• 16.1 Education around the World
  • Introduction
  • 1.1 What Is Sociology?
  • 1.2 The History of Sociology
  • 1.3 Theoretical Perspectives in Sociology
  • 1.4 Why Study Sociology?
  • Section Summary
  • Section Quiz
  • Short Answer
  • Further Research
  • 2.1 Approaches to Sociological Research
  • 2.2 Research Methods
  • 2.3 Ethical Concerns
  • 3.1 What Is Culture?
  • 3.2 Elements of Culture
  • 3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change
  • 3.4 Theoretical Perspectives on Culture
  • 4.1 Types of Societies
  • 4.2 Theoretical Perspectives on Society
  • 4.3 Social Constructions of Reality
  • 5.1 Theories of Self-Development
  • 5.2 Why Socialization Matters
  • 5.3 Agents of Socialization
  • 5.4 Socialization Across the Life Course
  • 6.1 Types of Groups
  • 6.2 Group Size and Structure
  • 6.3 Formal Organizations
  • 7.1 Deviance and Control
  • 7.2 Theoretical Perspectives on Deviance and Crime
  • 7.3 Crime and the Law
  • 8.1 Technology Today
  • 8.2 Media and Technology in Society
  • 8.3 Global Implications of Media and Technology
  • 8.4 Theoretical Perspectives on Media and Technology
  • 9.1 What Is Social Stratification?
  • 9.2 Social Stratification and Mobility in the United States
  • 9.3 Global Stratification and Inequality
  • 9.4 Theoretical Perspectives on Social Stratification
  • 10.1 Global Stratification and Classification
  • 10.2 Global Wealth and Poverty
  • 10.3 Theoretical Perspectives on Global Stratification
  • 11.1 Racial, Ethnic, and Minority Groups
  • 11.2 Theoretical Perspectives on Race and Ethnicity
  • 11.3 Prejudice, Discrimination, and Racism
  • 11.4 Intergroup Relationships
  • 11.5 Race and Ethnicity in the United States
  • 12.1 Sex, Gender, Identity, and Expression
  • 12.2 Gender and Gender Inequality
  • 12.3 Sexuality
  • 13.1 Who Are the Elderly? Aging in Society
  • 13.2 The Process of Aging
  • 13.3 Challenges Facing the Elderly
  • 13.4 Theoretical Perspectives on Aging
  • 14.1 What Is Marriage? What Is a Family?
  • 14.2 Variations in Family Life
  • 14.3 Challenges Families Face
  • 15.1 The Sociological Approach to Religion
  • 15.2 World Religions
  • 15.3 Religion in the United States
  • 16.2 Theoretical Perspectives on Education
  • 16.3 Issues in Education
  • 17.1 Power and Authority
  • 17.2 Forms of Government
  • 17.3 Politics in the United States
  • 17.4 Theoretical Perspectives on Government and Power
  • Introduction to Work and the Economy
  • 18.1 Economic Systems
  • 18.2 Globalization and the Economy
  • 18.3 Work in the United States
  • 19.1 The Social Construction of Health
  • 19.2 Global Health
  • 19.3 Health in the United States
  • 19.4 Comparative Health and Medicine
  • 19.5 Theoretical Perspectives on Health and Medicine
  • 20.1 Demography and Population
  • 20.2 Urbanization
  • 20.3 The Environment and Society
  • Introduction to Social Movements and Social Change
  • 21.1 Collective Behavior
  • 21.2 Social Movements
  • 21.3 Social Change

Learning Objectives

By the end of this section, you should be able to:

  • Identify differences in educational resources around the world
  • Describe the concept of universal access to education

Education is a social institution through which members of a society are taught basic academic knowledge, learning skills, and cultural norms. Every nation in the world is equipped with some form of education system, though those systems vary greatly. The major factors that affect education systems are the resources and money that are utilized to support those systems in different nations. As you might expect, a country’s wealth has much to do with the amount of money spent on education. Countries that do not have such basic amenities as running water are unable to support robust education systems or, in many cases, any formal schooling at all. The result of this worldwide educational inequality is a social concern for many countries, including the United States.

International differences in education systems are not solely a financial issue. The value placed on education, the amount of time devoted to it, and the distribution of education within a country also play a role in those differences. For example, students in South Korea spend 220 days a year in school, compared to the 180 days a year of their United States counterparts (Pellissier 2010).

Then there is the issue of educational distribution and changes within a nation. The Program for International Student Assessment (PISA) is administered to samples of fifteen-year-old students worldwide. In 2010, the results showed that students in the United States had fallen from fifteenth to twenty-fifth in the rankings for science and math (National Public Radio 2010). The same program showed that by 2018, U.S. student achievement had remained on the same level for mathematics and science, but had shown improvements in reading. In 2018, about 4,000 students from about 200 high schools in the United States took the PISA test (OECD 2019).

Analysts determined that the nations and city-states at the top of the rankings had several things in common. For one, they had well-established standards for education with clear goals for all students. They also recruited teachers from the top 5 to 10 percent of university graduates each year, which is not the case for most countries (National Public Radio 2010).

Finally, there is the issue of social factors. One analyst from the Organization for Economic Cooperation and Development, the organization that created the PISA test, attributed 20 percent of performance differences and the United States’ low rankings to differences in social background. Researchers noted that educational resources, including money and quality teachers, are not distributed equitably in the United States. In the top-ranking countries, limited access to resources did not necessarily predict low performance. Analysts also noted what they described as “resilient students,” or those students who achieve at a higher level than one might expect given their social background. In Shanghai and Singapore, the proportion of resilient students is about 70 percent. In the United States, it is below 30 percent. These insights suggest that the United States’ educational system may be on a descending path that could detrimentally affect the country’s economy and its social landscape (National Public Radio 2010).

Big Picture

Education in finland.

With public education in the United States under such intense criticism, why is it that Singapore, South Korea, and especially Finland (which is culturally most similar to us), have such excellent public education? Over the course of thirty years, the country has pulled itself from among the lowest rankings by the Organization of Economic Cooperation (OEDC) to first in 2012, and remains, as of 2014, in the top five. Contrary to the rigid curriculum and long hours demanded of students in South Korea and Singapore, Finnish education often seems paradoxical to outside observers because it appears to break a lot of the rules we take for granted. It is common for children to enter school at seven years old, and children will have more recess and less hours in school than U.S. children—approximately 300 less hours. Their homework load is light when compared to all other industrialized nations (nearly 300 fewer hours per year in elementary school). There are no gifted programs, almost no private schools, and no high-stakes national standardized tests (Laukkanen 2008; LynNell Hancock 2011).

Prioritization is different than in the United States. There is an emphasis on allocating resources for those who need them most, high standards, support for special needs students, qualified teachers taken from the top 10 percent of the nation's graduates and who must earn a Master's degree, evaluation of education, balancing decentralization and centralization.

"We used to have a system which was really unequal," stated the Finnish Education Chief in an interview. "My parents never had a real possibility to study and have a higher education. We decided in the 1960s that we would provide a free quality education to all. Even universities are free of charge. Equal means that we support everyone and we’re not going to waste anyone’s skills." As for teachers, "We don’t test our teachers or ask them to prove their knowledge. But it’s true that we do invest in a lot of additional teacher training even after they become teachers" (Gross-Loh 2014).

Yet over the past decade Finland has consistently performed among the top nations on the PISA. Finland’s school children didn’t always excel. Finland built its excellent, efficient, and equitable educational system in a few decades from scratch, and the concept guiding almost every educational reform has been equity. The Finnish paradox is that by focusing on the bigger picture for all, Finland has succeeded at fostering the individual potential of most every child.

“We created a school system based on equality to make sure we can develop everyone’s potential. Now we can see how well it’s been working. Last year the OECD tested adults from twenty-four countries measuring the skill levels of adults aged sixteen to sixty-five on a survey called the PIAAC (Programme for International Assessment of Adult Competencies), which tests skills in literacy, numeracy, and problem solving in technology-rich environments. Finland scored at or near the top on all measures.”

Formal and Informal Education

As already mentioned, education is not solely concerned with the basic academic concepts that a student learns in the classroom. Societies also educate their children, outside of the school system, in matters of everyday practical living. These two types of learning are referred to as formal education and informal education.

Formal education describes the learning of academic facts and concepts through a formal curriculum. Arising from the tutelage of ancient Greek thinkers, centuries of scholars have examined topics through formalized methods of learning. Education in earlier times was only available to the higher classes; they had the means for access to scholarly materials, plus the luxury of leisure time that could be used for learning. The Industrial Revolution and its accompanying social changes made education more accessible to the general population. Many families in the emerging middle class found new opportunities for schooling.

The modern U.S. educational system is the result of this progression. Today, basic education is considered a right and responsibility for all citizens. Expectations of this system focus on formal education, with curricula and testing designed to ensure that students learn the facts and concepts that society believes are basic knowledge.

In contrast, informal education describes learning about cultural values, norms, and expected behaviors by participating in a society. This type of learning occurs both through the formal education system and at home. Our earliest learning experiences generally happen via parents, relatives, and others in our community. Through informal education, we learn important life skills that help us get through the day and interact with each other, including how to dress for different occasions, how to perform regular tasks such as shopping for and preparing food, and how to keep our bodies clean. Many professional tasks and local customs are learned informally, as well.

Cultural transmission refers to the way people come to learn the values, beliefs, and social norms of their culture. Both informal and formal education include cultural transmission. For example, a student will learn about cultural aspects of modern history in a U.S. History classroom. In that same classroom, the student might learn the cultural norm for asking a classmate out on a date through passing notes and whispered conversations.

Access to Education

Another global concern in education is universal access . This term refers to people’s equal ability to participate in an education system. On a world level, access might be more difficult for certain groups based on class or gender (as was the case in the United States earlier in the nation’s history, a dynamic we still struggle to overcome). The modern idea of universal access arose in the United States as a concern for people with disabilities. In the United States, one way in which universal education is supported is through federal and state governments covering the cost of free public education. Of course, the way this plays out in terms of school budgets and taxes makes this an often-contested topic on the national, state, and community levels.

A precedent for universal access to education in the United States was set with the 1972 U.S. District Court for the District of Columbia’s decision in Mills v. Board of Education of the District of Columbia . This case was brought on the behalf of seven school-age children with special needs who argued that the school board was denying their access to free public education. The school board maintained that the children’s “exceptional” needs, which included intellectual disabilities, precluded their right to be educated for free in a public school setting. The board argued that the cost of educating these children would be too expensive and that the children would therefore have to remain at home without access to education.

This case was resolved in a hearing without any trial. The judge, Joseph Cornelius Waddy, upheld the students’ right to education, finding that they were to be given either public education services or private education paid for by the Washington, D.C., board of education. He noted that

Constitutional rights must be afforded citizens despite the greater expense involved … the District of Columbia’s interest in educating the excluded children clearly must outweigh its interest in preserving its financial resources. … The inadequacies of the District of Columbia Public School System whether occasioned by insufficient funding or administrative inefficiency, certainly cannot be permitted to bear more heavily on the “exceptional” or handicapped child than on the normal child ( Mills v. Board of Education 1972).

Today, the optimal way to include people with disabilities students in standard classrooms is still being researched and debated. “Inclusion” is a method that involves complete immersion in a standard classroom, whereas “mainstreaming” balances time in a special-needs classroom with standard classroom participation. There continues to be social debate surrounding how to implement the ideal of universal access to education.

