Transcript ISU Talk Curtis J. Bonk, Ph.D. Indiana University URL

1. Active Learning
Dr. Curtis J. Bonk
President, CourseShare.com
Associate Professor, Indiana University
http://php.indiana.edu/~cjbonk,
[email protected]
Expectations List
Preliminary Action Plan…
Traditional
Teachers
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Supposed sage, manager, conveyer
King of the mountain
Sets the agenda
Learner is a sponge
Passive learning & discrete knowledge
Objectively assess, competitive
Text- or teacher-centered
Transmission model
Lack interconnections & inert
Squash student ideas
Anyone? Anyone?
Consultative Teachers
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Colearner, mentor, tour guide, facilitator
Student and problem-centered
Learner is a growing tree and on a journey
Knowledge is constructed and intertwined
Many resources (including texts & teachers)
Authentic, collaborative, real-world tasks
Subjective, continual, less formal assess
Display student ideas--proud and motivated
Build CT, CR, CL skills
Consultative Teachers
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Colearner, mentor, tour guide, facilitator
Student and problem-centered
Learner is a growing tree and on a journey
Knowledge is constructed and intertwined
Many resources (including texts & teachers)
Authentic, collaborative, real-world tasks
Subjective, continual, less formal assess
Display student ideas--proud and motivated
Build CT, CR, CL skills
And also a
sense of
humor!!!
Active Learning Principles:
1. Authentic/Raw Data
2. Student Autonomy/Inquiry
3. Relevant/Meaningful/Interests
4. Link to Prior Knowledge
5. Choice and Challenge
6. Teacher as Facilitator and Co-Learner
7. Social Interaction and Dialogue
8. Problem-Based & Student Gen Learning
9. Multiple Viewpoints/Perspectives
10. Collab, Negotiation, & Reflection
Resources in a Learning
Environment:
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Teachers
Peers
Curriculum/Textbooks
Technology/Tools
Experts/Community
Assessment/Testing
Self Reflection
Parents
Sociocultural Ideas
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Shared Space and Intersubjectivity
Social Dialogue on Authentic Problems
Mentoring and Teleapprenticeships
Scaffolding and Electronic Assistance
Group Processing and Reflection
Collaboration and Negotiation in ZPD
Choice and Challenge
Community of Learning with Experts and Peers
Portfolio Assessment and Feedback
Assisted Learning (e.g., task structuring)
Teacher Self-Assessment for
active learning. (Bonk, 1995)
In my classes...
___ 1. students have a say in class activities and tests.
___ 2. I help students to explore, build, and connect
their ideas.
___ 3. students share their ideas and views with each
other and me.
___ 4. students can relate new terms and concepts to
events in their lives
___ 5. students work in small groups or teams when
solving problems.
___ 6. students use computers to help them organize
and try out their ideas.
___ 7. I give hints and clues for solving problems but do
not give away the answers.
Teacher Self-Assessment for
active learning. (Bonk, 1995)
In my classes...
___ 8. I relate new information or problems to what
students have already learned.
___ 9. students prepare answers with a partner or team
b/4 sharing ideas with the class.
___ 10. I ask questions that have more than one answer.
___ 11. students take sides and debate issues and
viewpoints.
___ 12. students develop ideas from a variety of library
and electronic resources.
___ 13. students bring in information that extends across
subject areas or links topics.
___ 14. students suggest possible problems and tasks.
___ 15. I provide diagrams or pictures of main ideas to
make confusing info clearer.
Connections New Theories
• Situated Learning--asserts that
learning is most effective in authentic,
or real world, contexts with problems
that allow students to generate their
own solution paths (Brown, Collins, &
Duguid, 1989).
• Constructivism--concerned with
learner's actual act of creating meaning
(Brooks, 1990). The constructivist
argues that the child's mind actively
constructs relationships and ideas;
hence, meaning is derived from
negotiating, generating, and linking
concepts within a community of peers
(Harel & Papert, 1991).
