1. Active Learning

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1. Active Learning

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

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Expectations List
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Preliminary Action Plan
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Traditional Teachers

• Supposed sage, manager, conveyer
• King of the mountain
• Sets the agenda
• Learner is a sponge
• Passive learning discrete knowledge
• Objectively assess, competitive
• Text- or teacher-centered
• Transmission model
• Lack interconnections inert
• Squash student ideas

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Anyone? Anyone?
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Consultative Teachers

• Colearner, mentor, tour guide, facilitator
• Student and problem-centered
• Learner is a growing tree and on a journey
• Knowledge is constructed and intertwined
• Many resources (including texts teachers)
• Authentic, collaborative, real-world tasks
• Subjective, continual, less formal assess
• Display student ideas--proud and motivated
• Build CT, CR, CL skills

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Consultative Teachers

• Colearner, mentor, tour guide, facilitator
• Student and problem-centered
• Learner is a growing tree and on a journey
• Knowledge is constructed and intertwined
• Many resources (including texts teachers)
• Authentic, collaborative, real-world tasks
• Subjective, continual, less formal assess
• Display student ideas--proud and motivated
• Build CT, CR, CL skills

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And also a sense of humor!!!
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Active Learning Principles

• 1. Authentic/Raw Data
• 2. Student Autonomy/Inquiry
• 3. Relevant/Meaningful/Interests
• 4. Link to Prior Knowledge
• 5. Choice and Challenge
• 6. Teacher as Facilitator and Co-Learner
• 7. Social Interaction and Dialogue
• 8. Problem-Based Student Gen Learning
• 9. Multiple Viewpoints/Perspectives
• 10. Collab, Negotiation, Reflection

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Resources in a Learning Environment

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

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Sociocultural Ideas

• Shared Space and Intersubjectivity
• Social Dialogue on Authentic Problems
• Mentoring and Teleapprenticeships
• Scaffolding and Electronic Assistance
• Group Processing and Reflection
• Collaboration and Negotiation in ZPD
• Choice and Challenge
• Community of Learning with Experts and Peers
• Portfolio Assessment and Feedback
• Assisted Learning (e.g., task structuring)

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Teacher Self-Assessment for active learning.
(Bonk, 1995)

• In my classes...
• ___ 1. students have a say in class activities
  and tests.
• ___ 2. I help students to explore, build, and
  connect their ideas.
• ___ 3. students share their ideas and views with
  each other and me.
• ___ 4. students can relate new terms and concepts
  to events in their lives
• ___ 5. students work in small groups or teams
  when solving problems.
• ___ 6. students use computers to help them
  organize and try out their ideas.
• ___ 7. I give hints and clues for solving
  problems but do not give away the answers.

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Teacher Self-Assessment for active learning.
(Bonk, 1995)

• In my classes...
• ___ 8. I relate new information or problems to
  what students have already learned.
• ___ 9. students prepare answers with a partner or
  team b/4 sharing ideas with the class.
• ___ 10. I ask questions that have more than one
  answer.
• ___ 11. students take sides and debate issues and
  viewpoints.
• ___ 12. students develop ideas from a variety of
  library and electronic resources.
• ___ 13. students bring in information that
  extends across subject areas or links topics.
• ___ 14. students suggest possible problems and
  tasks.
• ___ 15. I provide diagrams or pictures of main
  ideas to make confusing info clearer.

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Connections New Theories

• Situated Learning--asserts that learning is
  most effective in authentic, or real world,
  contexts with problems that allow students to
  generate their own solution paths (Brown,
  Collins, Duguid, 1989).
• Constructivism--concerned with learner's actual
  act of creating meaning (Brooks, 1990). The
  constructivist argues that the child's mind
  actively constructs relationships and ideas
  hence, meaning is derived from negotiating,
  generating, and linking concepts within a
  community of peers (Harel Papert, 1991).

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1. Motivational Techniques
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Motivation Research Highlights (Brophy)

• 1. Supportive, appropriate challenge, meaningful,
  moderation/optimal.
• 2. Teach goal setting and self-reinforcement.
• 3. Offer rewards for good/improved performance.
• 4. Novelty, variety, choice, adaptable to
  interests.
• 5. Gamelike, fun, fantasy, curiosity, suspense,
  active.
• 6. Higher levels, divergence, dissonance,
  interact with peers.
• 7. Allow to create finished products.
• 8. Provide immediate feedback, advance
  organizers.
• 9. Show intensity, enthusiasm, interest, minimize
  anxiety.
• 10. Make content personal, concrete, familiar.

