active learning in your course

b l e n d e d t o o l k i t .w i s c .e d u / d e l i v e r / a c t i v e l e a r n i n g /

ACTIVE LEARNING IN YOUR COURSESECOND EDITIONCENTER FOR TEACHING, LEARNING & MENTORING DIVISION OF TEACHING & LEARNINGUNIVERSITY OF WISCONSIN–MADISON

WHAT IS ACTIVE LEARNING?

“Within a blended course at UW-Madison, active learning is the outcome of an experiential teaching approach that facilitates increased student engagement and higher-order cognition through instructor-guided, learner-centered, and thought-provoking interactions in all components of the course (pre-class, in-class, and post-class). These interactions demonstrate discipline-specific methodological approaches to knowledge, align with course/program learning outcomes, provide evidence of learning to instructor and students, and reveal the learning processes students use. Examples of active learning include interactions such as: reflection, discussion, exploration, collaboration, experimentation, analysis, and construction of new knowledge.” — Blended Learning Fellowship on Active Learning

4

DESIGNINTRODUCTION

PURPOSEThis resource — created by staff in the Center for Teaching, Learning & Mentoring — is meant to aid in the identification, practice, and implementation of research-based active learning approaches. It can be used in both online and face-to-face learning environments. This guide should help you integrate active learning activities that facilitate desired student learning outcomes into your course in both planned and dynamic ways.

ORGANIZATIONThis resource is organized into three main sections — Design, Activities, and Strategies.

Design — adapted from the book Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses by L. Dee Fink — provides a design framework to help you structure active learning activities within your course. It also provides a classification system — adapted from the article, "The Active Learning Continuum: Choosing Activities to Engage Students in the Classroom" by Charles Bonwell and Tracey Sutherland — to help in the selection of active learning approaches based the complexity of tasks for instructors.

Activities — taken from the books Classroom Assessment Techniques: A Handbook For College Teachers by Thomas Angelo and K. Patricia Cross, and Collaborative Learning Techniques: A Handbook For College Faculty by Elizabeth F. Barkley, Claire Howell Major, and K. Patricia Cross — presents activities you can use to address specific learning outcomes. Each approach includes a basic description and overview of its outcomes, along with steps to guide its use in your course. Each technique in this resource was selected based on three criteria: ease of design, ease of implementation, and time needed to respond to activity. The content is organized around five outcomes that you might want to facilitate through your course: Analysis and Critical Thinking, Discussion, Prior Knowledge, Problem-Solving, and Writing. To use this resource, readers should: first, select the desired outcome(s) they wish to facilitate in their course; then, review the different approaches within those categories for ideas about which technique could be used to facilitate these outcomes.

Strategies — taken from the book Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang — draws from learning sciences and teaching experience to develop Small Teaching — a set of principles to create small changes to teaching that can have a positive impact on student learning. Lang offers three general categories for easy-to-implement learning activities and other changes: Knowledge, Understanding, and Inspiration. These approaches require minimal preparation and grading and may be implemented immediately. Methods may take the form of brief activities, one-time interventions in a course, or small modifications in course design or communication with students.

ADDITIONAL DESIGN RESOURCESMore detailed information on activities is located on the Blended Learning Toolkit using the URLs and QR codes found on each page. You will also find examples, research articles, and a design template to guide you through the planning, delivery, and evaluation phases of your activity.

5

DESIGNACTIVITY DESIGN

CASTLE TOP ACTIVITY DESIGN MODELWhen incorporating active learning activities into your course, it is helpful to use a design framework. In this book, we build upon the Castle Top model, developed by L. Dee Fink in his book Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. The model calls for instructors to situate learning activities in ways that create a smooth pathway from one activity to the next, and that supports the desired learning objectives of your course and unit. Fink identifies the following sequence of activities:

• Pre-Class — Present new information and facilitate the building of knowledge. Provide students with the knowledge needed to support future active learning activities that facilitate deeper learning. Often, pre-class activities test knowledge or facilitate reflection in ways that guide instruction that follows.

• In-Class — Build on foundational knowledge developed in pre-class activities. Active learning activities may address misunderstandings, questions, or reflections that preceded it.

• Post-Class — Provide student feedback, facilitate student reflection, application, evaluation, and synthesis of learning that has taken place. Evaluate effectiveness of the activity.

ACTIVE LEARNING DESIGN CONSIDERATIONSWhen selecting an active learning activity, focus on the following questions:

• How will this activity support your course outcomes?• How will this activity support your unit objectives?• How might this activity help address your students’ learning challenges around the content?• How might this activity prepare students for future learning activities?• What skills might students need to develop to be successful in the activity you are considering?• How would you explain/defend your use of the activity you are considering to your students?• What would you do with the results of the activity you are considering?

If you need help thinking about these questions, refer to the Design Template in the appendix of this resource or contact the DoIT Help Desk and request a consultation with DoIT Academic Technology.

CONTACT INFORMATION: (608) 262-4357 | [email protected]

CASTLE TOP ACTIVITY DESIGN MODEL

PRE PRE PREPOST POST POST

INCLASS

INCLASS

INCLASS

Source: (Fink, 146)

6

DESIGNACTIVITY SELECTION

COMPLEXITY OF ACTIVE LEARNING TASKSThe following categories — adapted from the article, "The Active Learning Continuum: Choosing Activities to Engage Students in the Classroom" by Charles Bonwell and Tracey Sutherland — place activities on a continuum from low to high complexity. The placement blow into specific categories is a suggestion; the actual complexity may vary based on the details of your activity.

LOW COMPLEXITY• Relatively little class time to facilitate (less than 15 minutes in most cases)• Little-to-moderate time for the instructor to prepare — some tasks could be used spontaneously in class• Little-to-moderate time for the instructor to process results

MODERATE COMPLEXITY• Significant class time to facilitate (between 15 and 45 minutes in most cases)• Moderate time for the instructor to prepare• Moderate time for the instructor to process results

HIGH COMPLEXITY• Completion of tasks may require more than one class session and/or time outside of class• Instructor preparation and activity design time may be high• Significant time for the instructor to grade and respond to results

LOW COMPLEXITY MEDIUM COMPLEXITY HIGH COMPLEXITY14 Buzz Groups 11 Defining Features Matrix 8 Analytic Memo

15 Round Robin 12 Pro and Con Grid 10 Content, Form, and Function Outlines

16 Talking Chips 20 Background Knowledge Probe 33 Collaborative Writing

17 Think-Pair-Share 21 Empty Outlines 34 Dialogue Journals

18 Three-Step Interview 23 Memory Matrix 36 Paper Seminar

9 Categorizing Grid 26 Analytic Teams 37 Peer Editing

22 Focused Listing 27 Case Studies

24 Minute Paper/Muddiest Point 28 Group Investigations

29 Send-A-Problem

30 Structured Problem-Solving

31 Think-Aloud Pair Problem-Solving

35 Student-Defined Questions

Source: (Bonwell, 5)

7

ACTIVITY OUTCOMESANALYTIC MEMOSStudents write a one- or two-page analysis of a problem or issue.

Analyzing assigned problems using discipline-specific methods.

CATEGORIZING GRIDStudents sort subordinate terms into the correct categories on a grid.

Determining whether, how, and to what extent students understand what information goes together with other information, revealing the implicit rules students are using to categorize information.

CONTENT, FORM, AND, FUNCTION OUTLINESStudents analyze the what (content), how (form), and why (function) of a particular message.

Separating and analyzing the informational message, form, and communicative function of a piece of course content.

DEFINING FEATURES MATRIXStudents categorize concepts according to the presence of (+) or absence of (-) critical defining features.

Developing skills in categorizing information based on a given set of critical defining features.

PRO AND CON GRIDStudents follow a decision-making process by reviewing an issue, creating a list of pro and con arguments, and making a decision based on analysis of those points.

Helping students move beyond their first reactions to an issue by looking at it from different perspectives and weighing the value of competing claims.

MORE INFORMATION ON APPROACHESFind examples of using these approaches on the Blended Learning Toolkit at:https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/

ANALYSIS AND CRITICAL THINKING

Source: (Angelo, 159-180)

8

Instructor Preparation Time HighStudent Response Time HighInstructor Analysis Time HighLarge Classroom Considerations No special considerationsComplexity of Activity HighMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/analytic-memo/

DESCRIPTIONAnalytic Memos require students to write a one- or two-page analysis of a problem. Students analyze an issue using discipline-specific approaches and methods and create a compelling argument for a specific audience. The recipient of the memo is usually a stakeholder in need of the student’s analysis to inform their decision making.

USE WHEN YOU WANT…To have students develop their ability to analyze problems using discipline-specific approaches and methods, to provide feedback to students on their analytic and communication skills, or to assess students’ abilities to communicate their analyses clearly and concisely to a specific audience.

PRE-CLASS � Determine which analytic approaches or methods are to be assessed. � Identify an appropriate, well-focused, and typical problem or situation for the students to analyze. � Get background information on the problem. � Define the recipient, subject, and purpose of the memo. � Create an example memo on the subject to share with students. � Decide whether students will work alone, in pairs, or in small groups. � Provide written directions to be handed out during class.

IN-CLASS � Specify the student’s role, the identity of the audience, the specific subject to be addressed. Identify the analytic

approach students will use, the length limit (usually one or two pages), and the assignment deadline. � Share an example memo and explain to students how this assessment can help prepare them for subsequent

course assignments and their careers.

