can AI serve as a conversation partner? ''Transformative Dialogues Teaching and Learning Journal.''
	[[Category:Bottleneck]]		[[Category:Bottleneck]]
	[[Category:Composition]]		[[Category:Composition]]

Discussion techniques

Joan Middendorf — Sat, 11 Apr 2026 17:01:33 GMT

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	'''''Discussion Techniques for Active Learning:'''''		=== '''''Discussion Techniques for Active Learning:''''' '''''Dictionary of Methods and Strategies''''' ===

	'''''Dictionary of Methods and Strategies'''''

	'''Affinity Map:''' Ask an open-ended question that has many possible answers. Have the students write one idea per post-it		'''Affinity Map:''' Ask an open-ended question that has many possible answers. Have the students write one idea per post-it

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	Resources: www.Nsrfharmony.org		Resources: www.Nsrfharmony.org

			Written by Joan Middendorf, Katie Kearns, Eric Metzler (Center for Innovative Teaching and Learning, Indiana University)
			[[Category:Instructional Techniques]]

Discussion techniques

Joan Middendorf — Sat, 11 Apr 2026 16:41:57 GMT

Added new page on Discussion Techniques

New page

'''''Discussion Techniques for Active Learning:'''''

'''''Dictionary of Methods and Strategies'''''

'''Affinity Map:''' Ask an open-ended question that has many possible answers. Have the students write one idea per post-it

note about the question. Instruct students to work silently on their own. Reminding students to remain silent, have them

organize ideas by “natural” categories. Once they have done this ask them to converse about the sorting and come up

with a name for each category. Review and discuss the group categories and use them as a springboard to further deeper

understanding of the topic.

'''Think-Pair-Share:''' After posing a complex question, ask students to respond in writing for 1–2 minutes, depending upon

the complexity of the question. Then ask students to pair up and talk with their neighbor about their response for 1–2

minutes. Finally, ask selected pairs to share their responses with the whole class. This technique improves the quality of

students’ responses to questions by allowing for processing time. The technique also improves the participation of

generally quiet, shy, and unsure students.

Resources: Millis & Cottell, Cooperative Learning for Higher Education Faculty (1998).

'''Partial Problem''': This activity helps students practice parts of problems that typically cause them difficulty. Instructors

can see how well students grasp this part of the problem or whether students need additional instruction. In a problem

requiring several steps, work the problem for the students or with them until a critical point. At that point, stop and ask

what the next step is. Students should be able to identify what must be done and complete the problem. Students only

work the part of the problem that they most need to focus on. The “easy part” is either worked for them or omitted all

together.

Resources: Adapted from Walvoord and Anderson, Effective Grading (1998).

'''Save the Last Word for Me:''' In groups of three or four, each participant silently chooses an idea or passage from a

reading which s/he found to be significant. When the group is ready, a volunteer begins by reading his/her passage but

says nothing about why s/he chose that point. The other two or three participants each have one minute to respond to

that idea. The reader then has three minutes to state why s/he chose that passage and to respond to his/her colleagues’

comments. The same pattern is followed until all members of the group have “had the last word.” The instructor keeps

track of time; talk has to stop when time is called, and if the speaker finished before time is called, the group sits in silence

reflecting. When the process is complete, the instructor debriefs the process, asking, for example, “How did this work for

you?” and “What didn’t work for you?” Debriefing is essential and must not be skipped.

Resources: www.Nsrfharmony.org

'''Minute Paper''': Use this method at the start of the class to appraise students’ preparation for the class, or at the end of

class to see how well they understood the day’s topic. Pass out a blank 3x5” or 4x6” index card. Tell students they have

one minute to write a thoughtful but brief response to a question you write on the board or project with the overhead. For

example, “What was the most important thing you learned?” or “What remains unclear to you about today’s lecture?”

Unless you schedule the minute papers in your syllabus, don’t have the students put their names on the cards. The

feedback will be more honest, and the students will not feel intimidated by the unscheduled assessment.