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Classroom Motivation Tips (Alexander, class
notes, Pintrinch Schunk, 1996 Reeve, 1996
Stipek, 1998)

• 1. Include positive before negative comments.
• 2. Wish students good effort not good luck.
• 3. Give flexibility in assignments and due dates.
• 4. Communicate respect via tasks select and
  control.
• 5. Design interactive and interesting activities.
• 6. Use coop learning, debates, group discussions.
• 7. Minimize social comparisons and public
  evaluations.
• 8. Use relevant, authentic learning tasks.

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More Classroom Motivation Tips (Alexander, class
notes, Pintrinch Schunk, 1996 Reeve, 1996
Stipek, 1998)

• 9. Use optimal difficulty and novelty.
• 10. Use challenge, curiosity, control, and
  fantasy.
• 11. Give challenging but achievable tasks.
• 12. Create short term/proximal goals vary
  goals.
• 13. Give students diff ways to demo what they
  know.
• 14. Encourage students to give and get help.
• 15. Attrib failure to low effort or ineffective
  strategy.
• (Attrib success to effort or competence)
• 16. Give poor performing student the role of
  expert.

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150 To Motivate Your Lover(Raffini, 1996)

1. Ice Breakers
2. Goal Cards, Goal Notebooks, Expectations
3. Floating A, Escape Clauses, Volunteer Assignments
4. Self Report Cards, Self Evaluation
5. Discussion Questions, Issues, Problems
6. Team Competitions, Challenges, Puzzles
7. Positive Statements, Self Reinforcements (I
   think I can)
8. Celebrations, Thank Yous, Acknowledgements
9. Class Web Site or Portal or Online Forum
10. Class Opinion Poll, Interest Surveys, Voting

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ActivitiesMotivational Ice Breakers

1. Expectations (flip chart)
2. Self-Disclosures
3. Talking String
4. Visuals
5. Index Card
6. Treasure Hunt
7. Accomplishment Hunt
8. Psychic Massage
9. Have You Ever Been?
10. CR, CT, CL Web

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1. Expectations Charts

• What do you expect from this workshop, what are
  your goals, what could you contribute?
• a. Write short and long terms goals down on goal
  cards that can be referenced later on.
• b. Write 4-5 expectations for this
  workshop/retreat
• c. Expectations Flip Chart share of 1-2 of
  these...

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2. Self-Disclosure Introductions...

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

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2. Self-Disclosure Introductions...

• Round II. Self-disclosure introductions...
• a. Treasured Objects--Take out two items out of
  your wallet and describe how they best represent
  you (e.g., family pictures, credit cards,
  rabbits' feet) and share.
• c. State name with an adjective starting with 1st
  letter of 1st name (e.g., Marvelous Mary.
• d. Now intro self also by a nickname current,
  past, or potential nickname.
• e. Brainstorm a list of questions you would like
  to ask the others...(e.g., My person I most
  admire is? The best book I ever read?)
• F. Middle name game (state what middle name is
  and how you got it).

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3. Talking String

• state what hope to gain from retreat (or discuss
  some other issue) as wrap string around finger
  next ones state names of previous people and then
  state their reasons.

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4. Communication/Learning Visuals

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

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5. Index Cards

• a. Favorite Sports/hobbies/past times (upper
  left)
• b. Birthplace and Favorite cities to visit (upper
  right)
• c. Current Job and Classes Taught (lower left)
• d. 2 comments, things, or traits about yourself
  (e.g., team player, personable, talkative,
• opinionated, hate Purdue, like movies, move a
  lot, hate sports) (lower right)
• e. Teaching strategies you are proud of (in the
  middle)

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6. Treasure Hunts

• After completing card with interests, where born,
  would like to live, strengths, job role, hobbies,
  etc. and find a match (find one thing in common
  and one thing different with everyone)

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7. Accomplishment Hunt

• a. Turn in 2-3 accomplishments (e.g., past
  summer, during college, during life)
• b. Workshop leader lists 1-2 of those for each
  student on a sheet without names.
• c. Participants have to ask "Is this you?" If
  yes, get a signature.