POST-CLASS � Review memos. � Provide feedback/grade based on the quality of the analysis and communication displayed in the memo. � Discuss the results of the activity at the next class meeting.

ANALYSIS AND CRITICAL THINKINGANALYTIC MEMOS


9

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/categorizing-grid/

DESCRIPTIONCategorizing Grid involves the sorting of ideas into categories. Students receive a grid containing two or three categories along with a scrambled list of terms, images, equations, or other items that belong in those categories. Learners have a limited amount of time to sort the concepts into the correct categories.

USE WHEN YOU WANT…To have student provide a snapshot of their sorting rules, to determine whether, how, and to what extent students understand what goes with what; to have students reveal the implicit rules they are using to categorize information, or to examine gaps and misperceptions in students’ understanding of content.

PRE-CLASS � Select two or three related categories for organizing the information to be presented in class. � Make a list of examples of items within each category. Review the list to make sure that all items belong to only

one category and that all items are familiar to students. � Make a grid with the categories on the top row and items to be placed in categories on the side. � Determine when you will have students engage in this activity (beginning, middle, end, or outside of class). � Decide whether students will work alone, in pairs, or small groups.

IN-CLASS � Hand out grids to students or groups. � Leave time for students to ask questions about the activity and clarify items on the list. � Let students know how much time they have to complete the activity. � Collect the completed grids and let students know when and how you will use the results.

POST-CLASS � Students submit memos. � Review grids and provide feedback/grade based on the quality of the grids. � Discuss the results of the activity at the next class meeting.

ANALYSIS AND CRITICAL THINKINGCATEGORIZING GRID


10

Instructor Preparation Time MediumStudent Response Time HighInstructor Analysis Time HighLarge Classroom Considerations No special considerationsComplexity of Activity HighMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/content-form-function/

DESCRIPTIONContent, Form, and Function Outlines have students analyze the what (content), how (form), and why (function) of a particular message (poem, newspaper story, critical essay, advertising, or commercial). The student writes brief notes that address the what, how, and why questions in an outline format that can be quickly reviewed by the instructor.

USE WHEN YOU WANT…To elicit information on the students’ skills at separating and analyzing the informational message, form, and communicative function of course content, or to see how well students can critique not only the message itself but also its presentation and purpose.

PRE-CLASS � Choose a short text, passage, or other content that represents the concepts you want students to review. � If subsections of the content are not explicitly defined, highlight them so students will organize them correctly. � Create an example using a parallel text that you will give to students during class. � Create a blank outline for students with the top row being What, How, and Why as columns. Place each

subsection listed under the What column (unless you want students to define the structure of the content themselves).

� Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).

IN-CLASS � Hand out the blank outline to students. � Walk students through the activity, its purpose, and the example you provided. Leave time for students to ask

questions about the assignment and receive clarification on the activity. Let them know when the activity is due. � After you are confident that students understand the technique, present the message they are to analyze. � Have students review the content, complete the outline, and submit it for review before the next class.

POST-CLASS � Review the results, keeping a tally of problem areas and questions that are difficult for students to answer. � Provide feedback/grade based on the quality of the outlines. � Discuss the results of the activity at the next class meeting.

ANALYSIS AND CRITICAL THINKINGCONTENT, FORM, AND FUNCTION OUTLINES


11

Instructor Preparation Time MediumStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/defining-features/

DESCRIPTIONDefining Features Matrix requires students to categorize concepts according to the presence (+) or absence (-) of critical defining features. This activity helps students develop conceptual organizational skills and data on their analytic reading and thinking skills.

USE WHEN YOU WANT…To help students develop their skills in organizing information based on a given set of critical defining features, to assess how well students can distinguish between apparently similar concepts, or to help students identify, define, and make explicit the distinctions between related ideas.

PRE-CLASS � Focus on two or three concepts that are similar enough to challenge or confuse students. Determine which

features of these concepts are most critical for students to recognize or understand. � Make a list of defining features that each concept does or does not possess. After drawing up the list, add a

limited number of shared features. � Create a table with features listed down the left side and concepts across the top. � Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).

IN-CLASS � Hand out grids to students or groups. � Leave time for students to ask questions about the activity and receive clarification on subordinate items on the

list. Let them know how much time they have to complete the activity. � Have students place a + or – or a Yes or No in each cell of the table. � Collect the completed grids and let students know when and how you will use the results.

POST-CLASS � Review grids. � Provide feedback/grade based on the quality of the grids. � Discuss the results of the activity at the next class meeting.

ANALYSIS AND CRITICAL THINKINGDEFINING FEATURES MATRIX


12

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time MediumLarge Classroom Considerations No special considerationsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/pro-con/

DESCRIPTIONPro and Con Grid has students follow a decision-making process by reviewing an issue, creating a list of pro and con arguments, and making a decision based on the weight and analysis of those points. A review of students’ lists reveals the depth and breadth of their analyses, capacity for objectivity, and strength of their decision-making skills.

USE WHEN YOU WANT…To help students to move beyond their first reaction to a topic, to search for at least two sides to the issues in question, to weigh the value of competing claims, to think critically about the construction of arguments they encounter in the real world, or to get an overview of their analysis of an issue of mutual concern.

PRE-CLASS � Write a prompt that will elicit thoughtful pro and con arguments on a decision, judgment, dilemma, or issue. � You may wish to indicate a specific point of view that students should adopt in coming up with their list. Doing so

will make the pro and con arguments more comparable. � Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).

IN-CLASS � Hand out a blank sheet of paper to students or groups. Have them draw a pro and con grid on it. � Leave time for students to ask questions about the activity and get any clarification on the topic. Let them know

how much time they have to complete the assignment. � Let students or groups know how many items you expect them to list. � Determine whether students should use words, phrases, or sentences in their list of pro and con arguments. � Give students five to ten minutes to complete the activity. � Collect the lists at the end of the activity.

POST-CLASS � Review grids. List the points students provided in each category and do a frequency count. Which arguments do

students mention most often? Compare students’ lists with yours. How balanced are the two sides? � Provide feedback/grade based on the quality of the grids. � Discuss the results of the activity at the next class meeting.

ANALYSIS AND CRITICAL THINKINGPRO AND CON GRID


13

DISCUSSIONACTIVITY OUTCOMEBUZZ GROUPSStudents discuss course-related questions informally in small groups of peers.

Generating lots of information and ideas in a short period in preparation for and improvement of class discussions.

ROUND ROBINStudents generate ideas and speak in order moving from one student to the next.

Providing students a structure to engage in brainstorming sessions and ensuring all students participate equally in a discussion.

TALKING CHIPSStudents participate in a group discussion and surrender a token each time they speak.

Ensuring equitable participation during class or group discussions.

THINK-PAIR-SHAREStudents think individually for a few minutes, then discuss and compare their responses with a partner, and finally, share their results with the entire class.

Preparing students to participate more fully and effectively in whole-class discussions.

THREE-STEP INTERVIEWStudents interview each other and report what they learn to another pair.

Helping students network and improve listening, questioning, and communication skills.

MORE INFORMATION ON APPROACHESFind examples of using these approaches on the Blended Learning Toolkit at:https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/

Source: (Barkley, 152)

14

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/buzz-group/

DESCRIPTIONBuzz Groups are teams of three to five students formed to quickly and spontaneously respond to course-related questions. A group can reply to one or more topics, and all groups can discuss the same or different topics. The discussion is informal. Students do not need to arrive at a consensus because the goal is the exchange of ideas.

USE WHEN YOU WANT…To have a warm-up activity before whole-class discussion, to generate information and ideas quickly, to allow students to express their thoughts and practice sharing their ideas, to increase students’ repertoire of ideas around a topic, or to lay a foundation for a rich and engaging discussion involving the entire class.

PRE-CLASS � Identify a topic for discussion. � Craft a discussion prompt that is conceptual rather than factual, and that will stimulate an open-ended

examination of ideas. Try responding to the question yourself, so you are confident that they will generate a variety of responses.

� Choose how you are going to present the prompt question, such as on a worksheet, presentation slide, or whiteboard.

IN-CLASS � Form groups, announce the discussion prompt and provide a time limit for activity. � Ask group members to exchange ideas in response to the prompt. � Check periodically to see whether groups are still engaged and focused on the assigned topic. If off-topic,

shorten the time limit. If on-topic but time has ended, consider extending the deadline. � Have groups report out results, or build on students’ work.

POST-CLASS � Review the outcomes of the activity.

DISCUSSIONBUZZ GROUPS

Source: (Barkley, 164-169)

15

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations Movable tables and chairsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/round-robin/

DESCRIPTIONRound Robin has students brainstorm on a topic without elaborating, explaining, or questioning ideas. Group members take turns responding to a question with a word, phrase, or short statement. Students share their thoughts one at a time until all students have had the opportunity to speak.

USE WHEN YOU WANT…To have students generate as many ideas as possible around a topic while discouraging comments that interrupt or inhibit the flow of ideas, to ensure equal participation among group members, or to generate a list of ideas that will be the basis for a next-step assignment.

PRE-CLASS � Write a prompt that can generate a rich array of responses and can be expressed quickly and succinctly. � Practice by listing as many possible responses as you can. � Use the length of your list to predict the duration of your in-class exercise. � Decide whether or not groups should rotate through more than once.