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Sociology Homework (15 Writing Tips)

  • 2 month(s) ago

Sociology Homework  (15 Writing Tips)

Table of Contents

I. Introduction

Ii. why sociology homework matters, iii. common challenges faced by students, iv. strategies for effective time management, v. tips for conducting successful sociological research, vi. overcoming writer’s block in sociology homework, vii. the art of crafting compelling sociology essays, viii. leveraging online resources for sociology homework help, ix. common mistakes to avoid in sociology homework, x. frequently asked questions (faqs), xi. case studies: applying sociological theories to real-life scenarios, xii. integrating technology into sociology studies, xiii. navigating ethical dilemmas in sociological research, xiv. seeking guidance from professors and peers, xv. how sociology homework prepares students for the future.

A. Brief overview of sociology homework challenges

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In the complex realm of sociology homework, students often encounter a myriad of challenges that can make navigating the subject a formidable task. The multifaceted nature of sociological theories, ranging from functionalism to conflict theory and symbolic interactionism, poses a significant hurdle for many. Additionally, students may grapple with the intricacies of conducting effective sociological research, struggling to sift through vast amounts of information and discern reliable sources.

Time management emerges as a common adversary, with the need to balance coursework demands against other academic and personal commitments. Overcoming the fear associated with sociology assignments is another challenge, as the discipline demands critical thinking and analytical skills that may be initially intimidating. This comprehensive guide aims to dissect these challenges and provide students with practical strategies, tips, and resources to not only navigate their sociology homework successfully but also to foster a deeper appreciation for the subject.

B. Importance of understanding sociological concepts

Understanding sociological concepts holds profound significance for students immersed in sociology homework. These concepts serve as the foundational building blocks that unravel the complexities of human society, offering valuable insights into social structures, behaviors, and interactions. Proficiency in sociological theories, such as functionalism, conflict theory, and symbolic interactionism, equips students with a lens to analyze and interpret the intricacies of the social world.

Moreover, the application of sociological concepts extends beyond academic pursuits, fostering critical thinking and analytical skills essential for navigating the challenges of everyday life. A comprehensive grasp of these concepts not only enhances academic performance but also cultivates a broader perspective, enabling students to engage meaningfully in discussions on societal issues. This guide underscores the importance of delving into sociological concepts, emphasizing their role in shaping a well-rounded understanding of the world and empowering students to approach their sociology homework with confidence and intellectual curiosity.

C. Purpose of the guide

The purpose of this comprehensive guide for  sociology  homework is to serve as a beacon of support and empowerment for students navigating the intriguing yet challenging terrain of sociological studies. Recognizing the unique hurdles and complexities associated with sociology assignments, this guide aims to provide students with a roadmap to success. It aspires to demystify the subject, offering practical strategies to overcome common challenges, refine research skills, and enhance the quality of written assignments.

Beyond mere academic assistance, the guide also seeks to instill a deep appreciation for the relevance and impact of sociology in the broader context of society. By fostering a sense of curiosity, critical thinking, and a holistic understanding of sociological concepts, the guide endeavors to not only aid students in their immediate coursework but also to lay the foundation for a lifelong engagement with the dynamic field of sociology.

A. Linking theoretical knowledge to real-world scenarios

The significance of sociology homework lies in its capacity to bridge the gap between theoretical knowledge and real-world applications. In the broader context of “Why Sociology Homework Matters,” the ability to link abstract sociological theories to tangible, real-life scenarios is paramount. This linkage transforms theoretical concepts, such as functionalism, conflict theory, and symbolic interactionism, from abstract notions to powerful tools for understanding and dissecting the complexities of human societies.

By emphasizing the practical relevance of sociological theories, students gain a deeper appreciation for the subject’s impact on social structures, behaviors, and institutions. This aspect of the guide underscores the transformative potential of sociology homework, illustrating how the comprehension of theoretical frameworks extends beyond the classroom, empowering students to navigate and contribute meaningfully to the intricate tapestry of the real world.

B. Developing critical thinking and analytical skills

“Why Sociology Homework Matters” extends beyond the confines of academic achievement; it plays a pivotal role in nurturing and honing students’ critical thinking and analytical skills. Sociology, as a discipline, inherently encourages students to question, analyze, and interpret complex societal phenomena. Engaging with sociological theories and concepts prompts students to develop a keen ability to critically evaluate information, discern patterns, and draw connections between seemingly disparate elements.

Through the systematic exploration of diverse perspectives and societal structures, students cultivate an analytical mindset that not only enriches their academic endeavors but also equips them with invaluable skills applicable in various aspects of life. This guide recognizes the intrinsic link between sociology homework and the cultivation of these cognitive skills, emphasizing the enduring impact of honing critical thinking and analytical prowess throughout students’ educational journeys and beyond.

C. Impact on academic performance and future career

The significance of sociology  homework  extends far beyond the academic realm, profoundly impacting both current academic performance and future career trajectories. Adeptness in sociological theories and the analytical skills cultivated through sociology homework lay a robust foundation for academic success. Excelling in sociology assignments demonstrates a student’s ability to comprehend complex social concepts, contributing to an overall well-rounded academic profile.

Furthermore, the skills honed in sociology, including critical thinking, research proficiency, and effective communication, are highly transferable and sought after in various professional fields. As the guide explores “Why Sociology Homework Matters,” it underscores how a strong grasp of sociological principles not only enhances academic achievements but also positions students for success in careers that require a deep understanding of societal dynamics, policy analysis, and effective problem-solving. Recognizing the enduring impact on both academic and professional spheres, the guide encourages students to view sociology homework as a strategic investment in their intellectual and career development.

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A. Complexity of sociological theories

Navigating the intricate landscape of sociological theories stands out as a central challenge among the common hurdles faced by students in their sociology homework journey. The complexity of theories such as functionalism, conflict theory, and symbolic interactionism can be overwhelming, requiring students to delve deep into abstract concepts and understand their multifaceted applications. The challenge lies not only in memorizing these theories but also in comprehending their implications for real-world phenomena.

The guide acknowledges the difficulties posed by the complexity of sociological theories and offers targeted strategies to break down these abstract concepts into more digestible components. By addressing this challenge head-on, the guide aims to empower students to not only grasp the intricacies of sociological theories but also to appreciate their significance in analyzing and interpreting the dynamics of human societies.

B. Research difficulties

The realm of sociology homework often presents students with a distinct set of challenges, with research difficulties standing out as a common hurdle. Conducting effective and meaningful sociological research requires a nuanced approach, encompassing a thorough understanding of research methodologies, access to relevant academic databases, and the ability to critically evaluate sources. Many students find themselves grappling with the vast amount of information available, struggling to sift through it to extract pertinent data for their assignments.

The comprehensive guide acknowledges these research difficulties and provides students with practical insights into navigating academic databases, refining search strategies, and discerning the credibility of sources. By addressing research challenges head-on, the guide aims to empower students to overcome hurdles and elevate the quality of their sociological assignments through well-informed and meticulously conducted research practices.

C. Time management issues

Among the array of challenges encountered by students in their sociology homework journey, time management issues emerge as a pervasive obstacle. The comprehensive guide recognizes that balancing the demands of multiple assignments, classes, and personal commitments can be particularly daunting for students engaging with the complex subject matter of sociology. Effective time management becomes crucial as students navigate intricate sociological theories, conduct research, and craft insightful essays.

The guide addresses these time management challenges by offering practical strategies, such as creating personalized study schedules, prioritizing tasks based on deadlines and complexity, and incorporating productivity tools. By equipping students with the tools to manage their time effectively, the guide aims to alleviate the stress associated with time constraints, allowing students to approach their sociology homework with greater organization, focus, and ultimately, success.

D. Overcoming the fear of sociology homework

Confronting the fear associated with  sociology  homework is a significant aspect of the common challenges faced by students. The comprehensive guide acknowledges that the intricate nature of sociological theories and the analytical skills required can be intimidating, leading to apprehension among students. Overcoming this fear involves not only understanding the subject matter but also building confidence in one’s ability to navigate and excel in sociology assignments.

The guide addresses this challenge by providing motivational insights, encouraging students to view sociology homework as an opportunity for intellectual growth rather than a daunting task. Practical tips for breaking down complex theories, seeking support when needed, and celebrating small victories are integrated into the guide to empower students in overcoming the fear of sociology homework. By fostering a positive mindset and providing actionable strategies, the guide aims to transform anxiety into a catalyst for success in the captivating realm of sociology studies.

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A. Creating a personalized study schedule

Creating a personalized study schedule stands out as a cornerstone in the broader strategy for effective time management, particularly when tackling sociology homework. The comprehensive guide recognizes the unique demands of sociological studies and underscores the importance of tailoring study schedules to individual preferences and commitments. This strategy involves a thoughtful assessment of one’s daily routines, peak productivity hours, and existing obligations. The guide encourages students to allocate dedicated time slots for different aspects of sociology homework, such as theory comprehension, research, and writing.

By customizing study schedules, students can maximize their efficiency, maintain a balance between academic and personal life, and ultimately enhance their mastery of sociological concepts. This practical approach empowers students to take control of their time, fostering a more structured and productive approach to the diverse challenges posed by sociology coursework.

B. Prioritizing assignments based on deadlines and complexity

Prioritizing assignments based on deadlines and complexity is a pivotal strategy within the overarching framework of effective time management, as outlined in the comprehensive guide for sociology homework. Recognizing the diverse nature of sociological assignments, this strategy encourages students to adopt a systematic approach to their workload. By assessing deadlines and evaluating the complexity of tasks, students can strategically allocate their time and energy to ensure timely and high-quality submissions.

The guide emphasizes the importance of tackling assignments in order of urgency while considering the level of difficulty each task presents. This prioritization not only prevents last-minute rushes but also allows students to dedicate more focused attention to assignments with greater complexity. By instilling this strategic mindset, the guide empowers students to navigate their sociology homework with efficiency and poise, ultimately contributing to a more rewarding and successful academic experience.

C. Utilizing productivity tools and techniques

In the pursuit of effective time management for sociology homework, the comprehensive guide underscores the significance of utilizing productivity tools and techniques. Acknowledging the digital age and the abundance of resources available, the guide encourages students to leverage technology to streamline their work processes. Productivity tools such as task management apps, calendar apps, and note-taking software can be instrumental in organizing assignments, setting reminders, and maintaining a structured study routine.

Additionally, the guide introduces techniques like the Pomodoro method, encouraging students to break down their study sessions into focused intervals with short breaks to enhance concentration and productivity. By integrating these tools and techniques into their workflow, students can optimize their time, minimize distractions, and elevate the efficiency of their sociology homework endeavors, ultimately contributing to a more successful and stress-free academic experience.

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A. Utilizing academic databases and resources

In the comprehensive guide for sociology homework, a key focus is on equipping students with effective strategies for conducting successful sociological research, and at the forefront of these strategies lies the utilization of academic databases and resources. Recognizing the vast wealth of information available in the digital age, the guide encourages students to explore reputable academic databases, journals, and libraries to access scholarly articles, research papers, and relevant publications.

