Finally I attended a valuable workshop on high- and low-context learners. Suddenly I could understand why certain students wanted to know about the whole semester’s work at the start of the first few classes. And why other students were happy to have information parceled out at two-week intervals. Desperate to improve retention, I rewrote my class materials again. I drafted a day-by-day course outline that provided not only important due dates, but guidelines of what we’d be doing in each class. Some were general ideas; others were specific instructions, listing handouts and work to be done.
My high-context students were thrilled. They immediately skimmed the course outline and highlighted certain dates. Armed with knowledge, they started to feel more accountable. Many spent more time on assignments, saw tutors, and turned in better work. My low-context students, of course, were not affected. They simply read what was immediately due the next day and accomplished that one piece. A few read ahead — if only to avoid scheduling problems with their busy social lives. Others only consulted the syllabus minutes before class