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8. Psychic Massage (a closer activity)

• a. Divide in teams of 3-5.
• b. In alphabetical order of first names have
  someone turn his or back to the group
• c. Team members must make positive, uplifting
  statements about that person behind his or her
  back but loud enough for others to hear them.
• d. One minute per person.

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9. Have you ever questions

• Performed the Heimlich maneuver
• Tried on a straight jacket
• Laid down inside a casket,
• Drunk more than 25 imported beers during your
  life,
• Ditched a blind date (or any date),
• Been a Boy Scout or Girl Scout
• Shaved your head,
• Flown a plane,
• Sky dived, bungee jumped, or whitewater rafted a
  dangerous river,
• Been in a play,
• Milked a goat or a cow,
• Done back-to-back all-nighters,
• Completed a marathon,
• Made an obscene gesture at someone when driving
  your car,
• Cheated on your income tax,
• Run a toll booth,
• Been above the Arctic circle or below the
  Antarctic Circle.

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10. Positive Strokes

• a. 2-3 times during the session, each person
  fills out a 3 x 5 card about other participants.
• b. They must complete sentences like the thing
  I like best about (name) is and the biggest
  improvement I saw in (name) is.
• c. At the end of the day, the folded cards are
  passed out and read aloud and then given to the
  named person.

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11. Disclosure Interviews

• Divide into small groups of about six people and
  then hand out prepared list of 5 questions in
  increasing order of disclosure for participants
  to ask each other and then have someone stand and
  their group must describe him or her.

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12. Community Building

• Create common t-shirts, take photo of group, have
  online interest groups, etc., and perhaps put up
  on the Web.
• Put announcement of retreat on Web or newsletter.

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13. Itll Never Fly Wilbur

• a. Introduce a new idea or concept or plan.
• b. Everyone writes 4-5 problems they see in it.
• c. Divide into groups of 3-4 and discuss
  concerns.
• d. Each group writes down 3 roadblocks on a 3 X 5
  card.
• e. Facilitator redistributes so each group gets a
  different card.
• f. Subgroups think creatively of how to solve
  those problems and share with group.

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14. Coat of Arms--fill in.

• 1 a recent Peak Performance
• 2 something very few people know
• 3 draw a symbol of how you spend your free
  time
• 4 fill in something you are really good at
• 5 write in something that epitomizes your
  personal motto.

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15. Team Brainteasers

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

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16. Issues and Discussion Questions

• a. Make a list of issues people would like to
  discuss.
• b. Perhaps everyone brings 2-3 questions or
  issues to the meeting.
• c. Partner off and create a list and then collect
  question cards, and,
• d. Then distribute and your group must answer
  questions of the other groups.

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The 3 Cs1. Critical2. Creative3. Cooperative
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Pedagogical StrategiesA. Creative Thinking

• 1. Brainstorm, Reverse BS Top Ten Lists
• 2. Simulations, Creativity License Cards, Six
  Hats
• 3. Wet Inking, Freewriting, or Diaries
• 4. Role Plays Assigning Thinking Roles
• 5. Forced Wrap Arounds
• 6. Semantic Webbing or Mapping
• 7. Idea-Spurring Questions, Think Sheets
• 8. Metaphors, What Ifs, Analogies
• 9. Checkerboarding, Attribute Listing
• 10. Exploration and Web Link Suggestions

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ActivitiesCreativity Tasks

1. Metaphorical Thinking
2. New Perspectives
3. Webbing
4. Just Suppose
5. Creativity Awareness
6. Creative Dramatics
7. Creative Writing and Story Telling
8. Wet Ink or Freewriting
9. Brainstorming
10. Reverse Brainstorming

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1. Metaphorical thinking

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

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1. Metaphorical thinking, Analogies, and
Synectics

• 1. Creativity is like ____.
• 2. Being Creative is like ____.
• 3. Creativity is to ___ as...
• Combining 2 dissimilar ideas. The joining
  together of unrelated elementes (William J. J.
  Gordon). One brings strange concepts into
  familiar areas.
• Putting yourself in a situation.
• Thinking of how others might solve the problem.