Resources: Angelo & Cross, Classroom Assessment Techniques (1993), p. 148.

'''ConcepTest:''' This technique gives faculty members quick feedback in class on students’ understanding of course

concepts. Students answer a multiple choice question posed by the instructor in class. This question focuses on a single

concept, can’t be solved by an equation, and is intermediate in difficulty. Students then raise their hand for their answer

choice. If all students are in agreement, then the instructor knows to move on with the material. If there is disagreement

about the correct responses, the instructor knows to spend more time with the concept. The technique can be followed up

with a think-pair-share in which students talk to their neighbor about why they think the answer they gave is correct. The

instructor can then ask for another show of hands to see how peer instruction changed students’ responses.

Resources: mazur-www.harvard.edu/research/detailspage.php?ed=1&rowid=8

'''Pro/Con Grid or Categorizing Grid:''' Have the students create a list of the pros and cons of a particular action or

argument. Alternatively, they could list costs and benefits of a decision, or alternate solutions to a problem. Be sure to tell

them how many pros & cons you want them to devise. Also tell them whether you want a list of words and phrases or if

you want responses in full sentences. This method is useful to judging the depth and breadth of student understanding,

and also their objectivity about the issue at hand.

Resources: Angelo & Cross, Classroom Assessment Techniques (1993), p. 168.

'''Fishbowl:''' This discussion technique is useful for having the students summarize a discussion and works well in large

classes. Before the next class discussion, ask a subset of the class (about a third) to be prepared to be in the fishbowl at

the next class where they will actively participate in a discussion. During the discussion, these “fishbowl” students sit in a

circle in the middle of the room. The rest of the students sit in a concentric circle outside the fishbowl looking in at the

discussants; they are observers and note-takers about the discussion. At the end of the discussion, the observers share

their observations and ask questions. Their notes might be provided online to the rest of the class.

Resources: McKeachie, Teaching Tips (1999), p. 211

'''Continuum Dialogue:''' Participants stand physically on an arc according to where each person places themselves

between two statements that form the beginning and end of the continuum. The statements that establish the ends of the

continuum must allow for difference without there being a right and wrong place to stand. When the topics at the two ends

have been established, the facilitator asks people at different points in the continuum why they chose t stand where they

did. Resourcs: Marylyn Wentworth, National School Reform

'''Jigsaw:''' Choose material that can be broken into segments like a research

article. Divide the class into groups equal to the number of segments.

Group 1, in a collaborative study group, learns the material in the first

segment, group 2 studies the second segment, etc. After the study period,

new groups are formed so that each new group contains a member of each

former study group. Each group member now teaches the material they

studied to the other members of the group.

Resources: Silberman, M. (1996) ''Active Learning: 101 Strategies''

''to Teach Any Subject''. Boston: Allyn and Bacon. p. 111

Image:

<nowiki>http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html</nowiki>

'''Microlab:''' Based on a reading or concept, the instructor prepares at most three questions of increasing complexity or

depth. Students are put into groups of three and are given one to two minutes to think and write about the first question.

Then each person is given a minute (or two minutes if time allows) to talk about his/her response to the question. While

one person is talking, the others are listening. After the time is up, the next person speaks, and so on until all three

members of the group have spoken about the first question. The process is repeated for the follow-up questions. On the

first question, begin with person #1, then #2, then #3. On the second question start with person #2, then #3, then #1. On

the third question, start with person #3, then #1, then #2. The instructor keeps track of time; talk has to stop when time is

called, and if the speaker finished before time is called, the group sits in silence reflecting. When the process is complete,

the instructor debriefs the process, asking, for example, “How did this work for you?” and “What didn’t work for you?”

Debriefing is essential and must not be skipped.

Resources: www.Nsrfharmony.org

'''Send-a-Problem:''' Each group member writes a review question on a card. They then take turns asking the group to

solve the question. If there is a consensus on the answer, it is written on the back of the card. After all questions are

answered, the card stack is sent to the next group, who repeats the process without looking at the first group’s answer

until they have reached a consensus. Time required: 2-3 minutes per person for each group that works through the card

stack.

