HAITI exercise
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description of the method (abbreviated version)
HAITI roughly means "in the lecture hall, then working in a team and then back in the lecture hall".
By organizing students into small groups, they are supported in their work and learning. Students support each other in the small groups, allowing them to balance individual strengths and challenges. Lecturers focus on what the vast majority could not solve in the exercise. This gives them more time for discussion and explanation and allows them to provide optimal support for all students. Examination performance can be improved as a result.
What is it good for?
First and foremost, HAITI exercises serve to sensibly control the ratio between classroom and self-study time. With the help of this method, students are encouraged to work on the tasks independently on a regular basis. In particular, feedback on difficulties from the student groups to the instructors serves this purpose. If no feedback is received, the assignment is no longer worked on in the course.
Procedure (in the context of an attendance course)
In a first exercise hour the procedure is explained and an assignment is handed out for processing. The students form working groups, which agree on a weekly meeting point. Speakers 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 special attention to the difficulties mentioned. At the end of the lesson, the next task is handed out.
Group size
The method is suitable for large groups of students. A limitation of the group size results only from the time needed by the lecturers for reading the feedback sheets.
Time required
Apart from reading the feedback sheets and evaluation, no further time is required. In comparison with a tutor system, time savings can be expected because not all exercises are worked through.
Room equipment
No special requirements
b) How does & the HAITI exercise promote the following diversity dimensions?
Prior subject experience & Prior knowledge
Prior subject experience and prior knowledge can be taken into account through intensive cooperation in the learning group.
Core competence independent work & Learning
Independent work and learning is increased by using this method. With the help of assignments, students learn to work independently on a regular basis while being given the opportunity for exchange and questions. The learning process is well structured and accompanied. This also supports the development of independent working skills.
Study motivation
Study motivation is supported in its intrinsic and extrinsic manifestations. Intrinsically motivated students acquire technical 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 greatly enhanced by involvement in the work group. Academic integration through instructor feedback is less strong due to the rather one-sided "reporting" of aspects that students could not solve. However, since academic integration also includes academic skill development, this aspect is promoted by the subject discussions in groups and courses.
Time & location restrictions
Time and location restrictions can be reduced by a flexible or virtual design of the working groups. Also a learning platform, which replaces the paper form of the working materials, can make a better time and location-independent flow control possible.
Literature
Pfäffli, B. (2005): Teaching at universities. A university didactics for building knowledge and competencies. 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 teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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