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Title: 1.%20Active%20Learning

1
1. Active Learning

Dr. Curtis J. Bonk
President, CourseShare.com
Associate Professor, Indiana University
http//php.indiana.edu/cjbonk,
cjbonk_at_indiana.edu

2
Expectations List
3
Preliminary Action Plan
4
Traditional Teachers

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

5
Anyone? Anyone?
6
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7
Consultative Teachers

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

8
Consultative Teachers

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

9
And also a sense of humor!!!
10
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11
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

12
Resources in a Learning Environment

Teachers
Peers
Curriculum/Textbooks
Technology/Tools
Experts/Community
Assessment/Testing
Self Reflection
Parents

13
Sociocultural Ideas

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)

14
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.

15
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.

16
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).

17
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18
1. Motivational Techniques
19
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.

20
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.

21
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.

22
150 To Motivate Your Lover(Raffini, 1996)

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

23
ActivitiesMotivational Ice Breakers

Expectations (flip chart)
Self-Disclosures
Talking String
Visuals
Index Card
Treasure Hunt
Accomplishment Hunt
Psychic Massage
Have You Ever Been?
CR, CT, CL Web

24
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...

25
2. Self-Disclosure Introductions...

Round I Self-disclosure introductions
Who are you
Job
Interests
Hobbies

26
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).

27
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.

28
4. Communication/Learning Visuals

Draw one or more of the following
Gun,
cannon,
noose,
high fives,
thumbs up,
watch,
toilet,
smiley face,
etc.

29
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)

30
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)

31
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.

32
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.

33
9. Have you ever questions

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.

34
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.

35
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.

36
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.

37
13. Itll 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.

38
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.

39
15. Team Brainteasers

IQ tests
Scrambled cities
Crossword puzzles
Competitions
Dilemmas or Situations
Unscrambled sayings.

40
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.

41
The 3 Cs1. Critical2. Creative3. Cooperative
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Pedagogical StrategiesA. 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

44
ActivitiesCreativity Tasks

Metaphorical Thinking
New Perspectives
Webbing
Just Suppose
Creativity Awareness
Creative Dramatics
Creative Writing and Story Telling
Wet Ink or Freewriting
Brainstorming
Reverse Brainstorming

45
1. Metaphorical thinking

how is my school like
a prison,
a beehive,
an orchestra,
ghetto,
expedition,
garden,
family,
herd,
artist's palette,
machine, military camp, Olympic games, hospital,
theater, etc.

46
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.

47
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.

48
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49
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
all the possible directions and activities a
student or class can explore as a result of
interest in a specific topic or subject
all that is presently known, and
knowledge interrelationships.
This technique expands awareness for relating,
integrating, and organizing brainstormed ideas.

50
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)

51
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?

52
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?

53
5. Creativity Awareness Creativity Models

von Oech's
Explorer
Artist
Judge
Warrior

54
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.

55
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 e-mail.
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.

56
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57
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...

58
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?

59
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?

60
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)

61
12. Idea Spurring Questions

how can we
MAXimize,
MAGnify,
arrangeRE,
combine-adapt,
subtutesti,
EEEXXXAAGGGERRRRATTEE

62
13. Future Problem Solving

Pose futuristic problem.
Have students solve in teams.
Present to class.

63
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.

64
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.

65
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

66
What does one mean by critical thinking?Compare
to Creative Thinking in a Venn Diagram
67
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.

68
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.

69
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 quantitatively-oriented calculations.
Reddy, A. (2002, January). E-learning ROI
calculations Is a cost/benefit analysis a better
approach? e-learning. 3(1), 30-32.

70
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).

71
5. PMI

After completing a lecture, unit, video, expert
presentation, etc. ask students what where the
pluses, minuses, and interesting aspects of that
activity.

72
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?

73
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?

74
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?

75
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?

76
10. CS 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.

77
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.

78
12. Exploring Situations with Questions

Have students analyze situations according to all
six levels of Blooms taxonomy
Factual
Interpretive or comprehension
Analysis
Synthesis
Evaluation
Application
Or assign people to different levels of the
taxonomy.

79
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.

80
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.

81
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.

82
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?

83
16. Visual Thinking Exercises Graphic Organizers

Have students organize information in sequences,
chains, cause and effect, main ideas,
similarities and differences, story maps, etc.

84
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)

85
18. Visual Thinking Exercises Classification
Schemes

Have students create taxonomies, timelines,
comparisons and contrasts, advance organizers,
epitomies, etc.

86
19. Visual Thinking Exercises Mnemonics

Have students create mnemonics based on stories,
acronyms, acrostics, links, rhymes, or bizarre
images.

87
20. Nominal Group Process

Give statement of the problem.
Silent generation of ideas to solve it.
Round robin sharing of ideas and piggy backing of
them.
Classification grouping of ideas.
Straw vote ranking of ideas. Secret ballots.
Further clarification of ideas and emerging
concepts. Can change wording.
Final priority weighting. Public vote.

88
Which of these critical thinking techniques might
you use?
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90
Web Writing Tasks

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

91
Pedagogical StrategiesC. 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

92
Cooperative Learning Principles

Positive Interdependence
Individual Accountability
Group Processing
Social Skills and Trust
Face-to-Face Interaction

93
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

94
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

95
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

96
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

97
5. READERS

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.

98
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.

99
7. Human Graph

Class lines up
(1-5)
1 Strongly agree,
3 neutral,
5 strongly disagree
e.g., this workshop is great!

100
8. Value Lines

Pose question or issue
Students mark down their feelings or votes
Share votes and rationale with class
Recast votes

101
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.

102
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.

103
11. Buzz Groups

Meet in small groups for a set period of time
followed by group discussion.
(perhaps discuss assigned readings)

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12. Stand and Share

Present a question.
When know the answer, stand up to indicate to the
instructor that you have an answer.
Wait until all are standing.
Call on one at a time.
When you give an answer or hear you answer given,
you can sit down (unless you have an additional
answer).

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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.

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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.

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15a. One Stray-Three Stay15b. 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).

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16. Group Investigation or Coop-Coop