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2. Breaking Mental Set and Shifting Perspectives

• The process of creation frequently involves a
  dramatic and usually instantaneous change in
  perception. Sometimes we all need a whack in the
  side of the head!
• Have students assume roles of other people,
  cultures, economies, genders, etc.
• Word games Which one is different Nine dot
  problem Flying Pig Concealed colors.
• Analogies, Synectics, Breaking Set, Imagery,
  Aesthetics, etc.

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3. Webbing

• Directions write the topic in the center and
  link closely related ideas or questions in the
  first ring of ideas. As new ideas are suggested,
  they are connected by a line to the related item
  or items.
• Webbing can be used to determine
• all the possible directions and activities a
  student or class can explore as a result of
  interest in a specific topic or subject
• all that is presently known, and
• knowledge interrelationships.
• This technique expands awareness for relating,
  integrating, and organizing brainstormed ideas.

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3. Webbing

• a. Part I What is creativity, critical thinking,
  cooperative learning?
• b. Part II What is active learning (i.e.,
  students)
• (discover, drawn upon, break free from, use,
  take ownership, talk, write, relate)

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4. Just Suppose or What If

• Imagine a situation or scenario and reflect on
  the consequences.
• Just suppose students were exposed to active
  learning throughout their K-12 years, what would
  teaching be like? What would learning be like?
• Just suppose you have six weeks of paid
  professional development each summer for
  workshops like this, what would teaching be like?
  What would learning be like?

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5. Creativity Awareness Creativity Scales

• Self-awareness of creative traits is important in
  promoting creativity.
• Rate yourself for creativity. What is creativity
  here? How did you do?

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5. Creativity Awareness Creativity Models

• von Oech's
• Explorer
• Artist
• Judge
• Warrior

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6. Creative Dramatics

• Biggest/smallest thing Holding up the roof
  Favorite animal Mirror effect Imagine
  taste/smell...
• More Creative Dramatics (Davis book)
• Imagine taste/smell... Ice Cubes, Puppets, Mirror
  effect, Ridiculous Poses, Favorite animal, People
  Machines, Invisible Balls.
• Imagine hear, touch, smell, tastes, stiffest/most
  rubbery, Angriest/happiest.

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7. Creative Writing or Story Telling

• Tell a Tall Tale
• One person starts a story and everyone adds
  something to it. You might throw a ball to the
  person who is to add to it or the instructor
  might decide or the next person could just jump
  in. Could be done via e-mail.
• Forced Wrap Arounds
• One person tells a story and it is repeated until
  it gets through a group or classroom (teaches
  generative and constructive psychology
  principles)
• Object Obituary
• Write a fictional obituary for some object that
  you own or were close to.

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8. Wet Ink or Freewriting

• Writing without reflecting or lifting your pen
  for a set period of time.
• Just imagine imagine you have created a highly
  active teaching situation...What do you see? Can
  students wonder, question, speculate, take risks,
  active listening, respect for ideas, withhold
  judgment, seek justification??? How is
  creativity fostered here? Describe environment.
  Physically, mentally, emotionally, etc...

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9. Brainstorming

• Generating ideas to solve a particular problem,
  issue, situation, or concern. Here more is
  better and the wilder the better. The
  hitchhiking or piggybacking as well as
  combination of ideas is encouraged. However,
  there is no evaluation of ideas allowed.
• For example, How can we increase the use of
  active learning ideas in college settings?

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10. Reverse Brainstorming

• Generating ideas to solve the reverse of a
  particular problem, issue, situation, or concern.
  Once again, more is better and the wilder the
  better. The hitchhiking or piggybacking as well
  as combination of ideas is encouraged. However,
  there is no evaluation of ideas allowed.
• For example, How can we decrease the use of
  active learning ideas in college settings?

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11. Attribute Listing, Modification, and
Transformation

• a. Attribute Webbing/Listing "XYZ" shapes,
  colors, sizes, purpose, numbering.
• b. Attribute Modification "XYZ"--after listing
  attributes, think of ways to improve each.
• c. Alternative Uses Uses for "XYZ" for this
  class or for teaching in general.
• (find the second best or third best suggestion)
• d. Attribute Transferring "XYZ"--transfer ideas
  from one context to the next.
• (with idea spurring questions What else is this
  like? What have others done? What else is this
  like? What could we copy? What has worked
  before?)
• (What can we borrow from a carnival, funeral
  parlor, track meet, wild west)

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12. Idea Spurring Questions

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

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13. Future Problem Solving

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

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14. Checkerboarding (done in Lone Ranger series)

• Analyze problems with 2 key variables or
  components.
• Write features of one item down the horizontal
  column (plots).
• Write features of another item down the vertical
  (characters).
• Randomly check off items and a new create story.