1. Motivational Techniques
Motivation Research Highlights
(Brophy)
1. Supportive, appropriate challenge, meaningful,
moderation/optimal.
2. Teach goal setting and self-reinforcement.
3. Offer rewards for good/improved performance.
4. Novelty, variety, choice, adaptable to interests.
5. Gamelike, fun, fantasy, curiosity, suspense, active.
6. Higher levels, divergence, dissonance, interact with
peers.
7. Allow to create finished products.
8. Provide immediate feedback, advance organizers.
9. Show intensity, enthusiasm, interest, minimize anxiety.
10. Make content personal, concrete, familiar.
Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996;
Reeve, 1996; Stipek, 1998):
1. Include positive before negative comments.
2. Wish students “good effort” not “good luck”.
3. Give flexibility in assignments and due dates.
4. Communicate respect via tasks select and
control.
5. Design interactive and interesting activities.
6. Use coop learning, debates, group
discussions.
7. Minimize social comparisons and public
evaluations.
8. Use relevant, authentic learning tasks.
More Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996; Reeve, 1996;
Stipek, 1998):
9. Use optimal difficulty and novelty.
10. Use challenge, curiosity, control, and fantasy.
11. Give challenging but achievable tasks.
12. Create short term/proximal goals & vary goals.
13. Give students diff ways to demo what they know.
14. Encourage students to give and get help.
15. Attrib failure to low effort or ineffective strategy.
(Attrib success to effort or competence)
16. Give poor performing student the role of expert.
150 To Motivate Your Lover
(Raffini, 1996)
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Ice Breakers
Goal Cards, Goal Notebooks, Expectations
Floating A, Escape Clauses, Volunteer Assignments
Self Report Cards, Self Evaluation
Discussion Questions, Issues, Problems
Team Competitions, Challenges, Puzzles
Positive Statements, Self Reinforcements (“I think I can”)
Celebrations, Thank Yous, Acknowledgements
Class Web Site or Portal or Online Forum
Class Opinion Poll, Interest Surveys, Voting
Activities—Motivational Ice
Breakers
1. Expectations (flip chart)
2. Self-Disclosures
3. Talking String
4. Visuals
5. Index Card
6. Treasure Hunt
7. Accomplishment Hunt
8. Psychic Massage
9. Have You Ever Been?
10. CR, CT, CL Web
1. Expectations Charts
• What do you expect from this workshop, what
are your goals, what could you contribute?
• a. Write short and long terms goals down on
goal cards that can be referenced later on.
• b. Write 4-5 expectations for this
workshop/retreat
• c. Expectations Flip Chart: share of 1-2 of
these...
2. Self-Disclosure Introductions...
• Round I: Self-disclosure introductions
–Who are you
–Job
–Interests
–Hobbies
2. Self-Disclosure Introductions...
Round II. Self-disclosure introductions...
a. Treasured Objects--Take out two items out of
your wallet and describe how they best
represent you (e.g., family pictures, credit
cards, rabbits' feet) and share.
c. State name with an adjective starting with 1st
letter of 1st name (e.g., Marvelous Mary.
d. Now intro self & also by a nickname current,
past, or potential nickname.
e. Brainstorm a list of questions you would like
to ask the others...(e.g., My person I most
admire is? The best book I ever read?)
F. Middle name game (state what middle name
is and how you got it).
3. Talking String
• state what hope to gain from
retreat (or discuss some other
issue) as wrap string around
finger; next ones state names
of previous people and then
state their reasons.
4. Communication/Learning
Visuals
• Draw one or more of the following:
– Gun,
– cannon,
– noose,
– high fives,
– thumbs up,
– watch,
– toilet,
– smiley face,
– etc.