IN-CLASS � Ask students to form groups of four to six. � Have students assign roles (e.g. rule enforcer, recorders) if necessary. � Explain that the purpose of brainstorming is to generate many ideas. Inform students that they must refrain from

evaluating, questioning, or discussing the ideas to prevent interrupting or inhibiting the flow of ideas. � Give groups a time limit. � Pose the prompt. Ask one student to begin by stating an idea or answer aloud. The next student continues

brainstorming by stating a new idea; moving from member to member until all students have participated. � Review and synthesize results. Draw conclusions from activity or use results to inform another activity.


DISCUSSIONROUND ROBIN


16

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations Movable tables and chairsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/talking-chips/

DESCRIPTIONTalking Chips have students participate in a group discussion (4 to 6 students), surrendering a token each time they speak. The purpose of this activity is to ensure equitable participation within groups by regulating how often each group member is allowed to speak.

USE WHEN YOU WANT…To emphasize the importance of full and even participation within a group, to help students discuss controversial issues, to encourage quiet students to participate, or to solve communication and process problems, such as dominating or clashing group members.

PRE-CLASS � Determine a question or problem for group discussion. � Bring poker chips, playing cards, or simply gather a sufficient number of paper clips, pencils, chalk, or other

available items to serve as tokens.

IN-CLASS � Form student groups. � Give each student four or five tokens that will serve as permission to share, contribute, or debate in the

conversation. � Ask students to participate equally in the group discussion, specifying that as they contribute comments, they

should surrender a token and place it in view of the other group members. � When all students have contributed to the discussion and all tokens are down, ask students to retrieve and

redistribute the chips so the process can repeat for the next round of questions, or end the discussion if the activity is complete.


DISCUSSIONTALKING CHIPS


17

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/think-pair-share/

DESCRIPTIONThink-Pair-Share poses a question, asks students to reflect on the question, and have them share their ideas with others. Think has students reflect before speaking to organize their thoughts. Pair and Share asks students to compare and contrast their thoughts with others and rehearse their responses before sharing with the whole class.

USE WHEN YOU WANT…To create an opportunity for students to practice comments first with a peer, to increases students’ willingness and readiness to speak in a larger group, to improve the quality of students’ contributions, or to engage students in a warm-up activity before a whole-class discussion.

PRE-CLASS � Identify an engaging question or problem that has many potential responses. Try responding to the question

yourself. � Decide how you are going to present the question (e.g., verbally, worksheet, presentation slide, or whiteboard)

and how or if students will report results out to the whole class.

IN-CLASS � Pose the question to the class. Give students time to think about the question and devise individual responses. � Ask students to pair with another student nearby. � Ask Student A to share his/her responses with Student B. Have Student B share his/her ideas with Student A. If

the two students disagree, have them clarify their positions so they are ready to explain their differences. � If useful, request that pairs create a joint response by building on each other’s ideas. � Students share responses in larger class discussion.


DISCUSSIONTHINK-PAIR-SHARE


18

Instructor Preparation Time LowStudent Response Time Low Instructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/three-step-interview/

DESCRIPTIONThree-Step Interview has student pairs take turns interviewing each other, then asks them to report what they learned to another pair. Step 1: Student A interviews Student B; Step 2: Student B interviews Student A; Step 3: Student A and B each summarize their partner’s responses for other groups.

USE WHEN YOU WANT…To allow students to network and improve communication skills, to have students listen carefully, concentrate on the interviewee’s responses, and encourage elaboration while refraining from imposing their thoughts, or to have student practice expressing their ideas succinctly as they summarize the results of their interview.

PRE-CLASS � Develop a list of interview questions that involve opinions or experiences related to course content. � Identify the types of questions that align with the course goals and probe for values, attitudes, prior experience,

and/or comprehension of course content.

IN-CLASS � Students divide into groups of four, then into two pairs (A-B and C-D). � Student A interviews Student B; Student C interviews Student D for a predetermined time. The interviewer asks

questions, listens, and probes for further information but does not evaluate or respond. � Student B interviews Student A; Student D interviews Student C for the same amount of time. � Student A and B introduce each other with synthesized summaries of their partner’s interview responses to

Student C and Student D. Student C and D do the same. � Students share the results of interactions with the class. � Draw conclusions, synthesize results, or guide another activity in response.


DISCUSSIONTHREE-STEP INTERVIEW


19

PRIOR KNOWLEDGEACTIVITY OUTCOMEBACKGROUND KNOWLEDGE PROBEStudents answer a short survey to collect feedback on their prior learning, including knowledge or beliefs that may hinder or block further learning.

Identifying the most effective starting point for instruction, focusing attention on the most important materials to be studied, and providing both a preview of what is to come and a review of what they already know.

EMPTY OUTLINESStudents are given an empty or partially completed outline of an in-class presentation or homework assignment and a limited amount of time to fill in the blank spaces.

Assessing students' understanding of a lecture, reading, or other activity while helping students recall and organize the main points within an appropriate knowledge structure.

FOCUSED LISTINGStudents are given a single term, name, or concept and are directed to list several ideas that are closely related to the topic.

Determining what learners recall as the most important points related to a topic while illuminating the connections students make between topics.

MEMORY MATRIXStudents fill in a two-dimensional diagram used to organize information and illustrate relationships in a way that can be quickly analyzed by the instructor.

Helping students recall important course content while assessing their skill at organizing that information into categories provided by the instructor.

MINUTE PAPER | MUDDIEST POINTStudents write a response to some variation of a question like: “What was the most important thing you learned today?”;“What important questions remain unanswered?"; or “What was the muddiest point in today’s lecture?”

Offering useful feedback to the instructor on students' comprehension of course content while at the same time encouraging students to formulate their own questions about their learning.

MORE INFORMATION ON APPROACHESFind examples of using these approaches on the Blended Learning Toolkit at:https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/


20

Instructor Preparation Time MediumStudent Response Time LowInstructor Analysis Time MediumLarge Classroom Considerations No special considerationsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/knowledge-probe/

DESCRIPTIONBackground Knowledge Probe is designed to collect feedback on students’ prior learning, including knowledge or beliefs that may hinder or block further understanding. Students complete a short survey prepared by the instructor at the beginning of a course, the start of a new unit or lesson, or before introducing a new topic.

USE WHEN YOU WANT…To identify the most effective starting point and level for a given lesson, to identify gaps in students' foundational knowledge around which you will be building future activities, to focus students’ attention on critical material, to provide a preview of the content that is to come, or to review content they already should know about a topic.

PRE-CLASS � Focus questions on specific information or concepts students will need to know to succeed in subsequent

assignments. � Prepare open-ended questions, short-answer questions, and multiple-choice questions that probe students’

existing knowledge of that concept, subject, or topic. Ask at least one item that most students will be able to answer correctly, and at least one that student may struggle to answer.

� Create a paper survey, an online survey, or decide to write your open-ended questions on the board in class.

IN-CLASS � Direct students to answer the survey in class or direct them to an online survey. � Make a point of announcing that these probes are not tests or quizzes and are ungraded. Encourage students to

give thoughtful answers that will help you make effective instructional decisions. � Collect the responses if the survey occurs in class, or communicate due date if completed outside of class.

POST-CLASS

� Review responses and summarize results. � Communicate the results at the next class by telling them how that information will affect what you do as an

instructor and how it should affect what they will do as learners.

PRIOR KNOWLEDGEBACKGROUND KNOWLEDGE PROBE


21

Instructor Preparation Time MediumStudent Response Time Low Instructor Analysis Time MediumLarge Classroom Considerations No special considerationsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/empty-outlines/

DESCRIPTIONEmpty Outlines has the instructor provide students with a blank or partially completed outline of a presentation or assignment and gives students a limited amount of time to fill in the empty spaces. This activity helps students organize large amounts of content — facts and principles — presented in a structured manner.

USE WHEN YOU WANT…To find out whether students have identified the critical points in a lecture, reading, or other types of assignment, or to help students recall and organize the main points of a lesson within an appropriate knowledge structure — aiding retention and understanding.

PRE-CLASS � Create an outline of the lecture, presentation, discussion, or reading on which to base the assignment. Decide

the level on which you will focus the activity and, thus, the students’ attention. � Decide if students are to supply the main topics, the main subtopics, or the supporting details? These decisions

will determine what information you provide and what you leave out.

IN-CLASS � When students complete the form from memory — without notes or other information — limit the number of

items the activity elicits to fewer than ten. � Let students know how much time they will have to complete the outlines and the desired responses (words,

short phrases, or brief sentences). � Announce the purpose of the assignment and when the students will receive feedback on their responses.

POST-CLASS

� Review outlines. � Provide feedback/grade to group participants. � Discuss the results of the activity at the next class meeting.

PRIOR KNOWLEDGEEMPTY OUTLINES


22

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/focused-listing/

DESCRIPTIONFocused Listing directs students’ attention on a single relevant term, name, or concept from a particular lesson or class session and asks them to list several ideas that are closely related to that focal point. It is useful to quickly determine what learners recall as the essential points of a particular topic.

USE WHEN YOU WANT…To assess how well students can describe central points in a lesson, to illuminate the connections students make between topics, or to help students learn to focus attention and improve recall, mainly when you introduce a large amount of new information.

PRE-CLASS � Decide when the activity will take place (before, during, or after a relevant lesson). Use the results to gauge the

best starting point, make midpoint corrections, or measure the class’s progress in learning one specific element of the course content.

