Active learning tips for DE

Document Sample
Active learning tips for DE Powered By Docstoc
					What are the students doing now? What have they been doing in the last 10 minutes or so? Are these things active, directly related to class objectives (i.e. effective, efficient, appealing?) Do they collectively appeal to a variety of learning styles? Can you make some of the more passive learning portions of the class (aka lectures, watching videos, etc.) seem more like doing? Try some of these “mini” ideas!

Ideas for “mini”Active Learning in ITV Classrooms
Molly Herman Baker, Ph.D. Writing: 1. Take notes from lecture/film/tape: how is the instructor assisting the students identify what is important and get it down efficiently? (e.g., use of computer graphics; printed outline or handout sent out ahead to the sites; word picture lecture aids or interactive study guides; demonstrations; show artifacts) 2. Fill in blank areas on interactive study guides 3. Take self-test/ fill out questionnaire 4. Write brief descriptions or ideas prior to a group exercise 5. Do a math problem 6. Write a reaction paragraph to day's class or day's topic 7. Write out something interesting or new or useful that they learned today 8. Submit an essay question for possible adoption on an exam over today's content 9. Attendance 3 x 5 card: Molly, I want you to know... 10. Submit an idea for using today's topic on the job, at home, in another setting of their choice, in a more visual way 11. Turn in a biopoem or other biographical intro for sharing with the class 12. Critique other student's projects/ papers 13. Share reactions to class via evaluation form 14. Develop a concept map of day’s content Reading: 1. Read a case study prior to... 2. Read a brief article prior to... 3. Read a scenario provided on the Elmo or in print prior to discussing it 3. Read a worksheet prior to doing it or receiving instructions 4. Read printed instructions for an individual or group exercise 5. Read a short portion of the text prior to an activity 6. Read another student's paper/ project prior to critiquing it 7. Read a portion of an article while other students read their portion; then, teach each other the contents of the article in order (jigsaw) Speaking: 1. Ask questions about assignments, lesson content, exams, content applications, career information, etc. 2. Respond to at least one teacher-initiated question or comment per class 3. Share individual comments/ experiences/ artifacts with the entire class or with a small group or partner 4. Give presentations or microteaching introductions to reading assignments 5. Brainstorm ideas

2/07 Molly Baker, Black Hawk College Teaching/Learning Center

6. Share ideas about class process or content with instructor or site facilitator 7. Peer teaching 8. Interview guest speaker (come prepared with questions) 9. Turn to a partner and interview him/her about a question/topic assigned by the instructor Speaking and moving: 1. Form mixed groups and participate in discussion sessions or problem-solving tasks with others; share ideas or solutions or products with the class 2. Role-play or skit 3. Participate in an active simulation 4. Take leadership roles in accomplishing tasks in and out-of-class 5. Act out task (observer feedback) 6. Perform task (guided practice) 7. Review a collection of items on a display table for a particular purpose; share with a partner or put findings on paper 8. Go to the computer lab for a short time to complete a search or explore assignment at an Internet site

2/07 Molly Baker, Black Hawk College Teaching/Learning Center