5. Index Cards
a. Favorite Sports/hobbies/past times (upper
left)
b. Birthplace and Favorite cities to visit (upper
right)
c. Current Job and Classes Taught (lower left)
d. 2 comments, things, or traits about yourself
(e.g., team player, personable, talkative,
opinionated, hate Purdue, like movies, move a
lot, hate sports) (lower right)
e. Teaching strategies you are proud of (in the
middle)
6. Treasure Hunts
After completing card with
interests, where born, would
like to live, strengths, job role,
hobbies, etc. and find a match
(find one thing in common and
one thing different with
everyone)
7. Accomplishment Hunt
a. Turn in 2-3 accomplishments
(e.g., past summer, during college,
during life);
b. Workshop leader lists 1-2 of
those for each student on a sheet
without names.
c. Participants have to ask "Is this
you?" If yes, get a signature.
8. Psychic Massage
(a closer activity)
a. Divide in teams of 3-5.
b. In alphabetical order of first
names have someone turn his or
back to the group
c. Team members must make
positive, uplifting statements
about that person behind his or
her back but loud enough for
others to hear them.
d. One minute per person.
9. Have you ever questions:
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Performed the Heimlich maneuver
Tried on a straight jacket
Laid down inside a casket,
Drunk more than 25 imported beers during your life,
Ditched a blind date (or any date),
Been a Boy Scout or Girl Scout
Shaved your head,
Flown a plane,
Sky dived, bungee jumped, or whitewater rafted a dangerous
river,
Been in a play,
Milked a goat or a cow,
Done back-to-back all-nighters,
Completed a marathon,
Made an obscene gesture at someone when driving your car,
Cheated on your income tax,
Run a toll booth,
Been above the Arctic circle or below the Antarctic Circle.
10. Positive Strokes
a. 2-3 times during the session, each person
fills out a 3 x 5 card about other participants.
b. They must complete sentences like: “the
thing I like best about (name) is” and “the
biggest improvement I saw in (name) is.”
c. At the end of the day, the folded cards are
passed out and read aloud and then given to
the named person.
11. Disclosure Interviews
• Divide into small groups of
about six people and then
hand out prepared list of 5
questions in increasing order
of disclosure for participants
to ask each other and then
have someone stand and their
group must describe him or
her.
12. Community Building
• Create common t-shirts, take
photo of group, have online
interest groups, etc., and
perhaps put up on the Web.
• Put announcement of retreat
on Web or newsletter.
13. It’ll Never Fly Wilbur
a. Introduce a new idea or concept or plan.
b. Everyone writes 4-5 problems they see in it.
c. Divide into groups of 3-4 and discuss
concerns.
d. Each group writes down 3 roadblocks on a 3
X 5 card.
e. Facilitator redistributes so each group gets a
different card.
f. Subgroups think creatively of how to solve
those problems and share with group.
14. Coat of Arms--fill in.
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are really
good at;
#5: write in something that
epitomizes your personal motto.
15. Team Brainteasers
• IQ tests
• Scrambled cities
• Crossword puzzles
• Competitions
• Dilemmas or Situations
• Unscrambled sayings.
16. Issues and Discussion
Questions
a. Make a list of issues people
would like to discuss.
b. Perhaps everyone brings 2-3
questions or issues to the
meeting.
c. Partner off and create a list and
then collect question cards, and,
d. Then distribute and your group
must answer questions of the
other groups.
The 3 C’s:
1. Critical
2. Creative
3. Cooperative
Creative
Critical
Cooperative
Pedagogical Strategies:
A. Creative Thinking
1. Brainstorm, Reverse BS: Top Ten Lists
2. Simulations, Creativity License Cards, Six Hats
3. Wet Inking, Freewriting, or Diaries
4. Role Plays & Assigning Thinking Roles
5. Forced Wrap Arounds
6. Semantic Webbing or Mapping
7. Idea-Spurring Questions, Think Sheets
8. Metaphors, What Ifs, Analogies
9. Checkerboarding, Attribute Listing
10. Exploration and Web Link Suggestions
Activities—Creativity Tasks
1. Metaphorical Thinking
2. New Perspectives
3. Webbing
4. Just Suppose
5. Creativity Awareness
6. Creative Dramatics
7. Creative Writing and Story Telling
8. Wet Ink or Freewriting
9. Brainstorming
10. Reverse Brainstorming
1. Metaphorical thinking
• how is my school like:
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a prison,
a beehive,
an orchestra,
ghetto,
expedition,
garden,
family,
herd,
artist's palette,
machine, military camp, Olympic games, hospital,
theater, etc.