By navigating these databases, students can delve into the latest sociological research, gaining valuable insights to support their own assignments. The guide emphasizes the importance of honing research skills, including advanced search techniques and citation management, to ensure the retrieval of accurate and credible information. This emphasis on utilizing academic databases and resources serves as a foundational element in empowering students to elevate the quality and depth of their sociological research, fostering a more robust understanding of complex sociological concepts.

B. Effective use of keywords

Within the comprehensive guide for sociology homework, a critical facet of conducting successful sociological research is highlighted— the effective use of keywords. Recognizing that precision in search queries is key to uncovering relevant and targeted information, the guide encourages students to carefully select and employ specific keywords related to their research topics. By refining and expanding these keywords, students can enhance the efficiency of their searches and discover pertinent literature that contributes to the depth and breadth of their sociological understanding.

The guide advises on the importance of experimenting with various combinations of keywords and utilizing advanced search features in academic databases to tailor searches to specific research needs. This emphasis on the effective use of keywords equips students with a valuable skill set, enabling them to navigate the vast landscape of sociological literature with precision and discernment, ultimately enriching the quality of their research endeavors.

C. Evaluating the credibility of sources

In the pursuit of successful sociological research, the comprehensive guide places a strong emphasis on the crucial skill of evaluating the credibility of sources. Acknowledging the abundance of information available, the guide recognizes that not all  sources  are created equal, and students need to discern the reliability and validity of the materials they consult. The guide advises students to critically assess the authority, accuracy, currency, and objectivity of sources, particularly when drawing on online platforms and databases.

By providing a set of criteria for evaluating credibility, the guide empowers students to navigate the intricate landscape of sociological literature with discernment, ensuring that their research is built on a foundation of trustworthy and academically sound information. This focus on source evaluation becomes an invaluable tool in enabling students to contribute to the academic discourse with confidence and precision in their sociology homework.

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A. Brainstorming techniques

Overcoming writer’s block is a pivotal aspect of the comprehensive guide for sociology homework, and at its core lies the incorporation of effective brainstorming techniques. Recognizing that the blank page can be a formidable adversary, the guide encourages students to employ diverse brainstorming methods to unleash their creativity and overcome mental barriers. Techniques such as mind mapping, freewriting, and listing key ideas can stimulate the thought process and provide a structured approach to generating content.

By fostering a creative and open-minded atmosphere, these brainstorming techniques empower students to explore various angles of their sociological topics and to find their unique voice in expressing ideas. The guide underscores that overcoming writer’s block is not just about producing words but engaging in a dynamic process that allows for the discovery of insights and the formulation of compelling arguments in sociology assignments.

B. Creating outlines and rough drafts

Within the framework of overcoming writer’s block in sociology homework, the comprehensive guide underscores the significance of creating outlines and rough drafts. Recognizing that the initial stages of writing can be particularly daunting, the guide advocates for a systematic approach. By crafting outlines, students can organize their thoughts, structure their arguments, and create a roadmap for their essays. This pre-writing step not only provides a clear direction but also alleviates the pressure associated with a blank page.

Additionally, the guide encourages the development of rough drafts as an essential part of the writing process. It emphasizes that these drafts need not be perfect; rather, they serve as a foundation for refinement and improvement. By embracing the iterative nature of writing, students can overcome writer’s block and build momentum, gradually transforming their initial thoughts into polished and articulate sociological essays.

C. Seeking inspiration from external sources

In the realm of overcoming writer’s block in sociology homework, the comprehensive guide advocates for the strategy of seeking inspiration from external sources. Recognizing that a lack of inspiration can be a significant barrier to creativity, the guide encourages students to explore a variety of sources beyond their immediate coursework. Engaging with relevant literature, documentaries, news articles, or even discussions with peers can provide fresh perspectives and stimulate new ideas.

By drawing inspiration from external sources, students can infuse their writing with diverse viewpoints, enhancing the depth and richness of their sociological analysis. This approach not only helps overcome writer’s block but also contributes to the development of well-rounded and nuanced arguments in sociology assignments. The guide emphasizes the importance of staying curious and open to external influences as a means of invigorating the writing process and fostering a dynamic and engaging exploration of sociological concepts.

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A. Structuring essays for clarity

“The Art of Crafting Compelling Sociology Essays” within the comprehensive guide places a strong emphasis on structuring essays for clarity. Recognizing that effective communication is fundamental to academic success, the guide advises students to adopt a well-organized and coherent structure in their writing. This involves clearly outlining the introduction, body paragraphs, and conclusion, ensuring a logical flow of ideas. The guide also stresses the importance of creating concise and focused thesis statements to guide the reader through the essay’s main argument.

By incorporating transitional phrases and maintaining a logical sequence of ideas, students can enhance the overall clarity of their essays. This strategic approach not only facilitates a more effortless understanding of sociological concepts but also contributes to the development of a compelling and persuasive narrative that resonates with both professors and readers.

B. Incorporating relevant sociological evidence

The comprehensive guide for sociology homework underscores the importance of mastering “The Art of Crafting Compelling Sociology Essays,” placing particular emphasis on incorporating relevant sociological evidence. In the pursuit of constructing persuasive arguments, the guide advises students to support their assertions with concrete and pertinent evidence drawn from sociological studies, research findings, or real-world examples. This not only lends credibility to their essays but also demonstrates a deep understanding of the subject matter.

The guide encourages students to critically evaluate and select evidence that directly aligns with their thesis, ensuring that each piece contributes meaningfully to the overarching narrative. By weaving a tapestry of well-supported arguments, students can elevate the persuasiveness of their essays, offering a robust and evidence-based exploration of sociological concepts that engages readers and enhances the overall quality of their academic work.

C. Refining writing style for academic excellence

“The Art of Crafting Compelling Sociology Essays” within the comprehensive guide places a strong emphasis on refining writing style for academic excellence. Acknowledging the distinct conventions of academic writing, the guide encourages students to cultivate a clear, concise, and formal writing style suited for scholarly discourse. It advises against overly complex language, emphasizing the importance of articulating ideas in a straightforward manner.

The guide also encourages students to adhere to proper citation and referencing styles, ensuring the academic integrity of their work. By refining their writing style, students can convey their sociological insights with precision and coherence, contributing to the overall effectiveness of their essays. This emphasis on clarity and adherence to academic standards not only enhances the quality of the written expression but also positions students for success in the rigorous landscape of sociology studies.

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A. Reputable websites and platforms

The comprehensive guide for sociology homework underscores the significance of leveraging online resources, and within this framework, emphasizes the importance of identifying reputable websites and platforms. Recognizing the wealth of information available on the internet, the guide guides students to discern reliable sources from the vast sea of online content. It recommends trusted academic databases, online libraries, and educational platforms that host peer-reviewed articles, journals, and resources pertinent to sociological studies.

By directing students towards reputable websites, the guide aims to ensure the accuracy and credibility of the information accessed, fostering a more robust understanding of sociological concepts. This strategic use of online resources not only supplements traditional learning methods but also empowers students to navigate the digital landscape effectively, extracting valuable insights to enhance the depth and breadth of their sociology homework.

B. Interactive forums and study groups

In the comprehensive guide for sociology homework, an essential aspect of leveraging online resources is the emphasis on interactive forums and study groups. Recognizing the value of collaborative learning, the guide encourages students to engage with online platforms that facilitate discussion, such as forums and study groups dedicated to sociology. These virtual spaces provide opportunities for students to exchange ideas, seek clarification on challenging concepts, and share diverse perspectives on sociological topics. By participating in interactive discussions, students can benefit from collective knowledge, gain new insights, and enhance their understanding of complex sociological theories.

The guide underscores the importance of leveraging the collective intelligence of online communities, fostering a supportive and collaborative environment that contributes to the overall success of students in their sociology homework.

C. Hiring professional tutors for personalized assistance

The comprehensive guide for sociology homework recognizes the value of personalized assistance, and in the realm of leveraging online resources, it highlights the option of hiring professional tutors. Understanding that individualized guidance can greatly benefit students facing challenges in sociology assignments, the guide recommends seeking the expertise of qualified tutors available through online platforms. These tutors can offer targeted assistance, addressing specific questions or concerns related to sociological concepts, research methods, or writing skills.

The guide emphasizes that professional tutors bring a wealth of experience and expertise, providing students with valuable insights and strategies to navigate the complexities of sociology homework. By considering the option of hiring a tutor, students can access tailored support that aligns with their unique learning needs, contributing to a more effective and enriching experience in mastering sociological concepts.

complete the sociology homework with this method duolingo

The “Comprehensive Guide For Sociology Homework for Students” takes a proactive stance by addressing common mistakes to avoid in sociology homework. One prevalent pitfall is the neglect of proper planning and time management, which can lead to rushed assignments and compromised quality. Another common error is the failure to thoroughly understand sociological concepts before attempting assignments, resulting in inaccuracies and weak arguments.

Additionally, the guide highlights the importance of avoiding plagiarism and maintaining proper citation practices, underscoring the significance of academic integrity in sociological studies. Lastly, overlooking the feedback provided by instructors is emphasized as a mistake to avoid, as it represents a valuable opportunity for improvement. By addressing these common missteps head-on, the guide aims to empower students to navigate their sociology homework with precision, diligence, and a heightened awareness of potential pitfalls.

A. What are the major sociological theories students should be familiar with?

B. How can students effectively manage their time for sociology homework?

C. Where can students find reliable sources for sociological research?

D. Are there online platforms offering assistance with specific sociology topics?

E. What are the consequences of plagiarism in sociology assignments?

F. How can students improve their essay writing skills in sociology?

The “Comprehensive Guide For Sociology Homework for Students” underscores the significance of case studies as a powerful learning tool in applying sociological theories to real-life scenarios. Case studies provide students with tangible examples that bridge theoretical concepts with practical applications, offering a deeper understanding of sociological principles. By analyzing real-life situations through the lens of established sociological theories such as functionalism, conflict theory, or symbolic interactionism, students can witness the dynamic interplay of social forces and gain insights into the complexities of human behavior.

The guide encourages students to engage critically with case studies, promoting an interactive and immersive approach to learning that not only enhances their comprehension of sociological theories but also prepares them to apply these insights to address societal challenges in their future studies and careers.

The “Comprehensive Guide For Sociology Homework for Students” recognizes the transformative impact of technology on education and highlights the importance of integrating technology into sociology studies. In today’s digital age, technology offers a myriad of tools and resources that can enhance the learning experience. The guide encourages students to leverage online databases, digital libraries, and academic platforms for accessing sociological literature and research.

Additionally, it underscores the value of utilizing technology for collaborative purposes, such as virtual study groups and online forums, fostering a dynamic exchange of ideas among peers. Embracing technology can also aid in efficient organization, note-taking, and research, streamlining the process of completing sociology assignments. By providing insights into the effective integration of technology, the guide aims to equip students with the digital skills necessary to thrive in their sociological studies and adapt to the evolving landscape of education.

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The “Comprehensive Guide For Sociology Homework for Students” recognizes the importance of navigating ethical dilemmas in sociological research. Ethical considerations play a crucial role in ensuring the integrity and responsibility of sociological studies. The guide emphasizes the need for students to be aware of and address ethical challenges that may arise in the course of their research, such as issues related to confidentiality, informed consent, and the potential impact of research on participants.

By providing insights into ethical guidelines and considerations, the guide aims to equip students with the knowledge and ethical reasoning skills necessary to conduct sociological research responsibly and ethically. Acknowledging and navigating ethical dilemmas not only uphold the standards of academic integrity but also contribute to the development of socially responsible and conscientious researchers in the field of sociology.