'''Chalk Talk:''' A silent way to reflect, generate ideas, check on learning, develop projects, or solve problems, chalk talk

uses either a chalkboard or a very large sheet of newsprint. The facilitator makes many pieces of chalk or markers

available and explains VERY BRIEFLY that Chalk Talk is a silent activity. (No one may talk at all. Anyone may add to the

chalk talk as they please.) Students can comment on other people’s ideas simply by drawing a connecting line to the

comment. To start the facilitator writes a relevant question in a circle on the board, such as, “What do you know about

Croatia?” or “How shall we proceed?” The facilitator can stand back and let it unfold or expand thinking by circling some

ideas, writing questions about a participant comment, or adding his/her own reflections or ideas.

Resources: www.Nsrfharmony.org

Step 4: Give Students Practice and Feedback

Joan Middendorf — Sat, 11 Apr 2026 16:39:31 GMT

Adding link

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	To help students overcome most bottlenecks to learning, it is necessary to augment modeling ([http://decodingthedisciplines.org/step-3-modeling-mental-operations/ Step 3]) with opportunities for them to practice these steps and to receive feedback on the extent to which they have mastered each. Here are some things to bear in mind when creating occasions for practice:		To help students overcome most bottlenecks to learning, it is necessary to augment modeling ([http://decodingthedisciplines.org/step-3-modeling-mental-operations/ Step 3]) with opportunities for them to practice these steps and to receive feedback on the extent to which they have mastered each. Here are some things to bear in mind when creating occasions for practice:

	*This practice can come in a wide variety of forms — brief in-class assignments or Classroom Assessment Techniques, on-line exercises, collaborative tasks, etc. Just-in-Time Teaching and Team-Based Learning have proven to be particular useful approaches to consider for this step.		*This practice can come in a wide variety of forms — brief in-class assignments or Classroom Assessment Techniques, on-line exercises, collaborative tasks, [[discussion techniques]], etc. Just-in-Time Teaching and Team-Based Learning have proven to be particular useful approaches to consider for this step.
	*It is important that the exercises initially be focused on a particular mental operation that is problematic for many students. Complex tasks, which require the simultaneous application of multiple skills, can confuse students and do not provide them specific feedback on their mastery of particular operations. Once individual skills are clearly mastered, then an instructor can give them more complex assignments that allow them to practice the integration of multiple operations.		*It is important that the exercises initially be focused on a particular mental operation that is problematic for many students. Complex tasks, which require the simultaneous application of multiple skills, can confuse students and do not provide them specific feedback on their mastery of particular operations. Once individual skills are clearly mastered, then an instructor can give them more complex assignments that allow them to practice the integration of multiple operations.
	*With challenging operations it may be necessary to give students multiple opportunities for practice in a variety of forms.		*With challenging operations it may be necessary to give students multiple opportunities for practice in a variety of forms.

Step 4: Give Students Practice and Feedback

Riegler — Sat, 11 Apr 2026 16:37:18 GMT

fixing page

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	Creating opportunities for students to practice essential mental operations and receive feedback is fourth step within the seven steps of Decoding the Disciplines.		Creating opportunities for students to practice essential mental operations and receive feedback is fourth step within the seven steps of Decoding the Disciplines.

	~~==decodingthedisciplines.org==~~		To help students overcome most bottlenecks to learning, it is necessary to augment modeling ([http://decodingthedisciplines.org/step-3-modeling-mental-operations/ Step 3]) with opportunities for them to practice these steps and to receive feedback on the extent to which they have mastered each. Here are some things to bear in mind when creating occasions for practice:

	~~<ref>~~To help students overcome most bottlenecks to learning, it is necessary to augment modeling ([http://decodingthedisciplines.org/step-3-modeling-mental-operations/ Step 3]) with opportunities for them to practice these steps and to receive feedback on the extent to which they have mastered each. Here are some things to bear in mind when creating occasions for practice:

	*This practice can come in a wide variety of forms — brief in-class assignments or Classroom Assessment Techniques, on-line exercises, collaborative tasks, etc. Just-in-Time Teaching and Team-Based Learning have proven to be particular useful approaches to consider for this step.		*This practice can come in a wide variety of forms — brief in-class assignments or Classroom Assessment Techniques, on-line exercises, collaborative tasks, etc. Just-in-Time Teaching and Team-Based Learning have proven to be particular useful approaches to consider for this step.
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	*Practice can often be integrated with crucial content from the course, so that the work on skills also increases student understanding of the particular material that is used as examples in the exercise.		*Practice can often be integrated with crucial content from the course, so that the work on skills also increases student understanding of the particular material that is used as examples in the exercise.
	*Students should generally receive some form of information about the extent to which they are succeeding at the essential task that they are practicing. This can come in the form of specific comments on their individual attempts to do the tasks that they have been assigned, or the instructor may discuss typical examples of successful or unsuccessful student work using techniques of Just-in-Time teaching.		*Students should generally receive some form of information about the extent to which they are succeeding at the essential task that they are practicing. This can come in the form of specific comments on their individual attempts to do the tasks that they have been assigned, or the instructor may discuss typical examples of successful or unsuccessful student work using techniques of Just-in-Time teaching.
	*Students need to understand the reason for the practice. They should understand that it offers them a chance to find out where they have gained mastery of essential steps and where they still need work with minimal negative impact on their grade.[http://decodingthedisciplines.org/step-4-creating-opportunities-for-students-to-practice-essential-mental-operations/~~]</ref>~~		*Students need to understand the reason for the practice. They should understand that it offers them a chance to find out where they have gained mastery of essential steps and where they still need work with minimal negative impact on their grade.[http://decodingthedisciplines.org/step-4-creating-opportunities-for-students-to-practice-essential-mental-operations/
	~~<references />~~

Composition-Bottleneck lesson on Audience Awareness in Writing Composition or Academic Writing

Joan Middendorf — Sat, 11 Apr 2026 16:26:22 GMT

Changed categories.

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	[[Category:Bottleneck]]		[[Category:Bottleneck]]
			[[Category:Composition]]
			[[Category:Academic Writing]]
			[[Category:Writing across the curriculum]]
			[[Category:English]]
			[[Category:Bottleneck lesson]]

Composition-Bottleneck lesson on Audience Awareness in Writing Composition or Academic Writing

Joan Middendorf — Sat, 11 Apr 2026 16:23:17 GMT

new page

New page

==Description of bottleneck==
Audience awareness is a bottleneck that occurs frequently in writing courses, such as in a Composition course or an academic writing course. Below is the bottleneck and lesson to get students to get through the bottleneck. (CREDIT TO ?? of Penn State Berks)

=== Audience Awareness Bottleneck Lesson ===
1. Identify a bottleneck: Students struggle with writing, which involves a variety of sub-bottlenecks: Putting ideas into words; audience awareness; rewriting and editing; sense of not being a good writer; syntax and grammar. Instructor selected the audience awareness for her focus.

2.Decode the mental move for audience awareness: Being able to imagine an audience, put yourself in their place, anticipate their needs, then meet those needs.

3. Model with analogy: Imagining yourself as a tour guide for your audience, leading them through an unfamiliar landscape of ideas and pointing out familiar landmarks to help them navigate.

4. Practice: Answer audience awareness Qs prior to writing assignments: Who are your readers? What do they know? What do they value? What do they need from your writing?

5. Motivate: Keep a specific reader in mind. Realizing that someone will read their writing, whether it is the instructor or peers, or other readers, encourages student writers to craft their work more thoughtfully and persist through challenges.

6. Assess: Documented Problem Solution—Answer questions in 1st column; reflect on those answers in 2<sup>nd</sup> column for insights gained.

7. Share: Coordinate with colleagues who teach the same course and face the same bottleneck so they, too, can avoid it by Decoding audience awareness.

