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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Understanding the Quiet Student: Perspectives from Instructors and Students
1American College of Theriogenologists, Associate Dean of Education, University of Minnesota College of Veterinary Medicine, 1352 Boyd Ave., St. Paul, MN, 55108, USA.
Abstract:
A significant proportion of students in a given course may choose not to participate verbally. Instructor concerns about these "quiet" students include lack of participation in social aspects of learning and difficulty in assessing student engagement and understanding. Instructors and students at a college of veterinary medicine completed anonymous surveys. Instructors perceived a greater percentage of the class as quiet in lecture settings with more verbal participation in laboratory settings and clinical settings. Instructors in this program regularly asked questions during class but rarely cold called on students. Students enjoyed small group work and were very uncomfortable with cold calling. The primary reasons that students chose not to participate verbally in class were judgment by classmates and fear of being wrong or not knowing the answer. Suggestions for universal course design to better incorporate quiet students include giving all students time to formulate a response and using methods that minimize singling out of students, such as small group discussions and polling tools.
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