A. Building relationships with professors for academic support

Within the comprehensive guide for sociology homework, a key strategy highlighted in “Seeking Guidance from Professors and Peers” is the importance of building relationships with professors for academic support. Recognizing that professors are valuable resources in the academic journey, the guide encourages students to establish connections with their sociology instructors. Building a relationship with professors involves attending office hours, actively participating in class discussions, and seeking clarification on assignments. These connections not only foster a supportive learning environment but also provide students with personalized guidance, feedback, and insights into mastering sociological concepts. By actively engaging with professors, students can enhance their understanding of coursework, gain valuable mentorship, and lay the foundation for a successful academic experience in sociology.

B. Forming study groups for collaborative learning

The comprehensive guide for sociology homework emphasizes the collaborative power of forming study groups as a key strategy in “Seeking Guidance from Professors and Peers.” Acknowledging the complexity of sociological concepts, the guide encourages students to create study groups where they can engage in collaborative learning. By working together, students can pool their perspectives, share insights, and collectively tackle challenging assignments.

Study groups provide a platform for discussing sociological theories, clarifying doubts, and testing one another’s understanding. This collaborative approach not only enhances comprehension but also cultivates a sense of community among peers. The guide emphasizes that study groups can be invaluable resources for mutual support, motivation, and the exchange of diverse perspectives, ultimately contributing to a more enriching and successful experience in navigating sociology homework.

C. Utilizing office hours for clarification on assignments

“Seeking Guidance from Professors and Peers” within the comprehensive guide for sociology homework underscores the importance of utilizing office hours for clarification on assignments. Recognizing that students may encounter challenges or have questions regarding sociology homework, the guide encourages a proactive approach in seeking assistance. Office hours provide a dedicated time for one-on-one interactions with professors, offering students the opportunity to clarify doubts, seek additional explanations, and gain valuable insights into assignment expectations.

By taking advantage of this resource, students can enhance their understanding of sociological concepts, receive personalized guidance, and address any uncertainties in their coursework. The guide emphasizes that utilizing office hours fosters a supportive student-instructor relationship, contributing to a more enriching and successful academic journey in sociology.

complete the sociology homework with this method duolingo

A. Transferable skills gained through sociology studies

The guide for sociology homework recognizes that beyond the immediate academic context, sociology studies impart invaluable transferable skills that prepare students for the future. Engaging with sociological concepts, theories, and research methodologies cultivates critical thinking, analytical reasoning, and a nuanced understanding of human behavior. These transferable skills extend into various aspects of life, equipping students with the ability to analyze complex social phenomena, communicate effectively, and approach challenges with a sociological perspective.

The guide encourages students to recognize the broader applicability of these skills in future endeavors, whether in further academic pursuits or professional settings. By highlighting the transferable nature of skills gained through sociology studies, the guide seeks to instill a long-lasting appreciation for the discipline and its enduring impact on personal and professional development.

B. Impact on career paths and opportunities

The comprehensive guide for sociology homework underlines the profound impact that sociology studies can have on shaping career paths and opening up diverse opportunities for students in the future. Beyond the academic realm, the guide recognizes that the analytical and critical thinking skills honed through sociology homework are highly transferable to a range of professions. Whether pursuing careers in social work, research, policy analysis, or even business and communications, a background in sociology equips students with a unique perspective on human behavior and societal structures.

The guide encourages students to see their sociology studies not just as a requirement but as a strategic investment in their future success. By gaining a deep understanding of sociological concepts and research methodologies, students can navigate a variety of career paths, contributing meaningfully to their chosen fields and addressing complex societal challenges with insight and expertise.

C. Cultivating a lifelong appreciation for sociological perspectives

The comprehensive guide for sociology homework places a special emphasis on cultivating a lifelong appreciation for sociological perspectives as an integral aspect of preparing students for the future. Beyond the immediate academic objectives, the guide encourages students to view sociology as more than just a subject—it is a lens through which to understand and engage with the world.

By fostering a curiosity about societal structures, human behaviors, and the interconnectedness of communities, students develop a mindset that extends far beyond the classroom. This lifelong appreciation for sociological perspectives instills a habit of critical reflection, encouraging individuals to approach diverse situations with a nuanced understanding. The guide aims to impart not only academic knowledge but also a lasting intellectual curiosity that continues to shape students’ thinking, decision-making, and contributions to society throughout their lives.

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International Conference on Interactive Collaborative Learning

ICL 2018: The Challenges of the Digital Transformation in Education pp 139–148 Cite as

State-of-the-Art Duolingo Features and Applications

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  • First Online: 01 March 2019

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Part of the Advances in Intelligent Systems and Computing book series (AISC,volume 917)

Duolingo is a rapidly growing on-line platform for language learning. In this paper learning theories that are embodied in its design are analyzed and certain shortcomings are identified. In the past two years, Duolingo has expanded its platform with the addition of new applications and features. State-of-the-art updates are reviewed in order to uncover whether they address limitations of Duolingo’s original design or provide enhancements to the learning platform.

Duolingo ®, Tinycards ® and all other trademarks, service marks, graphics and logos used in connection with the Service are trademarks or service marks of Duolingo or their respective owners, and certain of them are registered with the United States Patent and Trademark Office.

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Duolingo discussion topic: crown levels: a horrible invention. https://forum.duolingo.com/comment/26840788 . Accessed 25 June 2018

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What is duolingo? https://support.duolingo.com/hc/en-us/articles/204829090-What-is-Duolingo- . Accessed 26 June 2018

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Savvani, S. (2019). State-of-the-Art Duolingo Features and Applications. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 917. Springer, Cham. https://doi.org/10.1007/978-3-030-11935-5_14

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complete the sociology homework with this method duolingo

Using TSP to Teach Online

complete the sociology homework with this method duolingo

As instructors move their courses online, we at The Society Pages want to help out by offering a guide to our site. We have lots of sociological content that can be used in teaching, from new research coming out of journals to podcast interviews with sociologists. We strive to make our content clear, concise, and public-facing — perfect for undergraduates! 

What kind of content do we have? (and how can you use it to teach?)

“ There’s Research on That! ” – In this blog, we curate sociological research that speaks to things that are happening in the world.

  • Have students read “ #SayHerName and Black Women’s Experiences with Police ” for an overview of research on Black women’s experiences with police, including distrust of police and the challenges that come with motherhood. Then, ask them to respond with a short post about the racialized and gendered challenges that lie ahead in developing police-community trust.

Teaching Students to Think Sociologically about Climate Change

John Chung-En Liu and Andrew Szasz . 2019. “ Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses .” Teaching Sociology .

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Young people around the world want to talk about climate change. Intro to Sociology classes could capitalize on students’ interest by demonstrating how sociological thinking is useful for understanding it. For instance, one unit could focus on the factors that make social movements–like the Youth Climate movement–effective. Another could illustrate how inequalities in housing and access to resources mean that climate change will disproportionately impact less advantaged. Still others could show how our socialization shapes how we think about the importance of protecting the environment, or how social institutions can impact climate change and its effects.

Ice Breakers and Community Building in the Classroom

Four young adults stand in a circle facing each other. They are all smiling. One is holding a piece of paper.

As a sociology instructor, I have been thinking about how ice breakers can be used for students to get to know each other and to seamlessly move into course content. There are a lot of good ideas for ice breakers online, including some that do a great job of building community in the classroom. However, I find myself moving away from them because they seem to be a one-trick pony.

Here are three examples of ice breakers that could be used to connect students with each other, as well as slide right into sociological content.

Using Rock Climbing to Teach about Sexism, Racism, and Colonialism

Photo looking down on a person climbing up the side of a rock face. The person is wearing a blue helmet and a long sleeve shirt and is holding onto the rock with two hands.

With the recent Oscar win for Free Solo , many students are likely to be interested in rock climbing. Jennifer Wigglesworth’s research and recent post on Engaging Sports about the sexism in rock climbing route names provides a perfect way to think about established concepts using popular culture phenomenon.

This is an interactive activity designed to get students out into their own communities and seeing them with new eyes. During this three-part activity, students will think about history and specifically how naming practices privilege or marginalize certain groups and histories. The activity begins with a critical examination of a pop culture concept — rock climbing — and then asks students to broaden that idea by examining the geography they circulate every day. The lesson concludes with an academic reading on the broader history of imperial naming practices in the United States. This activity would be good for Introduction to Sociology, Sociology of Gender, Race and Ethnicity, Sociology of Sport, Sociology of Culture, Theory, and Urban Sociology.

Why Don’t Immigrants “Just Line Up”? Teaching Immigration in a Hostile Climate

Lit-up sign by the road that reads, US Border Patrol.

Teaching about immigration can be tough because students come to our classrooms with the battle lines already drawn and believing their minds are already made up. We know, for example, that “the border” occupies a large conceptual space in our collective minds and that certain racialized populations suffer from perceptions of illegality . I have successfully re-centered my classroom conversation in a more constructive direction by starting with something most students seem to have a complete lack of information about: how the U.S. immigration system actually works.

Below I share some resources and ideas for leading an hour long discussion on “everything you wanted to know about the immigration system but were afraid to ask.” The activity below would be a great fit for any course where you are going to spend several class days on migration in the United States: Global Sociology, Social Problems, Migration, Race & Ethnicity, or Crime & Deviance. This activity is intended to take advantage of the fact that a classroom is a special place designated for learning, where everyone (including the instructor) can always learn something new without feeling embarrassed of our ignorance.

Are Women People? Teaching Simone de Beauvoir with Sociological Images

complete the sociology homework with this method duolingo

Like many instructors of the sociology of gender and feminist theory, I teach Simone de Beauvoir’s foundational text, “ Introduction to the Second Sex .” Not only is Beauvoir part of the feminist cannon, but in some ways it seems even more relevant in today’s sociology classroom as Beauvoir deconstructs the very category of “woman.” She provides fertile groundwork for anyone looking to teach about sex and gender beyond the constructed gender binary. Unfortunately the reading can be a little difficult for undergraduate students to digest; this is where Sociological Images comes to the rescue! In this activity the instructor will show students contemporary, everyday examples of Beauvoir’s concept of women as “other” and engage them in a discussion about its continued relevance. This active and visual engagement is designed to incorporate Beauvoir into students’ working vocabulary.

This activity is ideal for Sociology of Gender and classes that teach feminist theory, but it could be modified for use in classes that explore gender in smaller doses like Family or Introduction to Sociology.

