In my course (Drugs, Brain, and Society), the material is divided into Modules and for each module, I assign an “Activity”; some are done in the classroom and others are done outside of the classroom.
These assignments can vary from filling out a worksheet on the brain, to watching a relevant TV series and commenting on it. When the assignment is done in class, I put the students into groups/breakout rooms and then try to have discussions on all of the activities, but the responses are limited.
I would like update these assignments to use more interactive modes to try and get engagement from all the students, not just the usual 5-6 that always speak.
Activity 1
Choose from any drug from Module 2 or 3 and name 2 myths (common belief, rumor, etc) about the drug you chose, one of which is true and one of which is false. Submit a one paragraph on your findings (references are fine but not required).
Activity 2
Find a song about any drug from Module 2 or 3; write a paragraph about the song, specifically thinking about some of the following questions: What perspective is the song writer expressing; one of a user or of someone who has been affected by a user? What message about the drug is the song writer expressing? Is it positive or negative?
6 replies on “Teaching Artifact: Module Activites”
Rebecca:
I love your idea of using a song about a drug and having the students talk about the perspective towards the drug in the song. Since music is connected to feeling, it can help one feel the value that is conferred to something in a musical piece.
Its a simple observation but I like the idea of having assignments that are activities. I typically think of assignments as “work” and our activity is either class discussion or lecture. Breaking up a class into different blocks of time with different types of activities typically goes over well with students as it provides a nice change of gears for everyone’s head.
Interesting topic! In my classes, there is often a unit on free will in which we discuss addiction, often tying it to how principles of morality do or do not apply depending on how one analyzes the possibility of ‘really’ making choices. This has me thinking about how I could make that discussion more structured or active – for instance, by having students think about different degrees or types of addiction (low level like a morning cup of coffee all the way through to the highest levels like the heaviest drug use or checking text messages (sort of joking)), and get students to discuss a ‘scale’ and where on it they would say ‘free will’ drops out. I’m sure they’d disagree, so it could make for a lively discussion (though it may hit close to home for some).
It’s interesting that you use addiction to explore free will! However, my understanding of the processes and forces that drive addiction, (as well as many others in the field of addiction research) tend to think, that for many with substance use disorders, free will is not part of the equation. Even choosing to try a drug for the first time is influenced by factors that we may not even be aware of (self medicating for anxiety)!
I always find it interesting to hear other approaches/what those in other fields discuss about human behavior. And this is why college is so great for developing minds, hearing all the different perspectives.
Hi Rebecca, may I take your class. Even without revisions, I would engage in the assignments. Very much like the idea of bringing music to the classroom. Do you have any suggestions for statistics and quantitative topics?
If you want to audit my class, I have no problem with that! (Also did you know adjuncts are given free tuition for one class a semester?!). However, it’s going to in person in the spring.
As for statistical/ quantitative assignments, I’m afraid I don’t have any earthe shatering great ideas, but perhaps turning assignments into games/competitions could be interesting? Maybe something like a jeorpordy style game? I don’t know. Teaching statistics/math just seems so hard to me.