� Select a topic or concept that the class has just studied or will study and describe it in a word or phrase. � Write that word or phrase at the top of a sheet of paper as a heading of related terms critical to understanding

that topic. � Determine a time and item limit. � Based on the time and item limit set, test it out by making a list of words and phrases you can recall that are

related to and subsumed by your heading. � Review your list, looking for any items you may have left out.

IN-CLASS � Give students the topic, and ask them to create their list. � Inform students of the length limits for the activity. � Ask students to share their lists with the class. � Review and synthesize results. Use results to guide another activity in response.


PRIOR KNOWLEDGEFOCUSED LISTING


23

Instructor Preparation Time MediumStudent Response Time LowInstructor Analysis Time MediumLarge Classroom Considerations No special considerationsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/memory-matrix/

DESCRIPTIONMemory Matrix is a two-dimensional diagram used to organize and illustrate relationships. In the activity, the row and column headings are given, but the cells are left empty. As students fill in the blank cells, it provides them feedback on their understanding of content while helping instructors assess students’ recall and/or comprehension.

USE WHEN YOU WANT…To help students recall essential content, to have students develop the skill of organizing information into categories, to see not only whether students have memorized the necessary information, but also how well they can recall new content, and how effectively they organized it.

PRE-CLASS � Identify a lecture, reading, discussion, or another assignment that will be the foundation of the activity. � Review the content and draw a simple table in which rows and columns are useful variables for important

information covered in the lesson. � Fill in the blank cells yourself with the appropriate facts. Use the same vocabulary used in the content students

reviewed. � Identify whether students will complete the table individually or in groups. If in groups, identify group size.

IN-CLASS � Give students a blank handout at the start of class for the beginning, or middle, or end of the class session. � Direct students to provide the information needed to fill in the cells. Tell them how they should complete the

table (individually or in groups) and how much time they have to complete it. Ask them to write only words or brief phrases. Set a realistic limit for the number of items you expect them to insert into each cell.

� Collect the matrices.

POST-CLASS � Review matrices and assess the correctness and completeness of the information given. � Provide feedback/grade based on the quality of the matrices. � Discuss the results of the activity at the next class meeting.

PRIOR KNOWLEDGEMEMORY MATRIX


24

Instructor Preparation Time LowStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity LowMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/minute-paper/

DESCRIPTIONMinute Paper/Muddiest Point has students write a quick response to a question to help instructors gain insight or understanding of content. Questions could include: "What was the most important thing you learned today?"; "What important question remains unanswered?"; or "What was the muddiest point in _______?"

USE WHEN YOU WANT…To facilitate students' recall of content they have learned, to help them self-assess their understanding of the material, to focus, collect, and organize their thoughts around a topic before a discussion, or to discover which points students are having difficulty understanding to guide further instruction.

PRE-CLASS � Identify a concept in a lecture, article, video, or a gap in knowledge identified through a prior activity (e.g., quiz

or online discussion). � Craft a question to which students will respond in class. The question should be difficult enough to elect careful

thought or reflection, but not too difficult that the response would not fit on a half-sheet of paper. � Decide when the activity will take place (beginning, middle, or end of the class). � Plan to set aside five to ten minutes of class for this activity, as well as time later to discuss the results.

IN-CLASS � Hand out half-sheets of paper as students enter the classroom. � Introduce the activity by presenting the question to which students will respond. Tell them to use the half-sheet

of paper to write their responses to the prompt. Direct students to leave their names off of the sheet unless there is a good reason to identify individual student work.

� Let students know how much time they have to complete the activity (usually two to five minutes is sufficient). Explain the kind of answers you want (words, phrases, or short sentences), and how you will use the information, and when they can expect your feedback.

POST-CLASS � If collected, review papers. � Discuss the results of the activity at the next class meeting.

PRIOR KNOWLEDGEMINUTE PAPER/MUDDIEST POINT


25

PROBLEM-SOLVINGACTIVITY OUTCOMEANALYTIC TEAMSStudents critically read an assignment, listen to a lecture, or watch a video by assuming a role (summarizer, connector, proponent, or critic) that guides their analysis.

Helping students understand the different perspectives and processes that constitute a critical analysis.

CASE STUDIESStudents review a written study of a real-world scenario and develop a solution to the dilemma presented in the case.

Helping students engage in critical reflection by considering multiple alternatives to solving problems.

GROUP INVESTIGATIONStudents plan and conduct a research project and report the results to a group.

Enhancing students' understanding of the importance of discovery and helping students gain experience in giving and receiving constructive criticism.

SEND-A-PROBLEMStudents solve a problem as a group and pass the problem and solution to a nearby group who does the same, with the final group evaluating the solutions.

Helping students work together to practice the thinking skills required for effective problem-solving and for comparing and discriminating between multiple solutions.

STRUCTURED PROBLEM-SOLVINGStudents follow a structured process to solve problems. Dividing problem-solving processes into manageable

steps, so students don’t feel overwhelmed, and they learn to identify, analyze, and solve problems in an organized manner.

THINK-ALOUD PAIR PROBLEM-SOLVINGStudents solve problems aloud and try out their reasoning on a listening peer.

Emphasizing the problem-solving process (rather than the product) while helping students identify logic and process errors.

MORE INFORMATION ON APPROACHESFind examples of using these approaches on the Blended Learning Toolkit at:https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/

Source: (Barkley, 225)

26

Instructor Preparation Time MediumStudent Response Time MediumInstructor Analysis Time MediumLarge Classroom Considerations Movable tables and chairsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/analytic-teams/

DESCRIPTIONAnalytic Teams have members of a group assume roles and perform tasks while critically reading an assignment. Roles such as summarizer, connector, proponent, or critic focus on activities within an analytic process. It can be particularly useful when the teacher assigns roles that exist within the norms of the discipline.

USE WHEN YOU WANT…Students to understand the different activities that constitute a critical analysis, to focus on learning and to perform one aspect at a time, to prepare students for more complex problem-solving assignments in which they may assume multiple roles, or to increase and equalize participation levels among group members.

PRE-CLASS � Select an assignment that requires an analytical process. Break the process down into parts:

Proponents: List the points you agreed with and state why. Critics: List the points you disagreed with or found unhelpful and state why. Example Givers: Give examples of key concepts presented. Summarizers: Prepare a summary of the essential points. Questioners: Prepare a list of substantive questions about the material.

� Determine whether you could perform each assigned role and whether each is sufficiently challenging.

IN-CLASS � Form student groups of four or five. Assign each individual in the team a specific role and job assignment. � Present the lecture, show the video, or assign the reading. � Give teams class time for members to share their findings and present their analyses.

POST-CLASS � Review student analysis or formal presentation of findings. � Provide feedback/grade to the group or individual based on the quality of their analysis. � Summarize student performance at the next class. Tell them how these skills will affect their future work, and

make suggestions on how students can improve their analytic process.

PROBLEM-SOLVINGANALYTIC TEAMS


27

Instructor Preparation Time MediumStudent Response Time MediumInstructor Analysis Time MediumLarge Classroom Considerations Movable tables and chairsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/case-studies/

DESCRIPTIONCase Studies have student teams review a written study of a real-world scenario containing a field-related problem or situation. Case studies usually include a brief history of the situation and present a dilemma the main character is facing. Team members apply course concepts to identify and evaluate alternative approaches to solving the problem.

USE WHEN YOU WANT…Students to bridge the gap between theory and practice and between the classroom and the workplace, to have students engage in critical reflection by considering multiple alternatives for problem-solving, or to help students develop skills in analysis, synthesis, communication, and decision-making.

PRE-CLASS � Identify a case study or develop a new one. The case can be real or hypothetical. � Develop a case study handout with a series of questions to guide students’ analysis.

IN-CLASS � Form student groups and distribute cases (identical or different) to each team. � Allow time for students to ask questions about the problem presented in the case. � Have students work in groups to study the case from the protagonist’s point of view. � Direct students to sort out factual data, apply analytical tools, articulate issues, and reflect on their relevant

experience. Have them recommend actions that resolve the problem in the case. � Have students prepare a statement describing their assessment of the case, the decision options as they see

them, and their recommendations for a decision. � Guide discussion of the cases with the entire class. If the case is a real-world example, students will want to know

what happened. Share this with them after they have reported on it. � If students prepared a written statement, have students hand it in at the end of class.

POST-CLASS � Review the students’ statements on the case study. � Provide feedback/grade to group participants. � Discuss the results of the activity at the next class meeting.

PROBLEM-SOLVINGCASE STUDIES


28

Instructor Preparation Time LowStudent Response Time MediumInstructor Analysis Time MediumLarge Classroom Considerations Movable tables and chairsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/group-investigation/

DESCRIPTIONGroup Investigation has student teams plan, conduct, and report on in-depth research projects. These projects provide opportunities for students to study a topic intensely and gain specialized knowledge about a specific area. Students select topics of significance to them, form interest groups, and carry out their research on that topic.

USE WHEN YOU WANT…To have students recognize that research is a logical, well-organized endeavor that differs from one discipline to another, to have students enhance their understanding of the importance of discovery, or to have students gain experience in giving and receiving constructive criticism.

PRE-CLASS � Decide how topics will be selected, what resources you will accept, and how students will report their findings.

IN-CLASS � Have students brainstorm potential topics that fit within your parameters. From the list generated by students,

select the topics for the assignment. � Form teams based on topic interest. � Give teams time to organize their efforts. Have them prepare a prospectus in which they formulate their research

questions, state the goals of the project, and identify the resources they will need to carry out their investigation. They should choose the method they will use, then divide up, and assign tasks.

