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Fraise - Six Tools For Teaching Political Science
Fraise - Six Tools For Teaching Political Science
tools for teaching political science interactively without
embarrassing the students
Matthias Freise, University of Münster
___________________________________________________________________________
Abstract
For many colleagues, teaching political science interactively without embarrassing the
students is a challenging venture. Lectures, power point presentations and unstructured
discussions are shaping teaching and learning in many universities. However, methodical‐
didactical research has developed a number of nice teaching tools which are effective and
easy to implement, among them living statistics, peer examinations, text puzzling,
powerpoint karaokes, and the world café. Aim of the paper is to introduce these tools briefly
and to discuss the practicability for a political science seminar. In contrast to “ordinary”
conference presentations, this contribution is designed as a hands‐on presentation: We will
test the didactical tools and discuss their benefits.
Keywords: Interactive Teaching, Teaching Tools, Group Work
___________________________________________________________________________
Contact Details
Dr Matthias Freise
University of Münster
Department of Political Science
Scharnhorststr. 100
D‐48151 Münster
Germany
Phone: ++49 251 83‐29950
E‐mail: freisem@uni‐muenster.de
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1. Introduction
For many colleagues, teaching political science interactively without embarrassing the
students is a challenging venture. Monotonous lectures, endless power point presentations
and unstructured discussions are often shaping teaching and learning in many universities
since didactic skills are usually no condition of employment for researches and professors in
most European countries.
However, methodical‐didactical research has developed a number of nice teaching tools
which are effective and easy to implement. Aim of this „paper“ is to introduce six of those
teaching tools which I have learned during my two year further education program in
“University Didactics” at Münster University and which I have successfully tested in various
courses in the BA and MA programs of the Political Science department in Münster. The
tools have been originally developed for extra‐curricular adult education and also for school
teaching, but have been adopted by me for the requirements of a 90minute seminar in a
university course on political science. In the following sections I will briefly introduce the
tools, discuss their applicability for the specific needs of teaching in political science and
illustrate them with an application example from my courses. During my presentation in
Montreal I want to present the tools in practice.
2. Six interactive teaching tools
2.1 Text puzzling
From my experience, more and more students in political science are not used any more to
read, neither scientific nor non‐scientific texts like newspaper articles or novels. In times of
Wikipedia and the omnipresent internet longer texts are seen as an imposition. This is very
problematic, since political science is self‐evidently an academic discipline that is highly
dependent on the reading and the discussion of complex texts. Hence, it is very important to
strengthen the reading skills of students from the early beginning of the course program and
to integrate text work in the seminars.
A nice teaching tool for this purpose is text puzzling which can be used in Bachelor and
Master courses as well as a specific form of group work. Basic concept of text puzzling is the
joint reconstruction of a text which has been cut in pieces by the lecturer. It is particularly
suitable for those texts which are basing on a clear theoretical concept the students can
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prepare for the seminar session at home. For the seminar session the lecturer is copying and
resizing the working text (e.g. by enlarging it from A4 to A3) and is cutting it into puzzle
pieces which he or she puts in an envelope for each working group.
During the session the lecturer is dividing the seminar into several groups of up to six
students. Each group is provided with a glue stick, a flip‐chart paper, a sharpie and the puzzle
pieces. Aim of the group is to reconstruct the text by gluing the pieces in the right direction
on the flip chart paper. In the second part of the session the students present their results
and discuss them with the whole seminar.
I have successfully tested this tool in a seminar on “Empirical democracy research” in which I
have read Arendt Lijpharts “Patterns of Democracy” with the students. The book is very
suitable for using the tool since it is following a very comprehensible argumentation line. In
the first two chapters Lijphart is theoretically developing his idea of the Westminster model
and the consensus orientated model of democracy before he is introducing his famous
criteria for assessing the form of democracy in 36 countries in two dimensions
(executive/party dimension and federal/unitary dimension).
