Fostering Invitational Communication
Talking frankly and specifically with your students at the start of the collaborative research project is an important first step in establishing an invitational communication climate. The invitational climate, however, requires continuing development and support throughout the project.
Facilitating students in making decisions about the project is one way to develop “buy in,” which directly feeds the climate. Provide for student input opportunities whenever you feel it is feasible. Students can participate in helping to make decisions about such features as:
- the research problem for consideration
- additional learning outcomes that are important to the group
- types of deliverables and the sequencing of deliverables
- processes and procedures for learning team management, presentations, etc.
- weighting of assessment rubric items for deliverables
Using Classroom Assessment Techniques (CATs)
Classroom Assessment Techniques (CATs) are a good way to keep a close eye on classroom climate, as well as to ensure that students feel heard and valued.
CATs are quick activities that allow you to gather student opinion, reaction, and understanding. For instance, you might:
- Ask students to write a five-minute micro-theme summarizing the collaborative research assignment after you have introduced it to the class. The results will allow you to come back into class at the following meeting and clear up any misconceptions and quell any fears.
- Create a brief questionnaire that allows you to get a sense of students' prior research experiences — so that you can determine how best to support under-prepared students.
- Periodically ask students to do end-of-class quick-writes on how things are going in their Learning Teams.
- Ask for feedback on whether students feel they are getting enough instructor support for their part of the project.