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15. Morphological Synthesis

• Write features of one item down the horizontal
  column.
• Write features of another item down the vertical.
• Look at intersection for new item or concept.

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Pedagogical Strategies B. Critical Thinking

• 1. Graphic Orgs Venn Diagrams, Flowcharts
• 2. Voting, Ranking, Nominal Group Process
• 3. PMI, Pros and Cons, Force Field Analysis
• 4. Minute/Muddiest Point Papers
• 5. K-W-L and K-W-H-L
• 6. Compare/Contrasts, Timelines, Taxonomies
• 7. Critiques, Replies, Reflections, Rebuttals
• 8. Case-Based Reasoning
• 9. Working Backwards, Pruning the Tree
• 10. Summing Up, Abstracts, Nutshells

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

• Draw two or more circles with overlapping parts
  to represent different topics, theories, or
  concepts.
• Name features, components, principles, or ideas
  that make each concept or topic unique and put in
  parts that do not overlap.
• Name overlapping features, principles, or ideas
  that link each concept or topic and put in parts
  that do overlap.

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2. Evaluative Questions

• Give students a think sheet or list of evaluative
  questions to pose for their readings, projects,
  etc.
• Perhaps have them check off questions use as they
  go through their lists.

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3. Cost/Benefit Analysis (CBA)

• In effect, CBA asks how does the sum of the
  benefits compare to the sum of the costs.
• Yet, it often leads to or supports ROI and other
  more quantitatively-oriented calculations.
• Reddy, A. (2002, January). E-learning ROI
  calculations Is a cost/benefit analysis a better
  approach? e-learning. 3(1), 30-32.

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4. Fat and Skinny Questions

• Have students write down fat (big, deep,
  controversial, etc.) and skinny (factual, surface
  level, etc.) questions while completing their
  readings, watching a video, completing group
  projects.
• Share with partner or class and discuss.
• Or-give your students the fat or skinny questions
  before watch a video and then share answers (this
  helps to focus them).

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5. PMI

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

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6. APC Alternatives, Possibilities, Choices

• a. Rush hour traffic problems in large cities.
• b. Packaging of chocolate bars.
• c. Competitor cuts the price of toilet paper.
• d. A young man is seen pouring beer in his car's
  gas tank. What happened?

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7. FIP First Important Priorities

• a. What should the priorities be in spending
  money on faculty development?
• b. If you were organizing the next workshop like
  this, what would your priorities be?
• c. How should a career as a college instructor be
  chosen?

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8. AGO Aims, Goals, Objectives

• a. What are your objectives when sign up for a
  workshop like this?
• b. What are your objectives when teaching your
  most recent classes?
• c. If you were close to getting tenure, what
  would you be doing this summer?

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9. OPV Other People's Views

• a. If there was a teaching strike at this
  college, how many points of view are involved?
• b. When you choose speakers like me, what points
  of view are involved?
• c. Success of your classes will come from what
  points of view?

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10. CS Consequence Sequel (of an action or
decision)

• (immediate ST (1-5 yrs), medium (5-20 yrs), LT
  (over 20 yrs) (e.g., this class)
• a. A boy is on vacation and his best friend
  steals his girlfriend.
• b. The invention of a harmless happiness pill.
• c. All office work can be done at home via a
  computer.

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11. Force Field Analysis on Problem

• Have students list on left side of a paper, the
  forces that might help them solve a problem (the
  allies!).
• Have them list on the right, the forces that are
  working against them. What are the forces
  operating against the solution of the problem?
• Perhaps assign some value related to difficulty
  or importance and compare columns and make
  decisions.

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12. Exploring Situations with Questions

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

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13. Socratic Questioning

• Select both positive and negative examples to
  illustrate a point.
• Vary cases to help focus on facts or issues.
• Employ counter examples.
• Generate hypothetical cases or examples to
  encourage what if reasoning.
• Promote identification of alternative predictions
  or the nonobvious
• Employ entrapment strategies.
• Encourage the questioning of answers provided by
  authorities.