For my seminar session I asked the students to read the two theoretical chapters of Lijpharts
book at home and I made clear that the students won’t be able to follow the next session
without reading the text. For the session I copied Lijpharts ten variables and their possible
occurrence in Westminster and consensus democracies and cut this table into 30 pieces (see
the pieces in the graph below). In the session I asked the students first to discuss in their
working groups the specific features of Westminster and consensus democracy Lijphart has
described in his two theoretical chapters the students read at home and then to reconstruct
the divided table by assigning the puzzle pieces to the categories of Westminster and
consensus democracy within 40 minutes. During this time I walked from working group to
working group and controlled that all group members participated in the group work and I
was also available for technical questions.
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Figure 1: 30 puzzle pieces
After the handling period the students presented their results in front of the class and we
discussed strengths and weaknesses of Lijphart’s concept.
From the perspective of a lecturer of political science the teaching tool is easy to prepare.
However, it is dependent on a suitable text the students can understand and which can be
structured by the lecturer. I advise against cutting whole chapters into pieces since the
reading effort would be too high. In addition, the lecturer should strictly forbid using the
internet during the seminar because students could easily google the right answer. Finally,
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the tool should be only used in small classes of 25 students maximum. In larger groups not
all groups can present their results and the efforts for the preparation are too big.
2.2 Powerpoint Karaoke
Another problem of working with texts in political sciences courses is that many students
today ignore passages they do not understand. They simply “read over” them. As a
consequence, they do not understand important terms or concepts and cannot follow the
discussion. The same holds true for graphs and tables in texts many students do not
question. Particularly, the presentation of descriptive and analytical statistics in scientific
texts is often accepted without any critique.
A possibility to train critical thinking is Powerpoint Karaoke, a tool which is easy to
implement in political science courses. The lecturer defines a text the students have to read
at home and asks them to concentrate on graphs and statistics. For the session the lecturer
is including the graphs of the text in a powerpoint presentation and randomly assigns
working groups. Each working group is getting one or more powerpoint slides and is asked to
explain and to critically comment within five minutes the content to the rest of the audience.
After a short period of time for preparation the lecturer starts the presentation and
integrates the working groups in the lecture.
I successfully tested this tool in my course on Third Sector Politics at Münster University. In
this seminar I used a number of texts from Helmut Anheier and Lester Salamon introducing
the results of the Johns Hopkins International Comparative Nonprofit Sector project which
compared the third sector in more than 20 OECD countries. These texts include a number of
complex descriptive and analytical graphs and tables, among them multivariate regression
tables and correlation analysis students usually ignore. A nice effect was that Helmut
Anheier in one of his textbooks mixed up two columns in a table so that the figure was very
confusing and the students had to find the mistake.
Powerpoint Karaoke is particularly suitable for BA courses since the lecturer should invest
time in teaching basic method skills here. Furthermore, the tool is promoting critical thinking
since the students have to deal with the argumentation line of established authors and learn
that the presentation of data is always a specific form of argumentation, too.
Theoretically, powerpoint karaoke could be even used in large lecturers. However, from my
experience it is more appropriate for smaller courses with up to 30 participants because all
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students in the course can participate then. It is important that the lecturer creates a relaxed
atmosphere since spontaneous talking in front of a group is – similar to the original karaoke
singing ‐ challenging many students.
2.3 Battle of the Theories
Political science is a theory driven discipline. Hence, it is important to introduce theories in
courses and to illustrate their applicability clearly. One interactive tool for this purpose is the
battle of theories which is particularly suitable for courses with up to 25 students.
The battle is prepared by the lecturer who selects textbook articles introducing the
argumentation of the theories. The students are supposed to read the texts at home. In the
session the lecturer is arranging as many working groups as theories are available and asks
the students to prepare a debate with the other groups on questions the lecturer is
presenting at the beginning of the group work. The students discuss the questions 15
minutes in their working groups. Afterwards the lecturer is moderating the battle of the
theories.
