‘The Muddiest Point in the Lecture’ was an article that was done by Fredrick Mosteller in the year 1989. In this article, Mosteller compared the ‘muddiest point’ approach of learning as a device through which one can get feedback after teaching. His proposal was that after every lesson, the teacher should spare the last three or four minutes to reflect on what has been thought. During this time, he should ask significant questions that may help the students to remember and integrate what they have been thought in class. This model is based on three questions (Mosteller, 32). First, the teacher should ask the learners what the most important point was. They should then argue that the muddiest point was. Lastly, the students should comment on what they would wish to hear more about the muddiest point in order to help them integrate the concept more.
The ‘muddiest system’ is useful in the day-to-day learning. It gives learners an opportunity to review what they have been taught and in the process, they get to understand d a given topic better. The facilitator should ensure he asks questions related to what they have taught and relating them t he general concepts they are teaching. Explanations and examples should then be given to the muddiest points to enable the students integrate the concept better (Mosteller, 38).
In implementing the muddiest points reflection in class, I asked the students questions at random related to what I taught in class. Through the feedback they gave, it was possible t understand the points thy missed and what they understood. After this, it was important to give them an outline on how the muddiest points would be addressed. For instance, this would include giving more tabular and graphical explanations. In general, the muddiest points technique is essential in that it helps learners reflect. The technique can be improved by expanding the scope of the reflection questions.
Works Cited
Mosteller, Fredrick. Muddiest Points. S.l.: [s.n.], 1989. Print.