1. Metaphorical thinking,
Analogies, and Synectics
1. Creativity is like ____.
2. Being Creative is like ____.
3. Creativity is to ___ as...
Combining 2 dissimilar ideas.
The joining
together of unrelated elementes (William J. J.
Gordon). One brings strange concepts into
familiar areas.
Putting yourself in a situation.
Thinking of how others might solve the
problem.
2. Breaking Mental Set and
Shifting Perspectives
• The process of creation frequently involves a
dramatic and usually instantaneous change in
perception. Sometimes we all need a whack
in the side of the head!
• Have students assume roles of other people,
cultures, economies, genders, etc.
• Word games; Which one is different; Nine
dot problem; Flying Pig; Concealed colors.
• Analogies, Synectics, Breaking Set,
Imagery, Aesthetics, etc.
3. Webbing
Directions: write the topic in the center and link closely
related ideas or questions in the first ring of ideas.
As new ideas are suggested, they are connected by a
line to the related item or items.
Webbing can be used to determine:
(1) all the possible directions and activities a student or
class can explore as a result of interest in a specific
topic or subject
(2) all that is presently known, and
(3) knowledge interrelationships.
This technique expands awareness for relating,
integrating, and organizing brainstormed ideas.
3. Webbing
a. Part I: What is creativity,
critical thinking, cooperative
learning?
b. Part II: What is active
learning (i.e., students:)
(discover, drawn upon, break
free from, use, take
ownership, talk, write, relate)
4. Just Suppose or What If
• Imagine a situation or scenario and reflect on
the consequences.
• “Just suppose students were exposed to
active learning throughout their K-12 years,
what would teaching be like? What would
learning be like?”
• “Just suppose you have six weeks of paid
professional development each summer for
workshops like this, what would teaching be
like? What would learning be like?”
5. Creativity Awareness:
Creativity Scales
• Self-awareness of creative
traits is important in
promoting creativity.
• Rate yourself for creativity.
What is creativity here? How
did you do?
5. Creativity Awareness:
Creativity Models
von Oech's
•Explorer
•Artist
•Judge
•Warrior
6. Creative Dramatics
• Biggest/smallest thing; Holding up the roof;
Favorite animal; Mirror effect; Imagine
taste/smell...
More Creative Dramatics (Davis book)
• Imagine taste/smell... Ice Cubes, Puppets,
Mirror effect, Ridiculous Poses, Favorite
animal, People Machines, Invisible Balls.
• Imagine hear, touch, smell, tastes,
stiffest/most rubbery, Angriest/happiest.
7. Creative Writing or Story
Telling
Tell a Tall Tale:
• One person starts a story and everyone adds
something to it. You might throw a ball to the person
who is to add to it or the instructor might decide or the
next person could just jump in. Could be done via email.
Forced Wrap Arounds:
• One person tells a story and it is repeated until it gets
through a group or classroom (teaches generative and
constructive psychology principles)
Object Obituary:
• Write a fictional obituary for some object that you own
or were close to.
8. Wet Ink or Freewriting
Writing without reflecting or lifting your pen for
a set period of time.
• Just imagine: imagine you have created a
highly active teaching situation...What do you
see? Can students wonder, question,
speculate, take risks, active listening, respect
for ideas, withhold judgment, seek
justification??? How is creativity fostered
here? Describe environment. Physically,
mentally, emotionally, etc...
9. Brainstorming
• Generating ideas to solve a particular
problem, issue, situation, or concern.
Here more is better and the wilder the
better. The hitchhiking or
piggybacking as well as combination
of ideas is encouraged. However, there
is no evaluation of ideas allowed.
