BOOK: AOD Foundations
6. Writing a Prompt
6.2. CREST+ Model
CREST+ MODEL
Cognitive Nature (C): Begin by determining the learning objectives and theoretical framework relevant to your discussion prompt. Consider whether your question will draw on andragogy, constructivism, Bloom's Taxonomy, or another educational theory. For instance, a question that encourages students to analyze a case study using Bloom's Taxonomy might involve evaluating the effectiveness of a particular strategy, thereby engaging students in higher-order thinking.
Readings Base (R): The next step is to consider the reading base for the question. All approaches can be collapsed into two types, either literature based or not. if the discussion will be literature-based, anchor your question in the course's readings, or ask learners to research and find journal articles that prove or disprove, agree or disagree, or expand upon the concept under discussion. Alternatively, you can choose to base the discussion on a concept explored in class.
Experiential Element (E): Connect the discussion to learners' personal or professional experiences. This not only makes the discussion more relevant but also allows learners to apply theoretical knowledge to real-world scenarios. A prompt could ask learners to share how a concept from the course applies to an experience in their workplace, facilitating a richer understanding of the material's practical significance.
Style of Question (S): Diversify the way you frame questions to cater to different interaction styles and learning preferences. This might involve collaborative tasks, debates, or reflection exercises (Hint: In this book, we called this Structures). For example, creating a prompt that requires students to work in pairs before sharing their conclusions with the class can enhance collaboration and deepen the discussion.
Type of Question (T): Consider the type of question you will use. Brookfield and Preskill (2005) propose several types of questions. These include questions that ask for more evidence, questions that ask for clarification, open questions, linking or extension questions, hypothetical questions, cause and effect questions, and summary and synthesis questions. You could also ask students to generate questions.
Structuring the Question (+): Finally, provide clear instructions, deadlines, and the rationale behind the question. If the prompt is complex, consider breaking it down into smaller parts or phases to guide student participation and ensure a focused and productive discussion.
Example of CREST+ Model
A biology professor aiming to create an engaging online discussion prompt that connects textbook knowledge on lipids to food choices and their impacts might use the CREST+ model in the following way to guide their crafting of the discussion prompt:
Cognitive Nature (C): The professor begins by identifying the cognitive goals of the discussion. In this case, the goal is to apply theoretical knowledge of lipids to understand their role in nutrition and the effects of different types of lipids on human health. This aligns with Bloom's Taxonomy levels of application and analysis, where students are expected to apply what they've learned about lipids to analyze dietary choices.
Readings Base (R): The professor selects a chapter or sections from the textbook that thoroughly explain the structure, function, and types of lipids, as well as their importance in biological membranes and energy storage. The professor might also incorporate articles that discuss recent research on the impact of various lipids on health.
Experiential Element (E): To make the discussion relevant to students' lives, the professor encourages them to consider their own dietary choices. The prompt might ask students to reflect on their personal consumption of different types of lipids (saturated fats, unsaturated fats, trans fats) and how this knowledge affects their nutritional decisions.
Style of Question (S): The professor decides to frame the question in a collaborative style. Students are asked to form small groups to discuss the role of lipids in nutrition and then share their findings with the class. This collaborative approach fosters a sense of community and allows students to learn from each other's insights and experiences.
Type of Question (T): The question is designed to be reflective and analytical. Students are prompted to consider how their understanding of lipids influences their dietary choices and the potential long-term health implications of these choices. This encourages students to critically analyze their own nutritional habits and their understanding of the biological functions of lipids.
Structuring the Question (+): The professor structures the prompt clearly, providing specific instructions on how students should form groups, the aspects of lipid nutrition they should focus on, and how to relate textbook knowledge to personal dietary choices. The professor sets clear deadlines for group discussions and final postings to the forum and explains the purpose of the discussion to enhance understanding of lipids in a real-world context.
Resulting Discussion Prompt
"Based on our textbook readings on the structure and function of lipids and supplemental articles on their nutritional impact, you will be placed in a small group and asked to discuss the following: How do different types of lipids (saturated, unsaturated, trans fats) play a role in human nutrition and health? Reflect on your personal dietary choices: Identify one way you might adjust your lipid intake for better health based on what you've learned. Share your group's insights in the forum. Be sure to connect your discussion to specific concepts from our readings. Then, read another team's insight and provide one suggestion for improving their lipid consumption choices."