Author's Keywords: teaching and learning, active learning, classroom assessment, large classes	Convention All Academic Convention is the premier solution for your association's abstract management solutions needs. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Political Science Association URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p59498_index.html Direct Link: HTML Code:

Holtzman, Richard. "Assessing Metacognitive Inequalities in Large Classes through Active Learning: A Simple Exercise for Teaching and Learning in Political Science" Paper presented at the annual meeting of the American Political Science Association, Hilton Chicago and the Palmer House Hilton, Chicago, IL, Sep 02, 2004 <Not Available>. 2008-10-22 <http://www.allacademic.com/meta/p59498_index.html>

Holtzman, R. , 2004-09-02 "Assessing Metacognitive Inequalities in Large Classes through Active Learning: A Simple Exercise for Teaching and Learning in Political Science" Paper presented at the annual meeting of the American Political Science Association, Hilton Chicago and the Palmer House Hilton, Chicago, IL Online <.PDF>. 2008-10-22 from http://www.allacademic.com/meta/p59498_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Teaching strategies that seek to facilitate active learning among undergraduates are increasingly being employed in the political science classroom. However, there exists a widespread assumption that it is difficult, if not impossible, to successfully utilize active learning techniques in large classes. This assumption is particularly detrimental to student learning in introductory political science courses considering that they are the first (and sometimes only) experience that undergraduates have with the discipline. This paper maintains that active learning is possible in large classes. To support this claim, I offer an teaching and learning exercise based on continuous, classroom assessment that employs active learning strategies. In my experience, I have found this exercise to be effective, efficient, practical, and simple. Data collected from my students indicates that it is also able to address many of the problems that are commonly associated with large classes by (a) allowing for frequent assessments of student understanding and progress, (b) addressing inequalities among students that result from differences in metacognitive skills, (c) facilitating student self-assessment and course feedback, (d) aiding in retention and recall, (e) encouraging class attendance and generating participation in a non-coercive learning atmosphere, and (f) challenging students to think critically and actively engage with course materials.

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