I have tested this tool successfully in my course on European Integration in which I
introduced Neo‐Functionalism, (liberal) Intergouvernementalism and Multi‐level Governance
approaches for explaining the process of European integration. Fortunately, there are a
number of good text book available. However, they usually are not discussing recent
phenomena. Hence, I am using the Battle of the Theories for illustrating current
developments of the fast moving political agenda in Europe. In the example at hand I gave
the working group three questions:
How is your theory explaining the communitisation of the European energy networks
in the Lisbon treaty and why is your theory of greater explanatory power than the
others?
How is your theory explaining the failed refugee strategy of the European Union and
why is your theory of greater explanatory power than the others?
How is your theory explaining the introduction of uniform recharger cables on the
Common Market and why is your theory of greater explanatory power than the
others?
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Usually, the battle of theories needs a scientific monitoring by the lecturer during the group
work. He or she has to prevent that students misunderstand their theory. Hence, it is useful
to walk from group to group. In addition, the lecturer should also make sure, that all
students in a group participate in the work since frequently single students (who did not
read the texts) try to free oneself from the activities in the group and start dreaming or
playing with their smartphones. Hence, the lecture should forbid internet based technology
since the students should develop their arguments on their own.
2.4 Living Statistics and Organizational Godparenthoods
In political science institutions, associations, and organizations play an important role.
Particularly, in comparative courses this can be used for the tools of organizational
godparenthood and living statistics which can be both applied several times during the
semester. Therefore, the lecturer is selecting objects for the godparenthood during the
preparation of the course.
I have tested this tool in a seminar on interest representation in Germany with 25
participants and selected representative German NGOs from the lobby list of the German
Parliament, among them employer’s associations, trade unions, environmental groups,
church related association, human right groups, sport umbrella associations and others. In
the first sessions of the course each student randomly paired one NGO he or she had to
represent in the following sessions. For this purpose the students were asked to investigate
the organizational development of “their” organization, and its size, goals, lobby strategies,
networks and importance in several policy fields. During the semester I was able to include
the students in my input presentations by asking them to contribute examples from their
organizations. This method significantly increased the attention in the class since all students
permanently expected to be asked for contributing information from their godparenthood
organization.
The living statistic can be nicely used in the first sessions for illustrating a specific political
landscape, in the present case the landscape of interest representation in Germany.
Therefore, the docent is moving chairs and tables aside in the seminar room and prepares a
number of powerpoint slides for the students with clear work orders, e.g. “When was your
organizations founded?”, “How many members is it representing?”, “What is its annual
budget?”. For forming the statistics the students get some orientations in the class room, for
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instance the left wall as zero value and the right one as maximum. By presenting their
organizations to each other they can develop the living statistic by positioning in the class
room. The docent can comment on the statistic and highlight the most important results.
Of course, living statistics cannot be used in every seminar session since they are very time‐
consuming. However, there are many possible applications also for other topics of political
science like parliaments, constitutional systems, and many more. From my experience,
particularly BA students in larger courses like this tool since it is interactive and illustrates
relevant aspects clearly.
2.5 World Café
The World Café is a teaching tool originally developed by the agencies for civic education in
Germany. Aim of the tool is to initiate dialogs on interesting questions in small groups and to
document the results for the whole seminar. The World Café is prepared by the lecturer who
rearranges the seating in the seminar room. For each working group (in a seminar of 90
minutes three or four working groups are possible) working stations are prepared for
instance by putting together two tables. On the stations the lecturer puts paper tablecloth
so that the students can write on it. In a next step the lecturer is assigning one entertainer
for each working station who will coach it for the whole working time. The rest of the
students are assigned into equally sized working groups. Each working group is starting at
one working station where the lecturer prepares a question for discussion. For the next ten
minutes the working groups are discussing the questions at their working station and write
down their conclusions on the paper tablecloth. The discussion is moderated by the
respective entertainer at the working stations. However, he or she should not control the
debate. It is important that all students have to possibility to contribute equally in the
discussion. After ten minutes the working groups are newly combined and switch to another
working station. Just the entertainer remains at his or her working station. He or she
welcomes the new group and summarizes the results of the forerunner group. Afterwards
the new working groups continue with the discussion.
