During Open Doors, Adam Walke (Economics) observed Julie Mujic (Global Commerce) lead an engaging and interactive session in GC 201: Elements of Commerce. At the beginning of class, Julie asked students to volunteer to briefly summarize articles they had recently read in the business news. This warm-up activity encourages:
- Transfer of Knowledge – Learning is more effective when students can connect abstract theories to concrete examples. Real-world cases help students transfer knowledge from the classroom to professional and everyday contexts. This increases relevance as well as student engagement and motivation.
- Critical Thinking Skills – Examining and summarizing current events requires students to assess multiple perspectives, and to synthesize and articulate key takeaways—essential skills in business and beyond.
Next, she facilitated a dynamic activity using student-created organizational charts. As part of their homework, students had sketched out the structure of a specific business based on an assigned reading. Instead of merely reviewing the assignment, Julie turned it into an interactive learning experience. She collected the assignment for record-keeping purposes and then filled out a large organizational chart on the board by sequentially calling on students, handing them back their assignment, asking them questions about particular parts of the chart, and adding to the chart on the board. She did this until all parts of the chart on the board were complete. This activity includes several pedagogical wins:
- Constructivist Learning – Students actively build their understanding by contributing to the organizational chart, rather than passively receiving information.
- Retrieval Practice – By recalling and explaining their work, students strengthen memory retention and reinforce understanding.
- Peer Teaching – Hearing classmates explain different sections of the chart reinforces knowledge through social learning.
- Scaffolding – Julie guided students step by step, ensuring they built knowledge progressively, a key element of cognitive scaffolding.
- Immediate Feedback – As students explained their charts, Julie clarified misconceptions in real time, promoting formative assessment.
Thanks Adam for sharing these impactful practices you observed in Julie’s class.
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