� Ask groups to begin their investigation by gathering and reviewing information, deciding whether more information is needed, and analyzing and interpreting the results.

� Have groups prepare their final report.

POST-CLASS � Students submit final reports. � Review final reports and provide feedback/grades to group participants. � Discuss the results of the activity at the next class meeting.

PROBLEM-SOLVINGGROUP INVESTIGATION


29

Instructor Preparation Time MediumStudent Response Time MediumInstructor Analysis Time LowLarge Classroom Considerations Movable tables and chairsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/send-problem/

DESCRIPTIONSend-A-Problem has each group receive a problem, try to solve it, and then pass the problem and solution to a nearby group. The next group works to solve the problem without looking at the previous group’s answer. After several passes, groups analyze, evaluate, and synthesize responses and report the best solution to the class.

USE WHEN YOU WANT…To provide opportunities for students to solve problems and evaluate solutions, to have students practice and learn from each other about the thinking skills required for successful problem-solving, to help students compare and discriminate between multiple solutions, or to get students to explain/defend their decisions.

PRE-CLASS � Determine the number of problems you will need to have all groups working simultaneously. � Decide how to present the problem. Consider attaching each issue to a file folder or envelope into which groups

can then insert their solutions. � Think carefully about time limits and the order in which students should pass the problem.

IN-CLASS � Form groups of two to four students, describe the activity, give instructions, and answer questions. � Distribute a different problem to each group. Ask each group to discuss the issue, generate possible solutions,

choose the best solution, and record their response in the folder or envelope. � Call time and instruct teams to pass the problem to the next group. Each group should receive a new question. � Upon receiving new problems, students again brainstorm responses and record results until time runs out. They

pass the issue to a new group. Repeat the process as many times as it seems useful. � The final group reviews the responses, synthesizes the information, and adds any additional information. � The activity concludes as teams report on the responses contained in the folder they evaluated. As groups report

out, add any points that groups missed, and reinforce correct processes and solutions.


PROBLEM-SOLVINGSEND-A-PROBLEM


30

Instructor Preparation Time MediumStudent Response Time MediumInstructor Analysis Time MediumLarge Classroom Considerations Movable tables and chairsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/structured-problem/

DESCRIPTIONStructured Problem-Solving gives students a process for solving a complex, content-based problem within a specific time limit. All students must agree to a solution and be able to explain the answer and strategy used to solve the problem. The activity will help identify where students need to develop and/or improve their problem-solving skills.

USE WHEN YOU WANT…To break a problem-solving process into specific steps, to have students identify, analyze, and solve problems in an organized manner, to give students a structured format — preventing them from being overwhelmed by the magnitude of a problem, or from engaging in irrelevant steps by providing manageable steps.

PRE-CLASS � Create a problem that is complex enough to require students to use sophisticated problem-solving skills. Use

research and current questions in the field as a resource. � Choose an identification and solving procedure that is appropriate to the type of problem selected. � Solve the problem yourself using the identified problem-solving procedure to uncover any difficulties or errors. � Create a handout that includes both the problem and the problem-solving steps.

IN-CLASS � Organize students into teams and assign them a complex problem to solve. � Ask students to use the specific steps you have identified as a problem-solving technique: (a) identify the

problem; (b) generate possible solutions; (c) evaluate and test the various solutions; (d) decide on a mutually acceptable solution; (e) implement plan, and (f) evaluate the results.

� Teams report the steps they took and the solution they developed.

POST-CLASS � Review reports. � Provide feedback/grades to group participants. � Discuss the results of the activity at the next class meeting.

PROBLEM-SOLVINGSTRUCTURED PROBLEM-SOLVING


31

Instructor Preparation Time MediumStudent Response Time LowInstructor Analysis Time LowLarge Classroom Considerations No special considerationsComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/think-aloud/

DESCRIPTIONThink-Aloud Pair Problem-Solving (TAPPS) has student pairs receive a series of problems and are assigned specific roles that change with each question. The problem-solver thinks aloud about his/her problem-solving process. The partner listens, tries to understand the reasoning behind the steps, and offers suggestions if there are missteps.

USE WHEN YOU WANT…Students to articulate their problem-solving process and listen to another’s process, to increase students’ awareness of the range of problem-solving approaches, or to improve students' analytical skills by helping them formulate ideas, understand the sequence of steps underlying their thinking, and identify errors in another's reasoning.

PRE-CLASS � Develop a set of field-related problems that students can solve within a limited time frame. The topic should

engage students in all stages of problem-solving skills: identifying the nature of a problem, analyzing the knowledge and skills required to reach a solution, identifying potential solutions, choosing the best solution, and evaluating outcomes.

IN-CLASS � Ask students to form pairs. � Explain to them the roles of problem-solver and listener. Problem-solvers read the problem aloud and talk

through the reasoning process in attempting to solve the problem. Listeners encourage the problem-solver to think aloud, ask clarification questions, offer suggestions, but refrain from solving the problem.

� Ask students to solve a set of problems, alternating roles with each new problem. � End the activity when students have solved all problems. � Review the students’ solutions to the problems they studied.


PROBLEM-SOLVINGTHINK-ALOUD PAIR PROBLEM-SOLVING


32

WRITINGACTIVITY OUTCOMECOLLABORATIVE WRITINGStudents write a formal paper together. Learning to perform the stages of writing more efficiently

by working with others to brainstorm ideas; gather and organize information; and draft, revise, and edit the writing collaboratively.

DIALOGUE JOURNALSStudents record their thoughts in a journal that they exchange with peers who review the writing, provide comments and ask questions of the writer.

Connecting coursework to students’ personal lives by interacting with each other in content-related and thoughtful ways.

STUDENT-DEFINED QUESTIONSStudents write questions and model answers for each other, exchange questions, and compare their answers to the model answer.

Identifying the essential features of a learning activity while also formulating and answering questions about that activity.

PAPER SEMINARStudents write and present an original paper with selected peers to receive formal feedback and engage in a general discussion of the issues in the paper.

Engaging in an in-depth discussion about their research and providing focused attention and feedback on individual students’ work.

PEER EDITINGStudents critically review and provide editorial feedback on a peer’s essay, report, argument, research paper, or other writing assignments.

Developing skills in critical editing and providing constructive criticism to others to improve papers before they are graded.

MORE INFORMATION ON APPROACHESFind examples of using these approaches on the Blended Learning Toolkit at:https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/


33

Instructor Preparation Time MediumStudent Response Time HighInstructor Analysis Time HighLarge Classroom Considerations Movable tables and chairs and additional support staffComplexity of Activity HighMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/collaborative-writing/

DESCRIPTIONCollaborative Writing has student pairs or triads write a formal paper together. Each student contributes at each stage of the writing process: brainstorming ideas, gathering and organizing information, and drafting, revising, and editing the writing.

USE WHEN YOU WANT…To have students work together to learn and perform the stages of writing more effectively, to help students write better and take more pride in their writing when they are writing for an audience, or to prepare students for tasks they will encounter in their careers.

PRE-CLASS � Break the assignment into manageable chunks. � Establish interim due dates to help teams structure the writing process and learn from each step. � Develop a process for assessing the quality of group work and final paper.

IN-CLASS � Students form pairs or triads. They generate ideas by brainstorming together or conducting preliminary research.

During brainstorming, visit each group and review their progress. � Together, students organize their ideas and create an outline. � Students divide up the outline and select or assign sections for each student to write initial drafts individually.

POST-CLASS � Teams read first drafts and discuss and resolve any significant disparities in voice, content, and style. � Teams combine individual sections into a single document. � Teams revise and edit their work. Check for content, clarity, as well as grammar, spelling, and punctuation. � After the final edit, teams submit their papers to the professor for assessment and evaluation. � Give feedback/grade based on the quality of the paper.

WRITINGCOLLABORATIVE WRITING


34

Instructor Preparation Time MediumStudent Response Time MediumInstructor Analysis Time HighLarge Classroom Considerations No special considerationsComplexity of Activity HighMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/dialogue-journals/

DESCRIPTIONDialogue Journals have individuals keep a journal in which they write about a reading assignment, lecture, task, or experience. Students exchange journals with another student, who reads the entry, provide comments and ask questions of the writer.

USE WHEN YOU WANT…To provide a vehicle for students to connect coursework to their personal lives, record their thoughts, have others review their work, provide feedback, and ask questions, or to allow students to make connections with other students in ways that can challenge and expand their thinking on a topic.

PRE-CLASS � Decide the following parameters of the activity: the reader’s tasks and role, how and when partners will exchange

journals, the medium for the journal (e.g., a computer file, a lined tablet, a formal bound booklet), and whether you will supply students with this or they will need to purchase it.

� Create a handout that includes directions, clarifies your expectations, and provides examples.

IN-CLASS � On a new page in the journal, students draw a vertical line about one-third of the page from the right margin.

The writer writes on the left side, the responder on the right. � After reviewing the assigned content, the writer enters comments or questions and dates and signs the entry. � The writer gives the journal to the responder who reads the entries and responds with comments, answers,

questions, also dating and signing their work. � The instructor may collect the journals to clarify points, answer questions, and comment on or evaluate the

quality of observations and responses.

POST-CLASS � Review journals. � Provide feedback/grade based quality on the quality of observations and responses.

