Why I Use Low-Stakes In-Class Activities
I am lucky that I get to observe and interact with Professors and Instructors as a graduate student. The one thing I have co-adopted from some of them is a way to encourage participation in my classes through weekly In-Class Activities (ICAs). Students complete and answer certain questions collaboratively at the end of each lecture topic.
These activities are designed to reinforce concepts we have just covered while also giving students a low-pressure environment to test their understanding. Because the activities are low stakes, students are often more willing to participate, ask questions, and work through questions without worrying about being wrong.
At the same time, these activities give me immediate feedback about which concepts students are understanding and where they may still be struggling. As a newer instructor, this real-time feedback has been especially valuable in helping me adjust pacing and refine future lectures. Teaching introductory courses has shown me how important it is to continuously adapt instruction based on student responses rather than assuming concepts are clear after one explanation.
I am also mindful that students come into introductory computing courses with very different levels of preparation and confidence. I try to create classroom activities that encourage interaction while still making the classroom feel approachable for students from a wide range of backgrounds and experiences.
Over time, I have found that some of the most meaningful learning happens when students are given space to experiment and build confidence gradually through participation.