  • Projector/internet/resources to look at a website in class
  • Links to the Sociological Images posts you want to show

Students bring:

  • Copy of Beauvoir’s “Introduction to the Second Sex ,” assigned in advance

Instructions

  • Assign Simone de Beauvoir’s “Introduction to the Second Sex ” to be read by students in advance.
  • Open the class by discussing the reading a little bit so that the main questions and topics are in the foreground of students’ minds. This could also be done by lecturing for the first section of class if that better suits your teaching style. For example, I ask the students to identify some of the key sentences of the reading, and what they think Beauvoir’s key question is. There are of course many important concepts in this reading, and in order to stimulate a comfortable discussion, it’s important to just let students nominate any and all sentences and ideas. The ideas that I’ll focus on in the next steps are Beauvoir’s concept of woman as “other,” or, as she says, “A man is in the right in being a man; it is the woman who is in the wrong” (xxi); and “thus humanity is male and man defines woman not in herself but as relative to him” (xxii). Keep going until someone comes up with this; you can leave other questions and concepts that come up here on the backburner to come back to later in this class to see how the reading fits together as a whole.
  • Once you have students puzzling over this idea of women as other, pull up this post from Sociological Images for your class. The SocImages team refers to this same concept as “women versus people.”
  • Expand each image in the post one at a time by clicking on it and ask the students “what do you see?” I do not show my students the pre-written analysis on the post but ask them to do the analytic work together in our discussion. Allow the students to start to discussing and problematizing each image out loud as a group as you go through each one by one.
  • At the bottom of the post there are links to more; two of my favorites are scientists and females scientists and Body Worlds , although that example is not visual and will have to be read in advance and explained.
  • Throughout this discussion it is important to clarify that the problem is not necessarily the segregation of the items or that there are separate women’s items (t-shirts are a great example here); it’s that, just as Beauvoir describes, one item is for “everybody,” while another item is specifically for women. Are women not part of everybody? You can draw the students back into a discussion of Beauvoir and her continued relevance today by engaging the question of what is hidden under these universal categories. How does one dominant group remain unmarked while others end up marked?

Possible modifications

  • You could also give an assignment to students after this exercise to find their own local examples. (I have often had students come back and tell me in later class periods that they couldn’t stop seeing this concept at work in the world.) This could work well for discussion board posts, or an extra credit assignment, especially if coupled with a short paragraph explaining how the visual/example they found illustrates the concept with citations from the reading.

Additional resources

TROT on the Social Construction of Gender and Sex

A list of 5 reasons why pointlessly gendered products are a problem (even if they aren’t “women vs people”) from Sociological Images

A different example to illustrate the broader concept of how privilege operates for those in the “unmarked” group from Sociological Images

Dr. Meghan Krausch studies race, gender, disability, and other forms of marginalization throughout the Americas and in particular how grassroots communities have developed ways to resist their own marginalization. Read more of Meg’s writing at The Rebel Professor or get in touch directly at [email protected] .

Teaching How to Evaluate Evidence using Voter Fraud

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With so many concerns about voter suppression in the 2018 midterm elections , now is an excellent time to highlight the important role that social science can play in public debate and in our classrooms. Today’s suggestion for Teaching with TSP is a group exercise using King and Roscigno’s special feature on the 50 th anniversary of the voting rights act that can be done during class followed by a discussion with the whole class. I used this exercise in my lower division Race & Ethnicity class, but it could easily be used in other lower division classes like Introduction to Sociology or Social Problems, or in an upper division Political Sociology class with some additions and modifications (which I’ll explain below). This exercise is ideal for a course in a general education curriculum that meets a social sciences requirement where instructors are often tasked with teaching students how to assess different kinds of information, evaluate evidence, and understand biases. I like this exercise because it leaves room for students with differing levels of ability, and because it directly and constructively engages students who hold the belief that everything taught in Race & Ethnicity or other sociology classes is “biased” or based on “differing opinions” without attacking them.

  • Printed copies of the article (1-4 copies per group)
  • Whiteboard and a bunch of markers
  • A copy of the book or other text you have recently read in your class
  • Pen and paper
  • Place the students in groups of 4-5 and give each group at least one copy of the article. Make a section on your white board for each of the different terms: 1) an opinion, 2) an empirical fact, and 3) a social scientific claim. Ask students to read through the entire article and, as they go, to identify two of each: an opinion, a fact, and a claim. They will need to write each of these on the board as they find them. You may want to make the rule that no repeats are allowed since that sometimes helps people work a little more quickly in groups (but this may not work if you have a larger class and a lot of groups).
  • As students fill the board and work through the exercise you can choose to either let incorrect answers stand or you can go talk to the groups and ask them to fix those answers in the moment, depending on the dynamic and size of your class.
  • Students are likely to come up with good questions about the difference between these three terms for you and each other while they work through the exercise, keeping in mind that part of what may be new here for college students is the addition of the “social scientific claim.” While K-12 does teach a related skill, it tends to focus on fact vs. opinion, which leaves evidence-based arguments in a confusing gray area for many new college students. Furthermore, many of us know that observable empirical facts in sociology are often nonetheless controversial. This exercise opens up that fact for conversation directly from an unexpected angle.
  • Groups that finish early complete the same exercise using the most recent course reading, until all groups have at least finished the main exercise.
  • Gently correct or clarify anything from the answers on the board. Transition from small group activity to large group discussion by asking “What do you notice when you look at the answers on the board? Does anything jump out at you? Anything surprise you? Confuse you?” This gives students a moment to reflect on what all the groups did. By asking students to choose the direction, you allow them to take ownership over the activity and lead the discussion in a direction that’s interesting to them, and the result is a more engaged, productive discussion that will allow students to tell you what they know and don’t know about the topic and what they want to know more about. More ideas for discussion are below, along with possible modifications to the exercise.

Discussion Guide

  • Is voter fraud a problem? (Establish that given this article and exercise the students understand that it is not a problem.) Why do you think so many people think it IS a problem? Did you think it was (more of) a problem before today?
  • Explore students’ reactions to why voter ID and other voting access laws are being changed, especially since voter fraud isn’t a problem. Do they agree with the authors? Are they unsure of the reasons? Can they develop their own sociological hypotheses?
  • Discuss the history of the Voting Rights Act of 1965 and the Civil Rights Movement. What did students learn that was new? Do they have questions or reactions? Is there a reason these changes are happening now?
  • What is the role of social science and sociology in politics?

Possible Modifications

  • Students could be asked to update this piece or to make it local by researching the requirements to register and to vote in their own state.
  • If you are in a state with voter ID legislation, students could research who introduced and supported this legislation, what challenges have occurred to it, and the judicial opinions that have been issued.
  • Either of these could be done as part of a class activity or as a homework assignment.

Additional TSP Reading on Voter Suppression

How Voter Suppression Shapes Election Outcomes

Strict Voter Identification Laws Advantage Whites—And Skew American Democracy to the Right

Teaching Writing with 5-Minute Workshops

Most sociology teachers want to teach writing. The problem is they don’t have time. With dozens or hundreds of students, meeting one-on-one with even a small fraction of those who need help is impossible, and since students’ writing skills vary significantly, it’s difficult to draw up in-class lessons that will help students at all levels. Given these structural impediments, it’s hard to blame instructors for de-emphasizing writing skills in the classroom.

To address this problem, I’ve recently incorporated a tool called the five-minute workshop, developed by Pamela Flash, Director of Writing Across the Curriculum at the University of Minnesota, into my teaching. Using five-minute writing workshops enables instructors and TAs to quickly and efficiently teach writing skills that benefit all students, regardless of their current writing abilities.

The basic concept is simple enough. Give students five minutes to either write something or revise something that connects to work they are already doing, or to content you are already teaching. Then move on. Do it again next week. And the next. And so on.

This works because writing is more than putting words on a page. Minnesota sociology faculty report that what holds our students back the most is not crafting prose, but struggling to identify and communicate sociologically important concepts and arguments, or to effectively juxtapose competing arguments from readings and lecture. Five-minute writing workshops focus on these kinds of skills: the conceptual and analytic part of the writing process, more than the art of phrasing. Give students five minutes to either write something or revise something that connects to work they are already doing, or to the subject matter you are already teaching, and then move on with the rest of your content for the day.

To design a five-minute workshop for use in your course, start by identifying a core writing skill that you think your students should work on. For instance, I often find that my students need practice describing the role of media in transmitting cultural scripts. During discussion of gender, culture, or media, I display the image below and ask students to take three minutes to write one sentence about the role of perceived physical attractiveness in the cartoon. We then discuss their ideas for a couple more minutes, and move on. This develops students’ abilities to recognize cultural frames and narratives as depicted through visual media and to distill broad ideas into sharp, debatable statements.

complete the sociology homework with this method duolingo

The possibilities are vast. To practice thesis development, put a characteristically problematic thesis statement on a slide and ask students to write a version that improves it. To work on style, project a sloppy, overwritten paragraph, and have students write a version that conveys the same meaning in half the number of words. If students are struggling to identify theoretical tension, display a concept map of a recent reading and have them describe the relationship between two of the central elements. And so on.

These workshops are designed to be brief, fun, and stress-free. If you’d like some help designing a few to get you started integrating writing instruction into your course, drop me a note. I’d be happy to help.

Intro to Sociological Methods Using Discoveries

Note: At the time this post was written, The Society Pages’ Discoveries were called The Reading List.

DISC clipped

So that the students could develop a fuller sense of the new concepts they learned, I created this methods sheet  for the class to practice applying them. First, as an example, we answered the questions from the sheet about the first article in the Reading List Packet  together as a class. Students were able to ask questions about the procedure and I could clarify the directions before they tried one on their own.

Then, students were instructed to get into small groups of 2 or 3. Each group was directed to work on answering the questions about a different Reading List article. When all groups had finished, each reported back to the class what the question, findings and methods were.

Why I like this activity:

  • it’s easy to differentiate if you have a heterogeneous class. The Reading List articles vary in difficulty, so you could assign easier articles to groups that struggle and more difficult ones to groups that need a challenge. Alternatively, you could differentiate by interest by letting each group claim which article to begin with.
  • if one group gets done way ahead of the others, they can move on to a different article, so nobody’s stuck waiting around for groups that need more time. If the whole class picks up the skills quickly, you could set a time limit and reward the group that finishes the most articles before time is up.
  • it’s social—at the beginning of the semester, students can get to know one another, and get comfortable working together and sharing answers with the class
  • having groups report back to the whole class provides a low-stakes way for the teacher to correct students’ misunderstandings in a way that benefits the whole class
  • students learn about the breadth of sociological inquiry while practicing their skills of identifying parts of a research article (and—perhaps more importantly—the parts of a research study)

Mediating Media Responses to Tragedy: Considering How Social Science Could Influence Policy

The NonViolence Project takes its symbol from a sculpture inspired by the shooting death of John Lennon. Photo via nonviolence.com.

Horrible events, such as mass shootings, typically gain a lot of media attention, with fear and political outrage not far behind. Social scientific knowledge about topics like violence, gun control, and mental illness, however, is often obscured or excluded from these reports and calls for action. This activity, which can be done as a group or individually, helps readers think about how social scientific evidence can influence policy:

  • Browse the Internet to gather two or three news stories from the weeks following a recent mass shooting in the United States.
  • What claims are made in these stories about the causes of mass shootings?
  • What calls for change are made by victims’ families, politicians, experts, or others?
  • What policies are suggested to address mass shootings?

Next, read “ A Broader-Based Response to Shootings ” by Chis Uggen and think about how social science evidence compares to media reports. What does the evidence suggest we should be doing to address these crimes?