At the end of the World Café each participant should have visited every working station. A
World Café with four working stations lasts about 50 minutes. During the work units the
lecturer should walk from working station to working station for motivating all students to
participate. After the last round the entertainers are summarizing the major results to which
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the different working groups came at their working station and present them to the whole
seminar.
The crucial point of a successful World Café is the selection of appropriate questions by the
lecturer. On the one hand the questions have to be interesting for the students so that they
are willing to debate. On the other hand they have to be clear, open and controversial (or
even provocative) since otherwise no real discussion is possible. Finally, the questions should
be compatible to each other so that the participants can continue their discussions at every
working station.
I have tested the World Café successfully in a master class on European cohesion policy. In
the first sessions of the seminar the students learned a lot about the historical development
of this policy field, its actors, the concrete design of the different European funds and their
role in European policy making. Since these issues were of rather descriptive nature I was
interested in a session that summarizes the last sessions and motivates the students to
discuss. Therefore, I prepared four questions:
What are the dominating political conflicts in European cohesion policy?
What are the strengths and weaknesses of current European cohesion policy?
Which reform approaches do you see for European cohesion policy?
Where do see European cohesion policy in ten years?
After a very fruitful discussion at all working stations I have photographed the summaries of
the entertainers and documented the results in the electronic learning platform of the
course. Furthermore, I commented the results from my perspective and showed points of
agreement and disagreement.
From my experience, a World Café is dependent on a relaxing working atmosphere. Hence, I
allowed the students to drink coffee during their discussion and I also sprang for some
cookies at every table and motivated them to lively discuss my questions.
2.6 Peer examinations
An interesting teaching tool for both students and lecturers are peer examinations. Lecturers
teaching seminars which do not end with a written examination but a seminar paper are
often facing the challenge to clearly explain the learning objectives of the course (and
sometimes the even do not know them themselves exactly). Peer examinations can help
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including the students in the definition of learning objectives and at the same time they
illustrate the outcome of the seminar to the lecturer who could use this information for the
design of further courses. Peer examinations are suitable for lectures with several hundred
students as well as for small seminars with just a few participants.
The effort for preparation is very limited: At the beginning of the course the lecturer is
distributing paper cards in three colours to the students and asks them to develop three
questions at the end of each seminar session which is referring to the subjects of the
sessions the students feel most important: One multiple choice question (red card), one
question that can be answered in one or very few sentences (yellow card) and on questions
which can be answered with an essay (green card). At the end of the session the lecturer is
collecting the cards and can evaluate them. At the end of the semester he or she has an
enormous collection of questions he or she could use for the concluding session of the
course. Therefore, the lecturer selects for each seminar session questions of all three types
and distributes one question of every category to each student. After five minutes for
preparation the students are asked to answer the questions (or a selection of one or two
questions) of their colleagues in a brief presentation which is commented by the inquirer
and if necessary by the lecturer.
I made the experience that peer examinations can nicely summarize a course at the end of
the semester and at the same time they show the docent whether the students really
learned what they were supposed to do. Furthermore, peer examinations also force the
students to follow the course carefully since they have to prepare a feedback at the end of
each session.
Finally, the questions of the students can be very disillusioning for the lecturer. In one of my
courses on the political role of the German Constitutional Court almost all students
contributed the question “What is a Snow White Senate?” In an anecdote I told them that a
senate of the constitutional court with seven male and one female judge could be called
Snow White Senate. All students remembered this story, but it was definitely not the most
importing result of my seminar. Hence, I restructured it and was more successful in a later
course.
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3. Conclusion
The six teaching tools presented above have been successfully tested by me in various
courses in the BA and MA programs of the political science department at Münster
University in Germany. In German universities those tools are relatively innovative in
teaching political science at universities. However, I am aware that other countries are
pretty much advanced in interactive teaching. Hence, I am interested in a lively exchange of
experiences in Montreal. I am happy to present the tools in practice and would like to learn
some more from the participants of the discussion.
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