A 3-2-1 Approach to Undergraduate Reading Compliance and Critical Analysis

Autor/inn/en	Cserni, Robert T.; Rademacher, Heidi E.
Titel	A 3-2-1 Approach to Undergraduate Reading Compliance and Critical Analysis
Quelle	In: College Teaching, 69 (2021) 4, S.233-242 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2020.1863318
Schlagwörter	Undergraduate Students; Reading Assignments; Compliance (Psychology); Critical Thinking; Critical Reading; Teaching Methods; Instructional Effectiveness; Writing Assignments; Reading Comprehension + Suchen Sie Ihr Suchwort? Kritisches Denken; Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Leseverstehen
Abstract	Studies show only 20 to 40 percent of students read assigned texts and are prepared for class discussions. To address this issue we created the "3-2-1 Reading Assignment," in which students engage in critical reading and deep learning by providing "three" points that summarize the text, "two" points that analyze it, and "one" discussion question. In order to assess the effectiveness of this technique, we conducted a content analysis of 1,511 student assignments. We found that the use of this technique led to gradual increases in students' ability to summarize and analyze readings as well as formulate higher-order questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01