WRITINGDIALOGUE JOURNALS


35

Instructor Preparation Time MediumStudent Response Time MediumInstructor Analysis Time LowLarge Classroom Considerations Additional support staffComplexity of Activity MediumMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/student-defined-questions/

DESCRIPTIONStudent-Defined Questions have students individually reflect on a reading assignment, lectures, or presentation. Before class, students write a question based on that content and write a model answer for it. In class, students exchange questions and write a response to the partner’s question. They trade, read, and compare answers.

USE WHEN YOU WANT…To have students practice identifying the most important feature of course content, to formulate questions and answers, and review responses given by others, or to give students a chance to rehearse responses to questions and examine sample responses outside of a formal testing environment.

PRE-CLASS � Writing a good question is a difficult task and one with which students are often unfamiliar. This activity will work

best when you have spent some time teaching students how to write valid questions and answers. � Prepare a handout with guidelines, sample questions, and responses that model the level of complexity and

depth you expect. � Create an online assignment that asks students to reflect on a learning activity (e.g., reading an article, listening

to a lecture, watching a film) and formulate a question. � On a separate sheet of paper, have students prepare a model response to their question.

IN-CLASS � Students bring a copy of their questions and model answers to the next class session. � Students form pairs, exchange questions and write responses. � Students trade model answers and compare and contrast their in-class response and their partner’s model answer. � Partners discuss their response first for one question and then for the other, paying particular attention to similar

and dissimilar ideas. � Optional: if you want to assess the quality of questions and sample responses, collect the papers from students.

POST-CLASS � If you collected responses, review the papers from students. � Provide feedback/grade based on the quality of the answers provided.

WRITINGSTUDENT-DEFINED QUESTIONS


36

Instructor Preparation Time MediumStudent Response Time HighInstructor Analysis Time HighLarge Classroom Considerations Movable tables and chairs and additional support staffComplexity of Activity HighMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/paper-seminars/

DESCRIPTIONPaper Seminar has students formally present an original paper to a small group of peers. Within the group, one or two students act as respondents to the paper while the entire group engages in a discussion of the paper’s content, interpretation, and underlying assumptions and values.

USE WHEN YOU WANT…To provide students a framework to engage in discussions, to exchange/explore ideas students have brought together from their research and their reading, to focus students’ attention and feedback on their work and on the work of others, or to avoid having to listen to multiple presentations from the entire class.

PRE-CLASS � Assign papers. � Determine a timeline that gives students adequate time to prepare for and conduct the seminar. � Give students guidance on how to read the paper critically and prepare a formal response. � Prepare a critique handout for respondents to use in class. � Plan for sufficient time, as this activity may occur over several sessions.

IN-CLASS � Assign students to groups. Students will be responding to peers’ papers in their group. � Determine who will serve as a respondent for each paper. For groups of four, assign one respondent; for groups

of six, consider assigning two respondents. � Explain to students the time frame and tasks. � Give the first presenters five to ten minutes to present their papers to their groups. � Give respondents ten minutes to respond using the handout provided. � Give groups twenty minutes to discuss the paper. � Collect papers and response handouts from each group.

POST-CLASS � Provide feedback/grade based on the quality of paper and feedback provided. � Provide feedback to students on ways to improve feedback for future assignments.

WRITINGPAPER SEMINAR


37

Instructor Preparation Time MediumStudent Response Time HighInstructor Analysis Time HighLarge Classroom Considerations Additional support staffComplexity of Activity HighMore Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/peer-editing/

DESCRIPTIONPeer Editing has student pairs critically review and provide editorial feedback on each other's essay, report, argument, research paper, or other writing assignments. The activity helps teach students how to identify good and poor writing in the work of others and develops critical evaluation skills they can apply to their writing.

USE WHEN YOU WANT…To help students develop critical evaluation skills they can apply to their writing, to show students how to identify good and poor writing through the review of other students’ work, or to provide students a chance to receive constructive criticism that can improve their papers before submitting them for a grade.

PRE-CLASS � Identify ways of preparing students to develop the necessary skills for effective peer editing. � Create a peer review form that lists the elements students should be looking for when they critique each other’s

work.

IN-CLASS � Students work in pairs and take turns describing ideas for the paper that each individual intends to write. As each

student describes his or her ideas, a partner takes notes, asks questions, and makes suggestions. � Outside of class, each student conducts research and writes their papers individually. � Within each pair, students exchange drafts for peer editing. Student editors make proofing marks and comments

directly on the paper and score or rate the paper with a peer review form. Student editors also complete and sign the peer review form and indicate their ratings of each of these areas.

� Each student revises his/her paper by considering peer feedback. � Students attach the peer review form to the final draft and submit it to the professor for evaluation.

POST-CLASS � Provide feedback/grade based on the quality of paper and feedback provided. � Provide feedback to students on ways to improve feedback for future assignments.

WRITINGPEER EDITING


38

Small Teaching was taken from the book Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang. Small teaching is a set of principles one can use to create small changes to teaching that have a positive impact on student learning. These approaches require minimal preparation and grading and may be implemented immediately without significant course redesign. Methods may take the form of brief activities, one-time interventions in a course, or small modifications in course design or communication with students. Lang offers three general categories for easy-to-implement learning activities and other changes: Knowledge, Understanding, and Inspiration.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/

KNOWLEDGE Developing mastery of material through exposure and repetition.

RETRIEVING Accessing knowledge from memory improves recall and comprehension.

PREDICTING Making predictions increases your ability to understand and retrieve content.

INTERLEAVING Spacing learning sessions over time and varying practice methods.

UNDERSTANDING Applying course materials and concepts such as problem-solving or analysis.

CONNECTING Building comprehension by connecting new information to existing knowledge.

PRACTICING Using class time for students to practice and develop new cognitive skills.

SELF-EXPLAINING Explaining aloud how student are approaching a task they are learning.

INSPIRATION Influencing mindset and attitudes that contribute to learning.

MOTIVATING Impacting students’ perception of the value, purpose, and benefit of an activity.

GROWING Emphasizing the role and value of work and practice in the learning process.

EXPANDING Influencing mindset and attitudes that contribute to learning.

MORE INFORMATION ON APPROACHESFind examples of using these approaches on the Blended Learning Toolkit at:https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/

SMALL TEACHING

Source: (Lang, 17-142)

39

Retrieving is based on the theory that students’ practicing the retrieval of information from their memory will have a positive impact on their ability to retrieve that information in the future. Accessing and using information builds cognitive pathways that will strengthen with use. Retrieval works well with quick tasks that can be incorporated into existing class sessions without needing a course redesign.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/retrieving/

HOW TO APPLY THIS APPROACH• Ask Opening/Closing Questions — Starting or ending class by asking students to recall information about

previous content is a quick method that facilitates students' retrieval practice. Examples: Can someone remind the class what we talked about last class session? Can someone provide highlights from the assigned reading for today? Without looking at your notes, what were the main points from today?

PRINCIPLES � Frequency matters — The more students practice retrieving course material, the better they will learn it. While

a common strategy is a regular use of quizzing, it requires grading time, especially with the use of short-answer questions. Limit your grading workload through the use of auto-graded question types or mixing quizzes with opening or closing questions.

� Align practice with assessments — Use small retrieval practices that ask students to recall the types of information they will need to remember and use on high-stakes exams.

� Require thinking — Retrieval can go beyond the recall of basic facts. Ask students to do something that applies that knowledge, such as making a comparison or a quick analysis on a specific point.

QUICK TIPS � Give frequent, low-stakes quizzes (at least weekly) to help students solidify their understanding of foundational

concepts. Ask short answer or problem-solving questions whenever possible to force students to process or use what they are retrieving.

� Open class by asking students to remind you of the content covered in the last class session; allow students time to reflect for a few moments to recall and formulate statements.

� Close class by asking students to write down the most critical concept covered and formulate one question that remains in their mind.

� Have students take a short quiz, solve a problem, or answer written questions about the concepts covered.

SMALL TEACHING | KNOWLEDGERETRIEVING


40

Predicting is based on the theory that having students make predictions about the material they are learning will increase their ability to understand and retrieve that knowledge in the future. When students make a prediction, they activate prior knowledge in searching for a plausible prediction. This engagement prepares a space in their brains for the solution when presented. Predicting helps lay a foundation for richer, more connected knowledge.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/predicting/

HOW TO APPLY THIS APPROACH• Use Pre-Testing — Give students a pre-test on the content they are about to learn. Explain the value of testing

them on the material they haven’t learned yet and assure them that their grades will not suffer from not knowing it at the time. Examples: A pre-test at the beginning of the semester, before a unit, or related to the content covered in class.

• Facilitate Mid-Class Predicting — Prediction can be used during class as a quick way for students to apply what they are learning. Ideally, the questions require students to apply concepts rather than recall a specific fact. Example: “Given the situation of “xyz,” what would be the result if the “x” aspect changed?”

• Close with Predicting — Prediction questions at the end of class can help increase students’ attention or interest in course topics or homework with which they will engage next.

PRINCIPLES � Stay Conceptual — Predicting works by requiring students to draw upon whatever experience they might have

to make a prediction. Asking questions about the content of which students have no prior knowledge will not see the results you desire.

� Provide Fast Feedback — Since students may provide incorrect answers in predictions, quick feedback closes the loop and helps clear up misconceptions. If a prediction occurs in class, share the solution in that class session. If a predicting takes place online, share the answer in the next class session.

� Encourage Reflection — Conceptual prediction activities promote thoughts about the application and connections of content. Calling on students to explain their process gives them time to reflect on their predictions and rationale.