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13. Summing Up/Nutshell/Review

• Have students write for 3-5 minutes what learned
  for a class, presentation, or chapter.
• Optional Share with a peer before sharing with
  instructor or a class.

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14. One minute papers or muddiest point papers

• Have students write for 3-5 minutes what was the
  most difficult concept from a class,
  presentation, or chapter. What could the
  instructor clarify better.
• Perhaps send to the instructor via email.
• Optional Share with a peer before sharing with
  instructor or a class.

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15. K-W-L or K-W-H-L

• At the end of a unit, student presentation,
  videotape, expert presentation, etc., have
  student write down
• What did you know?
• What do you want to know?
• What did you learn?
• H How will we learn it?

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16. Visual Thinking Exercises Graphic Organizers

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

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17. Visual Thinking Exercises Semantic Feature
Analysis

• Have students note if an element or feature is
  present or absent. (evaluate with a or or ?
  on a grid)

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18. Visual Thinking Exercises Classification
Schemes

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

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19. Visual Thinking Exercises Mnemonics

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

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20. Nominal Group Process

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

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

• Freewriting or Wet Inking
• Reflections and Journaling
• Chapter Role Play
• Minute Papers on E-mail
• Case Creations
• Article Discussions
• Cafes and Coffee Shops
• Personal Portfolios
• Summarizations

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Pedagogical StrategiesC. Cooperative Learning

• 1. Starter-Wrapper Discussions (with roles)
• 2. Turn to Your Partner Quizzes, Top Tens
• 3. Value Line and Graphs
• 4. Roundrobins and Roundtables
• 5. Synchronous Guest Conferencing
• 6. Structured Controversy
• 7. Jigsaw, Group Investigation, PBL
• 8. Gallery Tours of Student Work
• 9. Panel Discussions/Symposia
• 10. Case Creation and Replies

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Cooperative Learning Principles

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

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1. Structured Controversy Task

• Assign 2 to pro side and 2 to con side
• Read, research, and produce different materials
• Hold debate (present conflicting positions)
• Argue strengths and weaknesses
• Switch sides and continue debate
• Come to compromise

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2. Reciprocal Teaching Scripts

• Instructor gives purpose of the method (e.g.,
  summarization, prediction, clarification, and
  questioning skills)
• He/she models the method
• Student takes over as the teacher
• Student teacher models skills requested

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3. Cooperative Learning Scripts

• Read same passage
• Put out of sight
• One person is summarizes and the other tries to
  correct any errors
• Both work together to learn the information
• Read 2nd passage and change roles

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4. Cooperative Teaching Scripts

• Read different passages
• Put out of sight
• One person summarizes the content of first
  passage and the other asks clarifying questions
• Work together to develop analogies, images, etc.
  to learn
• Repeat steps for other article
• Read passage that did not read

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5. READERS

• Review why you are about to read.
• Explore passage for main ideas.
• Ask questions about the main ideas.
• Draw conclusions.
• Evaluate your responses.
• Read for answers and summarize main ideas.
• Other similar strategies include paired repeated
  reading, paired reading, Cooperative Integrated
  Reading and Composition (CIRC) Program,
  reciprocal teaching, cooperative scripts.

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6. Numbered Heads Together

• Count off 1, 2, 3, 4 in each group.
• Instructor can call on a number within a group to
  respond or all people with a certain number to
  respond.
• Increases accountability.

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7. Human Graph

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

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8. Value Lines

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

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9. Think-Pair-Share or Turn To Your Partner and
Share

• Pose a question, issue, activity, etc.
• Students reflect on it.
• Then they share views with assigned partner.
• Share with class.

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10. Phillips 66

• Assign topic (e.g., review readings for this
  week).
• Students work in groups of 6 for 6 minutes on a
  particular problem.
• After 6 minutes, stop discussion.
• Share with class.

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11. Buzz Groups

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

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12. Stand and Share

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

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13. Inside and Outside or Fishbowl

• Situate students in two circles an outer inner
  circle.
• Present a problem, situation, or discussion
  topic.
• Have students immediately behind each other
  discuss their solutions, ideas, or answers.
• Only those on the inner circle can talk or
  discuss. Those behind have to listen.
• After 5-10-15 minutes, have them share with
  person behind them what they did not get a chance
  to say and discuss the conversation so far.
• Change seats between inner and outer circles.
• Now discussion resumes with those on the inside.
• After 5-10-15 minutes, continue with rotation or
  come to compromise.
• Alternative version Outer circle people can tap
  inner circle person on shoulder as replacement.