==Related scholarly work on this bottleneck==

==People interested in this bottleneck==
Anyone teaching writing in a course. whether an academic writing course, or a general writing course, might be interested in this bottleneck.

==References==

[[Category:Bottleneck]]

Category:Bottleneck

Joan Middendorf — Fri, 10 Apr 2026 20:33:59 GMT

I can't seem to place this bottleneck and lesson in the correct location--within the long collection of bottlenecks?!

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	~~Composition-Bottleneck lesson on Audience Awareness in Writing Composition~~

	1. Identify a bottleneck: Students struggle with writing, which involves a variety of sub-bottlenecks: Putting ideas into words; audience awareness; rewriting and editing; sense of not being a good writer; syntax and grammar. Instructor selected the audience awareness for her focus.

	~~2.Decode the mental move for audience awareness: Being able to imagine an audience, put yourself in their place, anticipate their needs, then meet those needs.~~

	~~3. Model with analogy: Imagining yourself as a tour guide for your audience, leading them through an unfamiliar landscape of ideas and pointing out familiar landmarks to help them navigate.~~

	~~4. Practice: Answer audience awareness Qs prior to writing assignments: Who are your readers? What do they know? What do they value? What do they need from your writing?~~

	5. Motivate: Keep a specific reader in mind. Realizing that someone will read their writing, whether it is the instructor or peers, or other readers, encourages student writers to craft their work more thoughtfully and persist through challenges.

	~~6. Assess: Documented Problem Solution—Answer questions in 1st column; reflect on those answers in 2<sup>nd</sup> column for insights gained.~~

	~~7. Share: Coordinate with colleagues who teach the same course and face the same bottleneck so they, too, can avoid it by Decoding audience awareness.~~

Category:Bottleneck

Joan Middendorf — Fri, 10 Apr 2026 20:30:48 GMT

Added a new bottleneck and lesson

New page

Composition-Bottleneck lesson on Audience Awareness in Writing Composition

1. Identify a bottleneck: Students struggle with writing, which involves a variety of sub-bottlenecks: Putting ideas into words; audience awareness; rewriting and editing; sense of not being a good writer; syntax and grammar. Instructor selected the audience awareness for her focus.

2.Decode the mental move for audience awareness: Being able to imagine an audience, put yourself in their place, anticipate their needs, then meet those needs.

3. Model with analogy: Imagining yourself as a tour guide for your audience, leading them through an unfamiliar landscape of ideas and pointing out familiar landmarks to help them navigate.

4. Practice: Answer audience awareness Qs prior to writing assignments: Who are your readers? What do they know? What do they value? What do they need from your writing?

5. Motivate: Keep a specific reader in mind. Realizing that someone will read their writing, whether it is the instructor or peers, or other readers, encourages student writers to craft their work more thoughtfully and persist through challenges.

6. Assess: Documented Problem Solution—Answer questions in 1st column; reflect on those answers in 2<sup>nd</sup> column for insights gained.

7. Share: Coordinate with colleagues who teach the same course and face the same bottleneck so they, too, can avoid it by Decoding audience awareness.

Pages needed

Joan Middendorf — Fri, 10 Apr 2026 20:20:43 GMT

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	\|Reading scholarly work		\|Reading scholarly work
	\|		\|
	\|~~Sort of a review article summarizing research work on this topic~~		\|
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	\|-		\|-
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	\|-		\|-
	\|Relation between Decoding and SoTL		\|Relation between Decoding and SoTL
	\|Joan Middendorf		\|<s>Joan Middendorf</s>
	\|Decoding is more inductive		\|<s>Decoding is more inductive</s>
	SoTL tends to be deductive		<s>SoTL tends to be deductive</s>
	\|Done -at least a simple beginning		\|<s>Done -at least a simple beginning</s>
	\|}		\|}
	See also [[Special:WantedPages]] for further pages needed (automatically reported by the system).		See also [[Special:WantedPages]] for further pages needed (automatically reported by the system).