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The case for using DUOLINGO as part of the language classroom experience

Duolingo como parte del curriculum de las clases de lengua extranjera

RIED. Revista Iberoamericana de Educación a Distancia , vol. 19 , no. 1 , pp. 83-101 , 2016

Asociación Iberoamericana de Educación Superior a Distancia

complete the sociology homework with this method duolingo

Received: 18 May 2015

Accepted: 20 September 2015

DOI: https://doi.org/10.5944/ried.19.1.14581

Abstract: This article explores the idea of using an already existing language learning app, Duolingo, to complement traditional college level Spanish as second language courses. These types of apps use adaptive learning technologies, which are able to tailor the tasks to the level of each student. In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner’s Spanish course (level A1) and the other an advanced intermediate course (B2). The students used the app online, either in its mobile version or in their web browser. I will describe how Duolingo operates, what kind of activities can be done, and how learning is achieved. Preliminary results suggest that Duolingo is an easy-to-use app that is useful and has potential, although its main lessons are not based on communicative competence. It is usually enjoyed by students because of several elements, such as the accessibility on a mobile device, its gamification aspect, and the variety of tasks. I will discuss possible ways to incorporate Duolingo into foreign language courses, always considering it as a complement to the curriculum, but considering its value to reinforce vocabulary and grammar acquisition through spaced repetition, interleaving of different skills and variety of activities.

Keywords: MALL (Mobile Assisted Language Learning), didactic use of computer, foreign language learning, didactics.

Resumen: Este artículo explora la idea de utilizar una aplicación móvil (ya existente en el mercado para el aprendizaje de idiomas), Duolingo, para complementar las clases tradicionales de español como lengua extranjera a nivel universitario. Este tipo de aplicaciones hacen uso de la tecnología adaptiva para el aprendizaje, permitiendo así adaptar las tareas al nivel de cada estudiante. En el caso de esta investigación, Duolingo formó parte del programa de estudio de dos clases universitarias de español, una a nivel principiante (A1) y otra intermedio alto (B2). Los estudiantes accedieron a la aplicación de manera online, tanto en plataformas móviles como en su versión de escritorio. Este artículo describe el funcionamiento de Duolingo, el tipo de actividades que se pueden realizar con ella y de qué forma se adquieren conocimientos con esta aplicación. Los resultados preliminares de este estudio sugieren que Duolingo es una aplicación fácil de usar, útil y con mucho potencial, a pesar de basarse en tareas que no están enfocadas a la competencia comunicativa. Parece ser del agrado de la mayoría de los alumnos por varias razones, como la posibilidad de fácil acceso a través del móvil, los aspectos de gamificación en su diseño y la variedad de tareas que contiene. A la luz de los resultados obtenidos, se sugerirán algunas mejoras, además de posibles formas de integración en el currículo de una clase de idiomas, siempre considerándolo como un complemento al programa de lenguas, pero también valorando su capacidad para repasar vocabulario y gramática a través de la repetición espaciada, entrelazando habilidades diferentes y con variedad de actividades.

Palabras clave: MALL (aprendizaje de lenguas asistido por tecnología móvil), uso didáctico del ordenador, aprendizaje de lenguas, didáctica.

Nowadays, most of our students own a smartphone. According to data from the report “Worldwide Mobile Phone Users: H1 2014 Forecast and Comparative Estimates,” by the end of 2015, almost 66% of the world population will have one of these phones. These mobile devices can be equipped with numerous applications that can be used to learn a foreign language. Some of these applications are normally used for other objectives, but can also be useful in this sense, such as watching YouTube videos, recording voice memos, having online conversations with Facetime or Google Hangouts or even playing with gaming apps like Trivia Crack (a game similar to Trivial Pursuit) in languages rather than your own. But there are also an increasing number of applications that have been created with the main objective of learning a foreign language. Examples of these apps are Lingua.Ly (to augment reading comprehension), HelloTalk (to find people with whom to practice languages), Memrise (vocabulary acquisition) or Duolingo, the app we will be exploring in this article.

According to Ramírez Montoya (2009) , a definition of mobile language learning can include several components: It is the direct descendant of e-learning, which is any type of learning supported by electronic tools and resources, and m-learning, which uses online resources that can be accessed through a mobile device. M-learning allows students to augment the classroom learning by providing a flexible type of learning that can enrich the classroom experience. Montoya mentions that authors like Sharples (2005) go a bit further, including in their definition the idea that m-learning is a process of coming to know, where students, collaborating with their peers and instructors build that knowledge together. A more current definition is the one offered by Crompton (2013 : 4), which states that m-learning is "learning across multiple contexts, through social and content interactions, using personal electronic devices.”

With this meaning in mind, this article will be studying one particular app, Duolingo, which can be accessed either through the web on a desktop computer or through a cell phone or a tablet. Through a series of exercises, divided into lessons and skills, this app's goal is to teach vocabulary and grammar, and to bring students to an A2 level by having them complete all the required nodes. One of its main features is the use of spaced repetition, in which its algorithms detect when a user needs to review words or chunks that may have faded from memory. Spaced repetition has proven to be very effective for acquiring vocabulary in particular, since repetition is essential to acquire new skills. In a very interesting experiment with cell phones, Cavus and Ibrahim (2009) showed that students using the devices enjoyed and learned new words, and the students themselves suggested in their survey that other educators should augment their teaching with the use of these devices.

In addition to spaced repetition, the activities presented in Duolingo's lessons interleave different skills (from pronunciation to translation, for example), and provide a variety of activities (recognizing a word from a picture, writing down what you hear, etc.). It is these three elements, spaced-out practice, interleaving, and variety, which have been shown to produce better mastery as well as longer retention and versatility in very recent research on learning. ( Brown, Roediger and McDaniel, 2014 : 46). Duolingo, then, seems to be able to tap into these three modes.

Duolingo also offers instant feedback to its users after each task. As García (2013 :21) points out in his review of the app, this feedback goes beyond basic multiple choice and includes other appropriate versions. In many instances, it also includes a discussion area where users can negotiate the exact meaning or possible problems with the activity or the offered solution.

Another aim of this study is to observe whether using Duolingo as part of online homework produces a shift towards self-directed learning by students. Self-directed learning in this case is understood as "learning in which the conceptualization, design, conduct and evaluation of a learning project are directed by the learner" ( Brookfield, 2009 : 2615).

One important aspect of this study is the idea that Duolingo can serve well as an addition to a formal language course offered through a school or university, whether face-to-face or online. Thus, here we are understanding the use of the app as a way to augment or substitute more classical types of homework rather than replacing the class itself. A non-peer reviewed study by Vesselinov & Grego (2012) , which was commissioned by Duolingo itself, estimated than an average of 34 hours spent on Duolingo were the equivalent of a college beginner-level course. It is not the aim of this study to discuss the validity of that study, as I believe that Duolingo has a good potential for use in a course of studies as one more tool in the instructor's arsenal.

Duolingo: definition of the app

Duolingo is a free app created by Luis Von Ahn and Severin Hacker in November 2011. Its slogan is "Free language education for the world." According to its website, it has more than 30 million registered users. It offers several languages for English speakers as well as others for non-English speakers.

In the desktop version, the app has different areas:

The “tree”, which contains skills, each represented by a node that changes color from grey (indicating that a skill has not been started), to a color like red, blue or green (you have started the lessons within the skill), to gold (you have mastered all the lessons and vocabulary for that specific skill). Note that the gold color can “turn” back to another color if the algorithm of Duolingo establishes that you need to go back and review those nodes because you have forgotten the vocabulary or because enough time has elapsed. Duolingo has not, up to now, published the content of the tree. The only way to find out is to complete the tree yourself. Thankfully, in the case of Spanish, there is a Google Doc, with its content ( Author & Espinoza, 2014 , web source). These are the components of the tree:

66 Skills. Some examples of these are: Food, Animals, Plurals (for beginning nodes) to Modal Verbs, Subjunctive Past, or Past Imperfect (for the more advanced nodes).

329 Lessons. Each skill has several lessons, which can range from one to eleven. Each lesson covers about seven or eight words. Each completed lesson gives 10 XP (points).

1571 Words.

Words: A list of the words the user has studied or already knew. Each word is accompanied by a strength bar, which indicates if the word is still strong in your memory or if it is time to practice again, according to Duolingo’s algorithm. You can also review these words through flashcards.

Activity: Duolingo works similarly to a social network site. You can follow other students, and other people can follow you. The activity stream shows not only what you and the people you follow accomplish in Duolingo (levels opened) but also if you or they have made a comment in the discussion board. All the people you follow and you yourself appear on a “leaderboard” list, which shows the XP (Duolingo points) that you obtain weekly. This is reset every Sunday at 7:00 pm Eastern Standard Time (United States).

Discussion: In this area, users can post discussions about topics that interest them. A discussion will also be created if there are questions about any of the activities completed during the lessons, in which case users negotiate meaning among themselves. The discussions are divided according to the language you study, and there are also general discussion areas, like the one recently opened for educators (this will be discussed in more detailed later). Discussions are voted up or down (similar to places like Reddit ), so the more popular ones are more visible. It is also the area where the creators or moderators of Duolingo post important messages to the community.

Immersion: This area is for more advanced students. Anyone can upload a public document in any language and the community can start translating it. Users can offer suggestions for better translations or can just make general comments.

Users get XP points for translating either their own documents or helping with other documents already uploaded to the site. They also get lingots (see below for a definition) if their translations are up-voted by other users.

The Lingot Store: “Lingots” are the currency that Duolingo uses to reward its users. You get lingots when you complete a skill node or maintain a streak of days using the site. Users can also “reward” other users with lingots in the Discussion area. With lingots you can buy several things, like a “freeze streak” which will allow you to miss a day and not lose your streak, some silly outfits for the Duolingo owl (the program’s mascot), or, more important in my opinion, a progress quiz, which shows you on a scale of 0 to 5 where you currently stand in your studies.

The mobile version of Duolingo does not have these many areas. It is limited to the tree and the Lingot Store, although you still can see there the leaderboard with information about the people you follow. The app also informs you of your streak. You can set up daily goals (the minimum being 10 XP per day), and the app will send you reminders and notifications if your goal has not been completed that day.

For this study, I have only used the tree area with the skills and lessons. The following description applies to this area exclusively: students can perform different types of activities on Duolingo. Once you click on a skill, you are presented with the available number of lessons for that particular skill. Each lesson lists the words (up to eight) that it will review. In addition to the lessons, each skill can be just reviewed in general, once you have completed all the lessons or have tested out of that skill. That is called "practice" or "strengthening skills" within the app in order to differentiate it from regular lessons. You can chose general practice in order to review areas that the program considers have not been practiced, rather than just one specific skill. Or you can choose to do practice within one skill once you have completed all the lessons. There is a symbol in each lesson that indicates the "strength" of that skill with a maximum "grade" of 5. Once you reach five, the symbol for the skill becomes gold.

Following is a list of the most common activities in each lesson (it may not be comprehensive, since the app is constantly being modified):

Write a vocabulary word after seeing a picture that represents it.

Translate a sentence into your native language. When words are first presented, the user can hover over the word to see its meaning.

Translate a sentence into the language being studied.

Dictation: write a sentence that you hear. There are two speeds, normal and slow, which you can click to hear the sentence more clearly.

Pronouncing a sentence. Through voice recognition software, the app can detect whether your pronunciation is correct.

Match pairs of words.

Put a series of scrambled words in order

Choose from three sentences in the target language to see which ones fit the sentence in the native language.

Activities are presented sequentially, and the lesson "extends" itself if you get wrong answers, as indicated by the strength bar at the top of the lesson. If there are no mistakes, it takes seventeen short activities like the ones described above to complete a lesson. This generally takes five to ten minutes. This time may vary, however, since new activities are added if you make mistakes.