QUICK TIPS � Give a pre-test at the start of the semester, a unit, or a class session in which you introduce new content. � Ask students to write down what they already know or speculate about the new content before you present it. � Ask students to predict the outcome when presenting examples that have a problem, such as a case study. � When teaching a new cognitive skill, let students try it out and receive feedback early in the process of learning. � Ask for predictions about materials to be covered at the next class session.

SMALL TEACHING | KNOWLEDGEPREDICTING


41

Interleaving is based on the theory that involves the spacing out of learning sessions over time and mixing up the practice of skills being developed instead of trying to master content before moving on to new material. The forced cycle of forgetting and remembering, along with the time between spaced learning sessions, allows students’ minds to organize and solidify what they are learning.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/interleaving/

HOW TO APPLY THIS APPROACH• Leverage Cumulative Learning — Consider ways in which every major assignment and exam draws from some

information students have learned previously. Reveal connections to students.• Use Mixed Learning — Introduce a topic at a basic level. Move to a new topic at a basic level. Return to the first

topic at an advanced level. Return to the second topic at an advanced level in ways that build on the first topic.• Blend Your Course — Combine online and in-class activities. Example: Using in-person class time for focused

learning helps students achieve an initial level of mastery. Use online assignments and discussions in ways that require them to reference previous material.

PRINCIPLES � Combine Focus and Interleaving — A focused learning session can be useful in gaining an initial mastery

(such as memorizing and using new vocabulary, or a focused problem-solving session) of new content. Practice interleaving by having students return to the content again during the semester.

� Provide Small and Frequent Repetition — Ideally, both class sessions and assignments should allow students opportunities to return to course key concepts multiple times during the semester. These can be small, short activities — using a few minutes at the beginning or end of class to revisit the material.

� Explain and Support — Initially, students may feel frustrated with interleaving. They may not like moving to a new topic before mastering an existing idea or being required to access and use earlier course material throughout the semester. Explain the concept interleaving, why and how you will use it in class, and what benefits it offers to their learning.

QUICK TIPS � Use time at the beginning or end of class to pose questions that require students to recall older material, practice

skills, or draw connections between current and previous course topics. � Use regular review sessions, such as 15 minutes at the end of a week or a course unit, for students to practice

combining the skills learned earlier with the more-recently learned skills. � Use short sections of quizzes and exams to include questions that require students to recall earlier material. � Ask students to refer back to notes from an earlier class and reflect on the most critical points from that session.

You can also incorporate a brief discussion based on what they referenced in their notes. � Have students work on questions or problems before coming to class. Use a short amount of class time to have

them work on one more similar problem before moving to new material.

SMALL TEACHING | KNOWLEDGEINTERLEAVING


42

Connecting is based on the theory that whenever we learn new things, physical changes happen in our brains — new wiring between neurons in the brain. This wiring is temporary at first but strengthens with repetition. Moving from basic knowledge to comprehension is built upon students' ability to make connections. Telling students about connections isn’t adequate; students must build connections themselves with help from instructors.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/connecting/

HOW TO APPLY THIS APPROACH• Identify Existing Knowledge — Ask students to share their prior knowledge of a subject before class. Reflecting

on their understanding of content activates their learning, identify misconceptions that might hamper students’ assimilation of new material, and forge the building of new connections. Examples: online pre-quiz, five-minute writing exercise at the beginning of a class period, or an in-class written pretest.

• Provide the Framework — Provide an organizing framework for new content to aid students’ ability to take important notes and build connections.

• Use Concept Maps — Ask students to create a diagram that depicts suggested relationships between concepts at the end of a lesson to help them visualize the organization of main ideas.

PRINCIPLES � Provide Framework — Students new to a subject need quite a bit of initial help to organize and connect new

content. Making the framework visible to students helps them recognize how specific concepts fit together. � Facilitate Connections — Guide students as they create connections to new content. Ask probing questions,

provide feedback on their observations, and redirect their efforts when students get stuck or off track. � Leverage Peer Learning — Collaborative learning is most successful when students are working to create

connections with newly-acquired knowledge. Students are often energetic and curious as they listen to peers’ ideas, as they tend to strengthen their understanding.

QUICK TIPS � Use the beginning of the semester to learn about students’ prior knowledge via written or oral questions, with

whole-class discussions, or through focused listing activities. � Have students create concept maps throughout the semester. � Provide students with the scaffolding of a lecture before class, allowing them to fill in the rest and create

connections. � Offer everyday examples of course concepts, or ask students to provide these examples. � Help students make new connections by leverage in-class activities before significant assignments and exams.

SMALL TEACHING | UNDERSTANDINGCONNECTING


43

Practicing is based on the theory that students must have extended and direct practice to become proficient at mental tasks. Some fundamental tasks need to be repeated to the point of becoming automatized to free up mental space to allow for higher-order cognitive tasks. An important feature of practicing is short, low-stakes, or no-stakes feedback loops. The presence of a teacher during student practice time can promote mindful learning.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/practicing/

HOW TO APPLY THIS APPROACH• Unpack Assessments — Help students break down a more complex task into smaller tasks that can be practiced

in ways in which feedback is specific and actionable towards the final product. Break down assessments into smaller chunks, identifying the cognitive skills needed for success.

• Package and Practice — Create small teaching experiences that offer students the practice/feedback loop. This can happen online or in class. In-class experiences can be five or ten minutes of each class or on a few select class days in the weeks leading up to the formal assessment’s due date.

• Provide Feedback — Give actionable feedback to students’ practice efforts to give them a chance to self-correct. Ask questions to get students thinking about why and how they chose a particular approach.

PRINCIPLES � In-Class Practice — While practice that takes place away from the presence of an instructor is essential, it can

encourage over-learning, mindless repetition, and the development of wrong or poor habits. Practice that takes place with the benefit of instructor presence and feedback has the potential to create more powerful learning.

� Ongoing Practice — A single class session of practice is less effective than spreading it over several class sessions. Interleaving of practice time provides multiple, brief sessions for work, feedback, growth, and learning.

� Mindful Learning — Repetition itself will not produce the best results. The practice that occurs in class provides opportunities for instructors to nudge students towards mindful learning through reflection and consideration of alternatives.

QUICK TIPS � Create time and space for students to practice cognitive skills under direct teacher guidance — leading to more

rapid growth and skill acquisition in learners. � Generate a comprehensive list of cognitive skills needed for success in the course before the semester begins. � Prioritize the essential cognitive skills, decide which ones are foundational, and when they should be learned, and

which are achievable only after students master necessary skills. � Review your semester schedule, plan where small practice sessions can fit, and include them on your syllabus. � Make sure all significant assessments are supported ahead of time with multiple opportunities for students to

practice skills and receive feedback.

SMALL TEACHING | UNDERSTANDINGPRACTICING


44

Self-Explaining is based on the theory that when students explain out loud what they are doing while completing a learning task, they become better problem solvers and gain a stronger understanding of underlying principles. Self-explanation is an effective way to promote mindful learning when practicing new skills and may help students identify misunderstood concepts and gaps in their knowledge and provide opportunities to correct them.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/self-explaining/

HOW TO APPLY THIS APPROACH• Justify Solution – When students submit an answer to a problem or complete an assignment, ask them to justify

their approach or articulate the reasons for the decisions they made. This type of reflective question added to the end of an assignment will prompt self-explaining.

• Use Peer Instruction – Use a student response system to ask students a question or solve a problem on their own. After students vote, ask them to justify their answers to their neighbors. Students are allowed to re-vote. Find volunteers to share their thinking on how they answered the question with the class.

• Think Aloud – Students can share their thinking with peers using activities like Think-Pair-Share. Additionally, asking students to explain their thought processes and engaging in a dialogue is more effective than a direct explanation of a concept.

PRINCIPLES � Scaffold Self-Explanation — Align self-explanation with student understanding of material. Students

just learning a new concept may not have the space for elaborate explanations. Increase self-explanation opportunities as students’ competencies grow.

� Point to Principles — Self-explanation helps students connect abstract ideas, such as theories and principles, to concrete actions, such as practicing and problem-solving. Creating opportunities where these connections are explicitly explored help students verbalize their reasoning and approaches.

� Utilize Peer Power — Instructors don’t have to be the sole listeners of student thinking. The process of explaining rationale to someone else offers value. Ask a few students to share their conversations with the whole class and provide feedback on their explanations.

QUICK TIPS � Create reflection points for student self-explanation within activities. Short questions about students’ rationale for

problem-solving approaches can be worked in at various steps in an assignment. � Have students explain their approaches when working problems at the board, performing lab experiments, or

demonstrating a cognitive skill. � Couple peer instruction with personal response systems to create an activity cycle of think-pair-share. � When facilitating in-class practice sessions, circulate and ask students to explain what they are doing and why. � Push students to make connections between their knowledge and the principles and theories they are utilizing.

SMALL TEACHING | UNDERSTANDINGSELF-EXPLAINING


45

Motivating is based on the theory that a student's perception of the value and likelihood of a positive outcome of a learning task impacts their success and the classroom environment. Working with and through existing student emotions provides an avenue for engagement that can provide the basis for student motivation. Motivating involves: capturing students' attention, infusing learning with a sense of purpose, and leveraging the social aspect of learning.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/motivating/

HOW TO APPLY THIS APPROACH• Get To Class Early — Use the few minutes before class starts to get students thinking about what is next. As

students get seated, display an image, an artifact, or a passage of text that relates to the day’s content and informally ask questions like, “What do you notice?" Another advantage of getting to the classroom early is the opportunity to have short connecting conversations with your students.

