HAITI exercise
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description of the method (shortened version)
HAITI roughly means "in the lecture hall, then work in a team and then back in the lecture hall".
Students are supported in their work and learning by being organized in small groups. The students support each other in the small groups and can thus balance out individual strengths and challenges. During the exercise, the lecturers concentrate on what the vast majority of students were unable to solve. This gives them more time for discussions and explanations, allowing them to provide optimal support for all students. Exam performance can be improved as a result.
What is it good for?
First and foremost, the HAITI exercises serve to manage the ratio between attendance and self-study time. With the help of this method, students are encouraged to regularly work on the tasks independently. In particular, feedback on difficulties from the student groups to the teachers serves this purpose. If no feedback is received, the task is no longer completed in the course.
Procedure (as part of a face-to-face course)
The procedure is explained in the first lesson and a task is given for completion. The students form working groups that agree on a weekly meeting point. Spokespersons of the working groups are the link to the lecturers.
In the following days, the students work on the given task at home.
Then the working groups meet and work on the tasks. They determine where the difficulties lie and what they cannot solve. They inform the lecturers of this in writing by a fixed date before the next exercise. The lecturers analyze the reports received and design the next exercise lesson accordingly: they pay particular attention to the difficulties mentioned. At the end of the lesson, the next task is given out.
Group size
This method is suitable for large groups of students. The group size is only limited by the amount of time lecturers have to spend reading the feedback sheets.
Time required
Apart from reading the feedback forms and the evaluation, no further time is required. In comparison with a tutor system, time savings are to be expected because not all exercises have to be completed.
Room equipment
No special requirements
b) How does the HAITI exercise promote & the following diversity dimensions?
Prior specialist experience & Prior knowledge
Prior specialist experience and knowledge can be taken into account through intensive collaboration in the learning group.
Core competence independent work & Learning
Independent work and learning is increased by using this method. With the help of tasks, students learn to work independently on a regular basis and at the same time have the opportunity to exchange ideas and ask questions. The learning process is well structured and accompanied. This also supports the development of independent working skills.
Motivation to study
Intrinsic and extrinsic motivation to study is supported. Intrinsically motivated students acquire specialist and methodological knowledge and can take on additional tasks such as reporting. The tasks should be realistically solvable and at the same time challenging. Extrinsically motivated students receive recognition through success in group work and by taking on additional functions (e.g. group spokesperson).
Academic & Social integration
Social integration is strongly promoted through involvement in the working group. Academic integration through teacher feedback is less pronounced due to the rather one-sided "reporting" of aspects that the students were unable to solve. However, as academic integration also includes the development of academic skills, this aspect is promoted by the specialist discussions in groups and courses.
Time & location restrictions
Time and location restrictions can be reduced by organizing the working groups flexibly or virtually. A learning platform that replaces the paper form of work materials can also enable better time and location-independent process control.
Literature
Pfäffli, B. (2005): Education at universities. University didactics for the development of knowledge and skills. Bern, Stuttgart, Vienna: Haupt Verlag.
Waldherr, F.; Walter, C. (2009): Ideas and methods for university teaching. Stuttgart: Schäffer-Poeschel-Verlag.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): HAITI exercises. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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