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14. Role Play or Debate Panel or Symposia

• Find controversial topic(s) in the readings.
• Hand students slips of paper with different
  persona or roles (i.e., authors) that form into
  2-3 different groups or factions.
• Have students meet in their respective groups to
  form a plan of action.
• Role play perhaps with alternating views being
  presented with 4-6 students.
• Tap students in the audience on the shoulder to
  take the place of someone on panel or have them
  decide when to replace someone.

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15a. One Stray-Three Stay15b. One Stay-Three
Stray

• Give a task to small groups of students.
• Assign one person as spy or pirate to see the
  answers of other students (one stray-three stay
  method) and share with group.
• or
• Group assigns one person from their group to stay
  behind and share product or ideas with others who
  visit their poster or station (one stay-three
  stray method).

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16. Group Investigation or Coop-Coop

• Divide a general topic into sub-topics.
• Groups divide sub-topics into mini-topics.
• Each student investigates their mini-topic.
• Students present findings within groups.
• Integration is made of all the material in each
  group.
• Presentation is made to the class.
• Evaluation is made of team as well as individual
  efforts.

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17. Student Teams Achievement Divisions (STAD)

• Students are divided up into heterogeneous groups
  of four-5 student groups.
• Lesson is presented by instructor.
• Students help each other learn the material.
• Students take a test or quiz or perform some
  other task.
• Team scores are determined based on improvement
  scores of all students.
• Teams with highest scores are recognized.

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18. Teams-Games Tournaments Divisions (TGT)

• Same basic idea as STAD except that quizzes or
  tests are replaced by competitions between groups.

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19a. Jigsaw I

• Form home or base groups of 4-6 students.
• Student move to expert groups.
• Share knowledge in expert groups and help each
  other master the material.
• Come back to base group to share or teach
  teammates.
• Students are individually tested there are no
  group grades.

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19b. Jigsaw II

• Same as Jigsaw I except that total team scores on
  the quizzes or assignments are published or used
  in grading purposes.

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20. Problem-Based Learning (Savery Duffy, 1996)

• Instructor lays out the problem situation.
• Students work on a major problem for a unit,
  semester, or year.
• Presentation is made at the end of the unit or
  semester.
• Evaluation is made by experts and/or the
  instructor

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What have you learned so far?

• Solid and Fuzzy in groups of four
• One Stray-Three Stay--Buzz Groups--Roundtable.

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Low Risk lt-------gt High RiskStrategy Continuum

• Phillips 66
• Turn to Your Partner
• Think-Pair-Share
• PMI, KWL
• Ranking, Categorizing
• Muddy/Minute Papers
• Cases
• Summing Up
• Brainstorming, Rev BS
• Wet Inks

• Mock trials
• 6 Hats
• Metaphorical Thinking
• Creative Dramatics
• Human Graphs
• Debates
• Concept Maps, Timelines
• Jigsaw, Heads Together
• Electronic Conferences
• PBL

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Low Time lt-------gt High TimeStrategy Continuum

• Voting, Polling
• Web Links/Comments
• Case Discuss/Create
• Starter-Wrapper, QA
• Summing Up
• Pros Cons
• Ranking, Categorizing
• E-mail Pal, Critical Friend
• Brainstorming, Rev BS
• Minute Papers

• Mock Trials, Role Play
• Guest Experts Lectures
• Debates, Controversies
• Symposia, Panel Discuss
• Electronic Roundtables
• Concept Maps, Webs
• Taxonomies, Timelines
• Thoughtful Exams
• Jigsaw
• Problem-Based Learning

Low Time/Risk Idea ______________________ High
Time/Risk Idea ______________________
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My Concerns

• Time, time, time...
• Coverage
• Feedback Timely and complete
• Student responsiveness
• Evaluation and grading
• Institutional expectations politics
• Costs vs. pragmatic benefits
• What learning models???
• Time, time, time

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Planning Advice

• Make an action plan.
• Write a paper.
• Do some rapid prototyping.
• Share, share, share!
• Present to dept. colleagues.

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Questions?Comments?Concerns?