Isabelle Nic Craith & Laura K. Taylor, University College Dublin
Students are most engaged when learning materials have practical applications, bridging research and practice. We outline an innovative toolkit facilitating in-depth learning and critical thinking (available Open Access), which we evaluated with 200 undergraduates in developmental psychology. Our toolkit, informed by Universal Design for Learning, included core readings with guiding questions, Jigsaw activities, and an essay applying theory and research to the real-world.
Step 1: Engaging Students – Book Selection
In preparation for the assignment (Step 3), and optimising choice and autonomy through providing multiple means of engagement, students selected one of four autobiographies about childhood adversity (Appendix_A), halfway through the semester.
Step 2: In-depth Learning – Jigsaw
Promoting collaboration and collective learning, academic articles on relevant theories for the assignment were selected, and taught through Jigsaw sessions (Appendix_B, Appendix_C).
Students were assigned to a Jigsaw stream, corresponding to one of four articles. They read their article, supported by bespoke guiding questions, before class, ensuring that students were focused on key theories, and considering real-world applications.
The two-hour, in-class activity was structured in three parts. First, students met in small groups with peers who had read the same article. Discussion questions were provided, encouraging them to evaluate the key theories in their article. Second, students formed new groups, with peers who had read other articles. New, integrative questions were provided, encouraging reflection on the implications of theories for public policy and interventions. Third, students reported to the whole class, allowing the instructor to synthesise, reframe, and highlight key learning.
Step 3: Demonstrating Critical Thinking – Written Assignment
Promoting individual reflection, students completed a written assignment, applying theories from the Jigsaw activities and supporting research to the autobiography (Appendix_D).
Evaluating the Toolkit: Student Voices
2/3 students agreed that the applied nature of the assignment was helpful for their learning. They “[loved] the book idea […] It helps you to understand and apply your knowledge”; “although challenging, [it gave] me a much greater understanding of developmental theories”.
Additionally, 2/3 agreed that Jigsaw activities helped to prepare for the essay. They noted, “the jigsaw readings [were] great […] we could learn via teaching each other”.
Applying the Toolkit
Our open access toolkit engaged students through in-depth learning, allowing them to demonstrate critical thinking by applying theory and research to the real-world. We hope you will adapt it in your own teaching. Please let us know if you do so, and what students say on Bluesky (@iniccraith.bsky.social; @lauraktaylorphd.bsky.social).
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Isabelle Nic Craith is a PhD researcher in social-developmental psychology in University College Dublin, Ireland. In her teaching, she is passionate about de-mystifying academia, dismantling the hidden curriculum and communicating with students in a manner which is accessible and enjoyable.
https://isabelleniccraith.owlstown.net/
isabelle.niccraith@ucdconnect.ie
Dr Laura K. Taylor is an Associate Professor in Psychology in University College Dublin, with a background in psychology and peace studies. In her teaching, she emphasizes asking questions, cultivating an environment in which students engage with course material as critical thinkers and learners, and thus creating a safe space for dialogue and participation.