Duolingo incorporates some gamification elements to motivate and engage learners. Some examples of this are the lingots as awards given when you complete a skill; the inclusion of a weekly leaderboard, where you can "compete" against friends to see who has the highest XP; a symbol of a flame next to your name with the numbers of days of your streak on the site; the aforementioned strength bar, which appears when a user is completing a lesson, to indicate how close they are to finishing it, etc. These elements make the app more enjoyable, although the exercises themselves are quite traditional, as we have seen.

Educator's Area in Duolingo

Recognizing that many educators were using this tool with their students, as evidenced by the numerous discussion boards posting to that effect, Duolingo opened a new area in its website in January 2015, dedicated to teachers who want to use the platform with their classes. The new area, https://dashboard.duolingo.com /, allows educators to create "groups" or classes. This generates a link, which can be sent to students so that they can join the group. In the dashboard, the teacher can monitor students' progress in several ways. The dashboard shows the time the student logged in, the lesson or practice he/she completed and the XP he/she obtained. A weekly report is sent by email, which includes all the work students have done during that time. In addition, there is now a dedicated area in the Discussion Forums just for educators’ concerns and ideas.

This dashboard did not exist when the study described here was conducted, and the instructor had to follow each student to see how many lessons they had completed. This new dashboard should facilitate the work of educators immensely and make this tool much more useful, as suggested in this study.

Duolingo as an educational tool for online and face-to-face courses

As we can see, even though Duolingo is presented as a very modern-looking gaming app, in reality most of the activities necessary to complete the lessons are very traditional and are heavily based on translation, dictation, and pronunciation. In fact, there is already some criticism of the app within the language learning research community. Krashen (2014) points out in his rebuke of the Vesselinov and Grego (2012) study, in which they equated 34 hours of Duolingo to a university language course, that language learning is different from language acquisition. Krashen states that the activities presented in Duolingo (or in similar tutoring programs such as Rosetta Stone) involve conscious learning. In his opinion, conscious learning does not lead to language competence. He presents a summary of the research done by Mason, 2004 ; 2011; and Mason, Vanata, Jander, Borsch, and Krashen, 2009 , noting that in his view, acquisition-oriented methods, which use subconscious learning, are superior to skill-based methods such as those used by Duolingo. I do not dispute his statements, but, as already mentioned in the introduction, the proposal presented here aims not to replace language study with this app, but rather to complement any regular course with it. In fact, as we will see, for both college groups in which the app was tried as part of their syllabus, Duolingo represented only 10% of their final grade, hopefully having the rest use acquisition-oriented tasks.

It is also interesting to point out that although the translation and dictation exercises used by Duolingo harken back to the old days of the grammar-translation method, recent research shows that they do have value. Hall, Graham and Cook, (2012) point out that there is in fact a revival in the role of translating as part of Second Language Acquisition (SLA) research. According to them, "the argument is that in many contexts, translation is a natural and effective means of language learning, develops an important skill, answers students’ needs and preferences, and protects students’ linguistic and cultural identity." ( Hall, Graham and Cook, 2012 : 283). In their review of the literature, they point out that Laufer & Girsai (2008) "make the case for explicit contrastive analysis and translation as part of form-focused instruction after finding that learners taught unfamiliar vocabulary items via translation fared better in a subsequent retention test than those taught solely through meaning-focused instruction." ( Hall, Graham and Cook, 2012 : 289).

In the case of dictation, recent research in SLA shows that it may also be beneficial. In an interesting study, Rahimi (2008) conducted an experiment in which a group of students used dictation in class practice in addition to their regular assignments, while another group skipped the dictations. The results of his study showed that the group with additional dictation exercises made more gains in grammar, vocabulary, reading, and listening comprehension. In another experiment, Kuo (2010) used dictation to help students decode words that they heard on the radio. The dictation exercises helped students facilitate their listening and enhanced their comprehension. Nation and Newton (2009) also consider dictation a valid language learning tool. They observe that "dictation helps language learning by making learners focus on the language form of phrase and clause level constructions, and by providing feedback on the accuracy of their perception." ( Nation and Newton, 2009 : 59). They also believe that dictation is most useful if it involves familiar vocabulary presented in different constructions, and, importantly, when "there is opportunity for the repetition of the material." (p. 60). According to them, it becomes even more valuable if learners are aware of the mistakes that they made. In our observations of the Duolingo app, all these characteristics seem to be present. The dictation activities consist of very short sentences in which familiar vocabulary is placed in different structures, repetition is constant (according to the algorithms used, which emphasize words that may have been forgotten), and each sentence always comes with the right response at the end so that students are informed of their mistakes.

Another aspect that has been traditionally neglected in language courses has been that of pronunciation exercises. Here also, new research indicates the validity of such exercises. Trofimovich & Gatbonton (2006) examined the role of repetition exercises focusing on form with several experiments in a Spanish course. They state that "both repetition and focus on form have measurable benefits for L2 speech processing, lending validity to those approaches to teaching pronunciation that include repetition and involve focus on form." ( Trofimovich & Gatbonton, 2006 : 532). Although they include pronunciation exercises that have a more communicative approach, even those without it were still effective. Jensen & Vinther, (2003) also found that repetition of utterances led to improvements in comprehension, phonological decoding strategies, and grammatical accuracy.

Aims of this study

The aim of this study has been to see whether Duolingo can be used efficiently as part of a language course, with the idea that students can practice anywhere and anytime, in a manner adapted to their level and needs, so as to ideally complement and augment what is covered in class. With this aim, the instructor wanted to answer these questions:

Is Duolingo an easy to use, helpful, and enjoyable app to practice Spanish?

How does it compare to regular, book based, homework?

Does Duolingo promote self-directed learning that moves beyond the course’s requirements?

Will Duolingo be useful even after the course is completed?

What are the students’ suggestions for improving the use of Duolingo as part of a Spanish course curriculum?

Forty six students from a first-year Spanish course (level A1) and sixteen from a more advanced course (level B2) used Duolingo for one university semester (from the end of August to the middle of December). Students were free to use the mobile or the desktop version of the app. For both groups, Duolingo represented 10% of their final grade. Both groups took the free placement test offered by Duolingo when you sign up for a new course. This meant that each student started at a different point, depending on where they placed in the test. As expected, most of the first-year students started at zero. Starting levels varied considerably for students in the level B2 course.

These were the instructions given to both groups:

First-year Spanish course: Students needed to complete five Duolingo lessons per week. Points were given based on when students did the lesson, according to this table.

Grading for Duolingo in A1 group

As evident from the table, doing a little on more days had more value than doing a big chunk in only one sitting. The reasoning for this is that the instructor wanted to emphasize spacing learning, since research on learning how to learn suggests it is best for memory retention to study a little every day, rather than doing a big chunk the day before a task is due ( Brown, Roediger and McDaniel, 2014 ). Students were not required to complete any one set of lessons or skills. Instead, each student worked at his/her own level, completing five lessons wherever they were. They were also encouraged by the instructor to turn the past nodes gold if they became another color (an indication that they needed to refresh those skills, according to the Duolingo algorithm). The main goal was not so much to advance far in the tree as to maintain a consistent practice.

For the B2 course, the learning objectives were very different. Students come into this course from many different backgrounds, and their levels vary widely. The goal was to have students complete all of the lessons offered by Duolingo (as mentioned above, at the time of this writing there are 329 lessons, divided into 66 skills, with a total of 1571 words reviewed). Students were required to complete five skills per week. As noted previously, skills, that is, each node in the tree, vary in the number of lessons they have, which can range from just one lesson to up to eleven. Although at the beginning, it was very easy for students to complete the nodes in the tree and turn them into gold, as the semester progressed it became more and more difficult, particularly for students with a lower level of Spanish. Thus, by the end of the semester, many students in this group were frustrated with Duolingo, as evident from the results of the survey.

All students in both groups completed surveys at the end of the semester. Two of the questions in the survey were the same as the one used in the Vesselinov and Grego (2012) study of Duolingo. Question #1 concerned user satisfaction with the app and question #2 asked, “How likely are you to recommend Duolingo to a colleague or 'friend?” (All the survey questions can be found in Appendix 1).

Regarding our first question from the aims of this study, "Is Duolingo an easy to use, helpful, and enjoyable app to practice Spanish?". Tables 2 and 3 show the results for groups A1 and B2.

User satisfaction for A1 students

If we combine the Strongly Agree with the Agree results we obtained, we observe that 91% found Duolingo easy to use, 82% found it helpful, 80.4% enjoyed using it and 78.3% were satisfied with the app. In addition, not too many students seem to disagree with these statements.

The results were a bit different from those seen for the beginner's group. Although students in both classes found the app easy to use and helpful in studying Spanish, clearly the students in this group did not enjoy using the app as much (only 43.8% said they Strongly Agree or Agree). Only half the class was actually satisfied with Duolingo (when we again combine the results from Strongly Agree and Agree). It is still encouraging that over 80% of students still found the app helpful.

For question number two, "How does it compare to regular, book based, homework?" we can look at the answers students gave in the following tables:

Comparison to regular homework

As we can see, students in the A1 group did indeed like it much better than regular homework. The questionnaire presented a follow-up question to this one, i.e. "Why?" Some of the responses given in this group were evidence that (1) students liked the variety of activities provided by Duolingo ("Because it is better. Includes hearing and writing to practice more."), (2) it is an easy and simple app to use ("Easy app that I could do whenever I wanted.";"It was better because it was easy to do the lessons on the app."), (3) they like both the fact that it is on the phone and its gamification aspect ("Since college students like to use their phones, it makes it feel like we are playing a game rather than doing homework;" "It was like playing a game while learning."), and (4) it gives them instant feedback ("Because instead of simply doing the homework and not knowing if you were right or wrong, this program helped you understand if you were wrong or right, and if you were wrong it would correct you and show you your mistake;" "Duolingo will tell you right then and there if you are wrong and help you correct your mistakes."). For the students in this group who answered that they didn't like it, one person wrote: "I like doing my homework from a workbook with paper and a pen. I learn better if I handwrite the information myself."

For group B2, we can see again that the results were very different. But even though not that many students liked Duolingo better, if we combine the "Yes" answers with those of "The Same," the percentage is 87.6%. This indicates to this researcher that, although there were aspects they may not have liked about the app, they still thought it could be considered as valid as regular homework. The answers from this group as to why they liked it more are similar to the ones we saw for the other group ("Because it is easy to do on the go, and I honestly feel that it helps me remember the language well;" "it was easier to access and it also kept me motivated to keep turning the circles gold;" "It was easy to complete and convenient that it was on my phone;" "Because it is easy to do on the go, and I honestly feel that it helps me remember the language well."). As to why they did not like it, many students expressed frustration not so much with the app, but with the requirement of turning five skill circles gold every week. They also complained that often, the translations in Duolingo have to be specific and the program marks them wrong even if there is another option.

Questions 3 and 4 of our aims for this study: "Does Duolingo promote self-directed learning that moves beyond the course's requirements?" and "Will Duolingo be useful even after the course is completed?" were answered with the following questions in our survey, Tables 5 and 6.