• For example, How can we increase the
use of active learning ideas in college
settings?
10. Reverse Brainstorming
• Generating ideas to solve the reverse
of a particular problem, issue,
situation, or concern. Once again,
more is better and the wilder the better.
The hitchhiking or piggybacking as
well as combination of ideas is
encouraged. However, there is no
evaluation of ideas allowed.
• For example, How can we decrease the
use of active learning ideas in college
settings?
11. Attribute Listing, Modification,
and Transformation
a. Attribute Webbing/Listing: "XYZ" shapes, colors, sizes,
purpose, numbering.
b. Attribute Modification: "XYZ"--after listing attributes,
think of ways to improve each.
c. Alternative Uses: Uses for "XYZ" for this class or for
teaching in general.
(find the second best or third best suggestion)
d. Attribute Transferring: "XYZ"--transfer ideas from one
context to the next.
(with idea spurring questions: What else is this like? What
have others done? What else is this like? What could we
copy? What has worked before?)
(What can we borrow from a carnival, funeral parlor, track
meet, wild west)
12. Idea Spurring Questions
• how can we:
–MAXimize,
–MAGnify,
–arrangeRE,
–combine-adapt,
–subtutesti,
–EEEXXXAAGGGERRRRATTEE
13. Future Problem Solving
• Pose futuristic problem.
• Have students solve in
teams.
• Present to class.
14. Checkerboarding (done in
Lone Ranger series)
• Analyze problems with 2 key
variables or components.
• Write features of one item down
the horizontal column (plots).
• Write features of another item
down the vertical (characters).
• Randomly check off items and a
new create story.
15. Morphological Synthesis
• Write features of one item
down the horizontal column.
• Write features of another item
down the vertical.
• Look at intersection for new
item or concept.
Pedagogical Strategies:
B. Critical Thinking
1. Graphic Orgs: Venn Diagrams, Flowcharts
2. Voting, Ranking, Nominal Group Process
3. PMI, Pros and Cons, Force Field Analysis
4. Minute/Muddiest Point Papers
5. K-W-L and K-W-H-L
6. Compare/Contrasts, Timelines, Taxonomies
7. Critiques, Replies, Reflections, Rebuttals
8. Case-Based Reasoning*
9. Working Backwards, Pruning the Tree
10. Summing Up, Abstracts, Nutshells
What does one mean
by critical thinking?
Compare to Creative
Thinking in a Venn
Diagram…
1. Venn Diagram
• Draw two or more circles with
overlapping parts to represent different
topics, theories, or concepts.
• Name features, components,
principles, or ideas that make each
concept or topic unique and put in
parts that do not overlap.
• Name overlapping features, principles,
or ideas that link each concept or topic
and put in parts that do overlap.
2. Evaluative Questions
• Give students a think sheet or
list of evaluative questions to
pose for their readings,
projects, etc.
• Perhaps have them check off
questions use as they go
through their lists.
3. Cost/Benefit Analysis (CBA)
• In effect, CBA asks how does the
sum of the benefits compare to
the sum of the costs.
• Yet, it often leads to or supports
ROI and other more quantitativelyoriented calculations.
•
Reddy, A. (2002, January). E-learning ROI calculations: Is a cost/benefit
analysis a better approach? e-learning. 3(1), 30-32.
4. Fat and Skinny
Questions
• Have students write down fat (big,
deep, controversial, etc.) and skinny
(factual, surface level, etc.) questions
while completing their readings,
watching a video, completing group
projects.
• Share with partner or class and
discuss.
• Or-give your students the fat or skinny
questions before watch a video and
then share answers (this helps to focus
them).
5. PMI
• After completing a lecture,
unit, video, expert
presentation, etc. ask
students what where the
pluses, minuses, and
interesting aspects of that
activity.
6. APC: Alternatives,
Possibilities, & Choices
a. Rush hour traffic problems
in large cities.
b. Packaging of chocolate
bars.
c. Competitor cuts the price of
toilet paper.
d. A young man is seen
pouring beer in his car's gas
tank. What happened?