• Tell Great Stories — Use an opening story that will pique students' interest and activate their emotions. Framing a class as a story helps students comprehend and remember content and cultivates curiosity. Start the class with a question that the class session will help the students answer.

• Invoke Purpose — Over time, students will lose sight of the bigger picture of the course. Students need reminders of the larger purpose of individual activities, class sessions, and units. Remind students of how activities support course and unit objectives regularly.

PRINCIPLES � Acknowledge the Emotions in the Room — Harness emotions that exist in the room and set the tone of the

class through a variety of methods. Use film clips, tell jokes, and share stories, to activate your students’ emotions and get them ready to learn.

� Make It Social — Emotions are contagious. Provide students the opportunity to learn in a cooperative environment by promoting engagement with each other and with the instructor.

� Show Enthusiasm — Care about what you teach and why you teach it. Just as important, care about your students as human beings. Showing enthusiasm for the subject matter and compassion for your students provides students with their reasons to care about what they are working hard to learn.

QUICK TIPS � Get to class early. Use the time to pique curiosity and get to know your students on a more personal level. � Begin classes with something that affects student emotions by sharing something to wonder about, telling a

story, or providing them with an extraordinary piece of evidence. Grab their attention and get them ready to learn.

� Share how researchers in this field are making a positive impact on the world. Remind students of your material’s potential benefits to society.

� Keep the broader purpose of a class period at the forefront of students’ minds through frequent reminders. � Show enthusiasm for your discipline and the class topics.

SMALL TEACHING | INSPIRATIONMOTIVATING


46

Growing is based on the theory that students who receive feedback focused on their intelligence or ability equate performance with pre-existing knowledge, and they may develop a fixed mindset — believing they cannot improve. However, students who receive feedback on their efforts do not make the same connection between performance and intelligence and tend to develop a growth mindset — believing they can improve.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/growing/

HOW TO APPLY THIS APPROACH• Reward Growth — Employ an assessment system that rewards student intellectual growth. One way to promote

a growth mindset is to give students multiple opportunities to practice, take risks, fail, get feedback, and try again without damaging their final grades. Having exams or projects increase in weight as the semester progresses is another way to achieve this, as is offering students the opportunities to revise work or retake exams.

• Give Growth-Language Feedback — Replace feedback phrases such as “You are an excellent writer/engineer/pianist!” with phrases like, “Fabulous job. You applied the concept of _____ in this assignment well.” Send the message to students that they can continue to improve, not that they have fixed abilities or intelligence.

• Promote Success Strategies — Share the strategies that you’ve seen work for former students. Not all students will heed your advice, but the message will come through: success comes from growth in ability, underpinned by hard work, planning, and thoughtful strategy.

PRINCIPLES � Design for Growth — Does your course structure reward growth? Design your course and assignments to

encourage and promote growth and efforts towards continual improvement. � Communicate for Growth — Formal, written communications, as well as informal, spoken conversations, should

pervade your course, starting with the syllabus and continuing throughout the entire semester. � Feedback for Growth — Just as assessments can be summative or formative, so can feedback. Even summative

projects and exams have opportunities for formative feedback. Simple statements or questions can put students in this mindset by helping them link their most recent learning tasks with future ones.

QUICK TIPS � Use the course design and assignment sequence to provide opportunities for early success. � To reward improvement, consider increasing the weighting of assignment over time, or create a portion of the

grade that reflects overall growth. � Provide examples of initial failures of famous individuals, or even of your own, to highlight journeys of growth. � Give feedback in growth language. Focus on how students can improve. � Tell stories of success by sharing strategies of former students.

SMALL TEACHING | INSPIRATIONGROWING


47

Expanding is based on the theory that helping students make a positive difference in the world, immersing them in real-world problems and activities, and encouraging them to think creatively and collectively about course concepts creates a powerful learning experience. Additionally, expanding helps you to develop your view of what student learning might look like in your classroom and how you might design and conduct your course.

More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/expanding/

HOW TO APPLY THIS APPROACH• Activity-Based Learning — Activity-based learning involves fieldwork, public service, community-based research,

and internships in conjunction with in-class work. Projects can be a semester-long endeavor or just a portion of a course. The main principle of this approach is to have students do what experts or practitioners in the field would do.

• Service-Learning — Service-learning provides students with tangible opportunities to better their world while learning — offering an authentic source of motivation. The recommended principle behind this approach is to tap into students’ experiences, connections, and expertise. Find groups and individuals on your campus or discipline who can help you connect students to local organizations that need help.

• Games and Simulations — Kurt Squire, former Professor of Digital Media in the Department of Curriculum & Instruction and games researcher at UW-Madison, believes that “games are a good model for introducing a topic and raising interest because they situate content for learners so that they understand why it’s relevant.” A guiding principle for incorporating games and simulations in your classroom is not to start from scratch, particularly if your discipline can utilize tried-and-tested materials.

QUICK TIPS � Read at least one new book on teaching and learning every year. � Join the email list of Faculty Focus or The Chronicle of Higher Education. Read one or two articles each week on

teaching research. � Attend DoIT Academic Technology programs like Active Teaching Lab to hear how others are integrating

technology into their teaching. � Attend conferences like the Teaching and Learning Symposium each May. � Attend events on your campus that promote professional development and teaching and learning.

SMALL TEACHING | INSPIRATIONEXPANDING


48

APPENDIX — DESIGN TEMPLATE

PURPOSEThis design template is an optional supplement to the content provided in the main section of the book. Following this process, along with the steps provided with a selected technique, will improve your chances of success and will prepare you for the challenges that can go along with facilitating active learning.

STEP 1: IDENTIFY CATEGORYWhich category of learning outcomes aligns with the teaching challenge you hope to address through the use of active learning? Analysis and Critical Thinking | Discussions | Prior Learning | Problem-Solving | Writing

STEP 2: SELECT TECHNIQUEAfter selecting a category, review the techniques listed under it and choose one to use in your course.

STEP 3: DEFINE ACTIVITYWrite a basic description of the activity. What would students do in this activity?

STEP 4: IDENTIFY CONNECTIONSDetermine how/whether the activity supports your unit objectives, course outcomes, or program outcomes.

STEP 5: DEFINE BENEFITS TO STUDENTS• What do you hope students would gain from completing the activity? • How will that help them in the course, program, career, or life?

STEP 6: DEVELOP RATIONALETake these results from Step 4 and 5 and craft a rationale that you could use to explain the purpose of your use of this activity to students. Start by completing the following statement prompts:

• You will benefit from this activity by…• I am using this approach because I want you to be able to…

STEP 7: IDENTIFY DEPENDENT SKILLS FOR STUDENTSWhat skills or knowledge will students need to have mastered to be successful in this activity? If knowledge-based, where are students learning this content? How will you know whether they have the required knowledge to succeed? If skill-based, what are they? Do all students have these skills? Where did they learn them? If they haven’t learned them yet, how or where can they learn these skills before they complete the activity?

STEP 8: IDENTIFY DEPENDENT SKILLS FOR YOUAs you design this activity, what skills do you need to be successful? Are you confident in those skills? Are you comfortable trying new things in front of students? If not, what can you do to gain the necessary level of comfort to facilitate this activity?

49

DESIGN TEMPLATE

STEP 9: DEFINE ACTIVITY PLACEMENTOnce you have defined the activity and knowledge students need to be successful, the next step is to determine when and where the activity takes place and what activities will precede and follow it.

• What activities could take place online or outside of class to prepare students?• What kind of activities could provide feedback on students’ readiness for the activity?• What activities can follow that build upon it?

STEP 10: DEFINE WORKLooking at the technique in the book, what work needs to take place to prepare for the activity?What work takes place in the activity?What work do you need to do after the activity ends?

STEP 11: REFLECTAfter you complete the activity, spend a moment reflecting on the following questions:

• Did the activity go as you expected? Did anything unexpected happen?• Did students understand the purpose and function of the activity?• Were students prepared for the work involved?• Was the activity difficult enough? Too difficult? Too simple?• Did students like the activity? Did they resist? If so, how well did you respond to the resistance?• Did you enjoy facilitating the activity? Do you want to do it again? Are there skills that you need to develop?• Would you do this activity again?

STEP 12: EVALUATETo know whether an activity has been effective, develop an evaluation strategy by completing the following prompts:

• Success in this activity looks like…• I know the activity was a success when I see…• I hope the activity will have helped students to…

50

BIBLIOGRAPHY

• Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook For College Teachers. Jossey-Bass, 1993.

• Barkley, Elizabeth F. et al. Collaborative Learning Techniques: A Handbook For College Faculty. Wiley, 2014.

• Blended Learning Fellowship on Active Learning. "What is Active Learning." Blended Learning Toolkit, University of Wisconsin-Madison. blendedtoolkit.wisc.edu/what/.

• Bonwell, Charles C., and Tracey Sutherland. "The Active Learning Continuum: Choosing Activities to Engage Students in the Classroom." New Directions for Teaching and Learning 1996(67): 3-16.

• Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass, 2013.

• Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. John Wiley & Sons, 2016.

52

Center for Teaching, Learning & MentoringDIVISION FOR TEACHING & LEARNINGUNIVERSITY OF WISCONSIN-MADISON

active learning in your course

Documents