Self-Directed Learning 1

We observe here the same differences than before. Students in the A1 group seemed much more inclined to do more lessons than the required ones (some of them even did lessons in other languages as well), and most of them believe that they may use Duolingo in the future without any prompt from a course. Most students in group B2, on the other hand, did not complete extra lessons and do not think they will continue using Duolingo, although if we combine the Yes with the Maybe, it indicates that more than 50% of the class thinks it is a possibility.

The survey to the students also included the question "How did you access Duolingo?", since I wanted to gauge the popularity of the mobile options, the phone or tablet, as opposed to the browser version. Students could click on all that applied. The following chart presents the results.

Access modality

From this chart, we see that more than half of students in both groups used their mobile phones or tablets at some point. The B2 group appeared to also use the web desk version more often, but that may have had to do with the fact that in the web version, Duolingo allows you to do a quick practice to turn a skill back to gold, and this was what they needed to do for this class. In any case, based upon their written responses and these results, it is obvious that having the ability to do homework on your mobile devices is something preferred by both groups.

Lastly, all of our students were asked how the use of Duolingo in class could be improved. In group A1, many students said that they liked it the way it was. Some mentioned that the skills they were reviewing in Duolingo did not correspond with what was seen in class and thought that they should be better aligned. Others also suggested doing the lessons in class, maybe for five minutes every day.

For our B2 students, many suggested that the requirement be made less stringent and count XPs rather than requiring five skills turned to gold per week, so that students could enjoy it more.

In this paper, I have tried to see if adding Duolingo to a Spanish course can improve the course and also can give students a new tool that they can use after the course is completed. I studied the use of Duolingo in two different Spanish level university courses with different pedagogical goals. In one course, the aim was simply to complement the course (A1 group), while in the more advanced group, the goal was to have students review basic vocabulary and grammar that they should know at that level.

Based upon the results in the survey and the aims of this study, students appear to find Duolingo an easy-to-use, helpful, and enjoyable app to practice Spanish; they seem to like it more than regular, book based homework because of the convenience it provides; they like the fact that it can be accessed in different formats, particularly through mobile access; and lastly, they also enjoy its gamification aspects. I believe that this app is also successful because of the way the lessons are presented, with short prompts that are varied and with different skills interleaved. As we saw with the research from Brown, Roediger and McDaniel (2014) , these methods, together with spaced repetition, make learning more efficient.

There are some drawbacks to Duolingo, which were also noticed by students. One of them is the accuracy of its translations, which may not always be exact or which sometimes do not accept other versions. In the browser app, you can discuss your answer with other learners to try to negotiate meaning in a way, but this is not possible in the mobile version. The writer of the article has tried to do all of the Duolingo tree in Spanish, and has experienced this only rarely and mostly in more advanced nodes, thus it does not represent an important obstacle.

The author believes that Duolingo can still be a valid addition to any course, online or face-to-face, since students are able to review the language at their own level. It should not represent more than 15% of any course grade and, considering the differences we saw in the two levels studied, is more recommended for beginners. I also recommend that students do a number of XP a week, which now can be easily tracked through the new Educator’s dashboard in Duolingo, and that they do them in several days so as to remain in frequent contact with the language. As already mentioned, this type of m-learning allows students to augment the classroom learning by providing flexible learning that can enrich the classroom experience.

This Duolingo study also suggests that it promotes self-directed learning beyond the course's requirements, although more research in this area is needed. In an anecdotal form, the instructor has also observed that about 10% of students in both groups have continued using Duolingo after the semester ended. Thus we can say that it may still be useful once the course is completed, even if just for a few students. I agree that we need to conduct more studies in which we can account for the learning that took place thanks to Duolingo, but given the responses of students to this study we do not see a drawback to implementing it.

Survey questions.

complete the sociology homework with this method duolingo

Did you complete more lessons than the required for class?

This could be in other languages as well.

Check all that apply.

BIBLIOGRAPHY

Brookfield, S. (2009). Self- Directed Learning. In R. Maclean & D. Wilson, (Eds.), International Handbook of Education for the Changing World of Work . (2615-2627). Rotterdam: Springer.

Brown, P.C., Roediger III, H.L., & McDaniel, M.A. (2014). Make it stick . Cambridge, MA: Harvard University Press.

Cavus, N., & Ibrahim, D. (2009). mLearning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology , 40 (1), 78-91.

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z.L. Berge & L.Y. Muilenburg (Eds.), Handbook of mobile learning. (3–14). Florence, KY: Routledge.

García, I. (2013). Learning a language for free while translating the web. Does Duolingo work? International Journal of English Linguistics , 3 (1), 19-25.

Hall, G. & Cook, G. (2012) Own-language use in language teaching and learning: state of the art. Language Teaching , 45 (3), 271-308.

Jensen, E.D., & Vinther, T. (2003). Exact Repetition as Input Enhancement in Second Language Acquisition. Language Learning , 53 (3), 373–428.

Krashen, S. (2014). Does Duolingo "trump" university-level language learning? International Journal of Foreign Language Teaching, 9 (1), 13-15.

Kuo, Y. (2010). Using partial dictation of an English teaching radio program to enhance EFL learners' listening comprehension. Asian EFL Journal Professional Teaching Articles , 47, 4-29.

Laufer, B. & Girsai N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied Linguistics, 29 (4), 694–716.

Mason, B. (2004). The effect of adding supplementary writing to an extensive reading program. International Journal of Foreign Language Teaching, 1 (1), 2-16.

Mason, B. (2011). Impressive gains on the TOEIC after one year of comprehensible input, with no output or grammar study. International Journal of Foreign Language Teaching, 7 (1). Retrieved from: http://www.tprstories.com/ijflt/articles-winter-2011/Mason_Tanaka_IJFLT_11-11.pdf

Mason, B.,Vanata, M., Jander, K., Borsch, R., & Krashen, S. (2009). The effects and efficiency of hearing stories on vocabulary acquisition by students of German as a second foreign language in Japan. The Indonesian Journal of English Language Teaching , 5 (1), 1-14

Montoya, M. S. (2009). Recursos tecnológicos para el aprendizaje móvil (mlearning) y su relación con los ambientes de educación a distancia: implementaciones e investigaciones. RIED. Revista iberoamericana de educación a distancia. 12. (2), 57-82.

Munday, P. & Espinoza, A. (2014). Contents of Duolingo’s Spanish Tree. Retrieved from: https://docs.google.com/spreadsheets/d/1xWgqFo6gxyBNGAKUO793KUG-mIfZeRzH9QwojmCDqD4/edit?usp=sharing

Nation, I.S.P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking . New York: Routledge Publisher

Rahimi, M. (2008). Using dictation to improve language proficiency. Asian EFL Journal , 10 (1), 33-47.

eMarketer . (2014). Smartphone Users Worldwide Will Total 1.75 Billion in 2014 . Retrieved from http://www.emarketer.com/article/smartphone-users-worldwide-will-total-175-billion-2014/1010536

Trofimovich, P., & Gatbonton, E. (2006). Repetition and Focus on Form in Processing L2 Spanish Words: Implications for Pronunciation Instruction. The Modern Language Journal , 90 (4), 519–535.

Vesselinov, R., & Grego, J. (2012). Duolingo Effectiveness Study Final Report. Retrieved from http://static.duolingo.com/s3/DuolingoReport_Final.pdf

Yepes, E. (n.d.). SPANISH GRAMMAR: Libro digital Herramientas de español. Online Advanced Spanish Book. Retrieved from http://www.bowdoin.edu/~eyepes/newgr/ats /

Author notes

Additional information

Como citar este artículo: Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia , 19 (1), 83-101. doi: http://dx.doi.org/10.5944/ried.19.1.14581

Doing our homework: Checking in on how well we're teaching

We are always trying to make Duolingo a more effective learning tool. To do so, we first need to understand what our users are learning from Duolingo – and, more importantly, what they’re not learning. Our Learning Assessment team spends all of their time working on this problem. In this post, we will share our approach to measuring learning in the app, as well as some of the challenges that we face and how we are overcoming them.

Language learning is really complicated!

Learning a language requires mastering many different skills. For an activity as simple as ordering a cup of coffee, you have to be able to read the menu to decide what your options are, listen to the server greet you and ask you what you want ("Hi, how are you? What can I get you?"), and then prepare and say a response ("I’m fine, thanks. I’d like a large cappuccino, please"). The conversation can go on, but the point is: as a language learner, you need to learn a large number of words, learn how to put them together correctly, learn to understand what you read and hear, and learn the culturally-appropriate ways to speak to someone. We want Duolingo to teach you all the skills you need to communicate in a new language, so we work hard to ensure that we are measuring the effectiveness of Duolingo across all of these skills.

Duolingo vs. The Classroom

Historically, most language learning has happened in a classroom setting, where all students are taught at the same pace and come to the class with similar levels of prior knowledge. Learners on Duolingo, however, are very different! Because of the flexibility of our app, users can learn anywhere at any time at their own pace. Some learners opt to use Duolingo while commuting, while others use it before going to sleep; some learners use Duolingo for 15 minutes a day, while others use it more than an hour. Similarly, learners come to the app with very different levels of prior experience in their target language. Some learners are true beginners while others use Duolingo to refresh the languages they learned in college. Some learners use Duolingo as the only tool for learning, while others use it as a supplement when they take language classes. Due to these individual variations, it is a big challenge for us to measure how much learners learn from Duolingo. A lot of knowledge has been generated in the field of educational measurement on how to assess learning in a classroom context, but unfortunately much of it is not applicable to Duolingo. This means that we have to get creative!

The Checkpoint Quiz

One tool that we use to measure how much our users are learning is the checkpoint quiz. The checkpoint quiz is embedded between sections of a course as shown in the screenshot below. Learners need to take the checkpoint quiz to unlock the next section of the course.

complete the sociology homework with this method duolingo

The exercises in this quiz are designed specifically to help us measure how much vocabulary and grammar our users have learned in the section and how well they are able to integrate this knowledge in reading and listening. If you have ever taken a checkpoint quiz, you might notice that it can be quite difficult. This is because some of the questions test concepts that you have not been taught yet. Each quiz is split into two parts: a “pre-test” and a “post-test.” The pre-test measures how well you know the material in the section that you are about to start. This allows us to measure how much you knew before you started learning the material. The post-test then accounts for how well you know the material in the section you just completed. By comparing how much you knew when you started the section and how much you knew when you finished it, we can measure how much you learned from that section of the course. Of course, this approach does not allow us to exclude learning from other sources during a Duolingo course.

The primary goal of the checkpoint quiz is to assess how well we teach. Currently, we don’t provide scores or feedback to individual learners regarding how well they do. Instead, we combine all our learners’ scores to get a more detailed view of what Duolingo teaches well and what we could improve upon. We then analyze this data in different ways to help us decide where to focus our resources. Every time you complete a checkpoint quiz, you are helping us measure the effectiveness of Duolingo, so that we can make Duolingo a better learning experience for learners like you!

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    Some skills will have helpful tips. Tap on the skill, then the light bulb icon. While in a lesson, words will be marked with a dotted line. Tap on that word, and it will offer hints. Note: Testing out of skill will not offer these hints. Duolingo has a ton of fun features to offer!

  17. The case for using DUOLINGO as part of the language classroom ...

    In the case of this study, Duolingo was used as part of the program of studies in two Spanish university courses, one a beginner's Spanish course (level A1) and the other an advanced intermediate course (B2). The students used the app online, either in its mobile version or in their web browser.

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