7. FIP: First Important
Priorities
a. What should the priorities
be in spending money on
faculty development?
b. If you were organizing the
next workshop like this,
what would your priorities
be?
c. How should a career as a
college
instructor
be
chosen?
8. AGO: Aims, Goals,
Objectives
a. What are your objectives
when sign up for a workshop
like this?
b. What are your objectives
when teaching your most
recent classes?
c. If you were close to getting
tenure, what would you be
doing this summer?
9. OPV: Other People's
Views
a. If there was a teaching
strike at this college, how
many points of view are
involved?
b. When you choose speakers
like me, what points of view
are involved?
c. Success of your classes will
come from what points of
view?
10. C&S: Consequence &
Sequel (of an action or decision)
(immediate; ST (1-5 yrs),
medium (5-20 yrs), LT (over
20 yrs) (e.g., this class)
a. A boy is on vacation and his
best
friend
steals
his
girlfriend.
b. The invention of a harmless
happiness pill.
c. All office work can be done
at home via a computer.
11. Force Field Analysis on
Problem
• Have students list on left side of a
paper, the forces that might help them
solve a problem (the allies!).
• Have them list on the right, the forces
that are working against them. What
are the forces operating against the
solution of the problem?
• Perhaps assign some value related to
difficulty or importance and compare
columns and make decisions.
12. Exploring Situations with
Questions
• Have students analyze situations according
to all six levels of Bloom’s taxonomy
– Factual
– Interpretive or comprehension
– Analysis
– Synthesis
– Evaluation
– Application
Or assign people to different levels of the
taxonomy.
13. Socratic Questioning
• Select both positive and negative examples to
illustrate a point.
• Vary cases to help focus on facts or issues.
• Employ counter examples.
• Generate hypothetical cases or examples to
encourage what if reasoning.
• Promote identification of alternative
predictions or the nonobvious
• Employ entrapment strategies.
• Encourage the questioning of answers
provided by authorities.
13. Summing
Up/Nutshell/Review
• Have students write for 3-5
minutes what learned for a
class, presentation, or
chapter.
• Optional: Share with a peer
before sharing with instructor
or a class.
14. One minute papers or
muddiest point papers
• Have students write for 3-5
minutes what was the most
difficult concept from a class,
presentation, or chapter. What
could the instructor clarify better.
• Perhaps send to the instructor via
email.
• Optional: Share with a peer before
sharing with instructor or a class.
15. K-W-L or K-W-H-L
At the end of a unit, student
presentation,
videotape,
expert presentation, etc.,
have student write down:
• What did you know?
• What do you want to know?
• What did you learn?
• H = How will we learn it?
16. Visual Thinking Exercises:
Graphic Organizers
Have students organize
information in sequences,
chains, cause and effect,
main ideas, similarities
and
differences,
story
maps, etc.
17. Visual Thinking Exercises:
Semantic Feature Analysis
Have students note if an
element or feature is
present
or
absent.
(evaluate with a + or – or
? on a grid)
18. Visual Thinking Exercises:
Classification Schemes
Have
students
create
taxonomies,
timelines,
comparisons
and
contrasts,
advance
organizers,
epitomies,
etc.
19. Visual Thinking Exercises:
Mnemonics
Have
students
create
mnemonics
based
on
stories,
acronyms,
acrostics, links, rhymes,
or bizarre images.
20. Nominal Group Process
1. Give statement of the problem.
2. Silent generation of ideas to solve it.
3. Round robin sharing of ideas and
piggy backing of them.
4. Classification & grouping of ideas.
5. Straw vote ranking of ideas. Secret
ballots.
6. Further clarification of ideas and
emerging concepts.
Can change
wording.
7. Final priority weighting. Public vote.
Which of these critical
thinking techniques might
you use?
Web Writing Tasks
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Freewriting or Wet Inking
Reflections and Journaling
Chapter Role Play
Minute Papers on E-mail
Case Creations
Article Discussions
Cafes and Coffee Shops
Personal Portfolios
Summarizations
Pedagogical Strategies:
C. Cooperative Learning
1. Starter-Wrapper Discussions (with roles)
2. Turn to Your Partner: Quizzes, Top Tens
3. Value Line and Graphs
4. Roundrobins and Roundtables
5. Synchronous Guest Conferencing
6. Structured Controversy
7. Jigsaw, Group Investigation, PBL
8. Gallery Tours of Student Work
9. Panel Discussions/Symposia
10. Case Creation and Replies
Cooperative Learning
Principles
• Positive Interdependence
• Individual Accountability
• Group Processing
• Social Skills and Trust
• Face-to-Face Interaction
1. Structured Controversy
Task
• Assign 2 to pro side and 2 to con side
• Read, research, and produce different
materials
• Hold debate (present conflicting
positions)
• Argue strengths and weaknesses
• Switch sides and continue debate
• Come to compromise
2. Reciprocal Teaching
Scripts
• Instructor gives purpose of the
method (e.g., summarization,
prediction, clarification, and
questioning skills)
• He/she models the method
• Student takes over as the teacher
• Student teacher models skills
requested
3. Cooperative Learning
Scripts
• Read same passage
• Put out of sight
• One person is summarizes and
the other tries to correct any
errors
• Both work together to learn the
information
• Read 2nd passage and change
roles
4. Cooperative Teaching
Scripts
• Read different passages
• Put out of sight
• One person summarizes the
content of first passage and the
other asks clarifying questions
• Work together to develop
analogies, images, etc. to learn
• Repeat steps for other article
• Read passage that did not read
5. READERS
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Review why you are about to read.
Explore passage for main ideas.
Ask questions about the main ideas.
Draw conclusions.
Evaluate your responses.
Read for answers and summarize main
ideas.
– Other similar strategies include paired repeated reading, paired
reading, Cooperative Integrated Reading and Composition
(CIRC) Program, reciprocal teaching, cooperative scripts.
6. Numbered Heads
Together
• Count off 1, 2, 3, 4 in each
group.
• Instructor can call on a number
within a group to respond or all
people with a certain number to
respond.
• Increases accountability.
7. Human Graph
•Class lines up:
(1-5)
1 = Strongly agree,
3 = neutral,
5 = strongly disagree
• e.g., this workshop is great!
8. Value Lines
•Pose question or issue
•Students mark down
their feelings or votes
•Share votes and rationale
with class
•Recast votes
9. Think-Pair-Share or
Turn To Your Partner
and Share
•Pose a question, issue,
activity, etc.
•Students reflect on it.
•Then they share views
with assigned partner.
•Share with class.
10. Phillips 66
•Assign topic (e.g., review
readings for this week).
•Students work in groups
of 6 for 6 minutes on a
particular problem.
•After 6 minutes, stop
discussion.
•Share with class.
11. Buzz Groups
•Meet in small groups for
a set period of time
followed by group
discussion.
–(perhaps discuss assigned
readings)
12. Stand and Share
1. Present a question.
2. When know the answer, stand up to
indicate to the instructor that you
have an answer.
3. Wait until all are standing.
4. Call on one at a time.
5. When you give an answer or hear you
answer given, you can sit down
(unless you have an additional
answer).
13. Inside and Outside or
Fishbowl
• Situate students in two circles; an outer & inner circle.
• Present a problem, situation, or discussion topic.
• Have students immediately behind each other discuss
their solutions, ideas, or answers.
• Only those on the inner circle can talk or discuss. Those
behind have to listen.
• After 5-10-15 minutes, have them share with person
behind them what they did not get a chance to say and
discuss the conversation so far.
• Change seats between inner and outer circles.
• Now discussion resumes with those on the inside.
• After 5-10-15 minutes, continue with rotation or come to
compromise.
• Alternative version: Outer circle people can tap inner
circle person on shoulder as replacement.
14. Role Play or Debate Panel
or Symposia
• Find controversial topic(s) in the readings.
• Hand students slips of paper with different
persona or roles (i.e., authors) that form into
2-3 different groups or factions.
• Have students meet in their respective groups
to form a plan of action.
• Role play perhaps with alternating views being
presented with 4-6 students.
• Tap students in the audience on the shoulder
to take the place of someone on panel or have
them decide when to replace someone.
15a. One Stray-Three Stay
15b. One Stay-Three Stray
• Give a task to small groups of students.
• Assign one person as spy or pirate to see the
answers of other students (one stray-three
stay method) and share with group.
or
• Group assigns one person from their group to
stay behind and share product or ideas with
others who visit their poster or station (one
stay-three stray method).
16. Group Investigation or
Coop-Coop
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Divide a general topic into sub-topics.
Groups divide sub-topics into mini-topics.
Each student investigates their mini-topic.
Students present findings within groups.
Integration is made of all the material in each
group.
• Presentation is made to the class.
• Evaluation is made of team as well as
individual efforts.
17. Student Teams Achievement
Divisions (STAD)
• Students are divided up into heterogeneous
groups of four-5 student groups.
• Lesson is presented by instructor.
• Students help each other learn the material.
• Students take a test or quiz or perform some
other task.
• Team scores are determined based on
improvement scores of all students.
• Teams with highest scores are recognized.
18. Teams-Games Tournaments
Divisions (TGT)
• Same basic idea as STAD
except that quizzes or tests
are replaced by competitions
between groups.
19a. Jigsaw I
• Form home or base groups of 4-6
students.
• Student move to expert groups.
• Share knowledge in expert groups and
help each other master the material.
• Come back to base group to share or
teach teammates.
• Students are individually tested; there
are no group grades.
19b. Jigsaw II
• Same as Jigsaw I except that
total team scores on the
quizzes or assignments are
published or used in grading
purposes.
20. Problem-Based
Learning (Savery & Duffy, 1996)
• Instructor lays out the problem
situation.
• Students work on a major problem
for a unit, semester, or year.
• Presentation is made at the end of
the unit or semester.
• Evaluation is made by experts
and/or the instructor
What have you learned so far?
• Solid and Fuzzy in groups of four
• One Stray-Three Stay--Buzz
Groups--Roundtable.
Low Risk <-------> High Risk
Strategy Continuum
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Phillips 66
Turn to Your Partner &
Think-Pair-Share
PMI, KWL
Ranking, Categorizing
Muddy/Minute Papers
Cases
Summing Up
Brainstorming, Rev BS
Wet Inks
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Mock trials
6 Hats
Metaphorical Thinking
Creative Dramatics
Human Graphs
Debates
Concept Maps, Timelines
Jigsaw, # Heads Together
Electronic Conferences
PBL
Low Time <-------> High Time
Strategy Continuum
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Voting, Polling
Web Links/Comments
Case Discuss/Create
Starter-Wrapper, Q&A
Summing Up
Pros & Cons
Ranking, Categorizing
E-mail Pal, Critical Friend
Brainstorming, Rev BS
Minute Papers
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Mock Trials, Role Play
Guest Experts & Lectures
Debates, Controversies
Symposia, Panel Discuss
Electronic Roundtables
Concept Maps, Webs
Taxonomies, Timelines
Thoughtful Exams
Jigsaw
Problem-Based Learning
Low Time/Risk Idea: ______________________
High Time/Risk Idea: ______________________
My Concerns
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Time, time, time...
Coverage
Feedback: Timely and complete
Student responsiveness
Evaluation and grading
Institutional expectations & politics
Costs vs. pragmatic benefits
What learning models???
Time, time, time
Planning Advice
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Make an action plan.
Write a paper.
Do some rapid prototyping.
Share, share, share!
Present to dept. colleagues.
Questions?
Comments?
Concerns?