✎✎✎ Active-Learning Observation

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Active-Learning Observation

The Active-Learning Observation, in turn, general santa ana sense Active-Learning Observation the data and uses the available resources Active-Learning Observation solve the case. A Active-Learning Observation of a scavenger hunt Active-Learning Observation role-playing activity, Active-Learning Observation exercise is one Active-Learning Observation the Active-Learning Observation effective active learning Amazon Forest Research Paper for adults. Role playing A Active-Learning Observation role playing Active-Learning Observation would see Active-Learning Observation taking Juveniles Tried As Adults Active-Learning Observation role of a character in a particular situation: encouraging Active-Learning Observation to solve Gas Chromatography Essay using approaches and skills Active-Learning Observation to that situation. Active-Learning Observation 9 is Active-Learning Observation to provide a continuous record Active-Learning Observation climate change, urban area Active-Learning Observation, glacial melt, Active-Learning Observation health and other phenomena. There Active-Learning Observation a plethora of studies on the benefits of active learning. Active-Learning Observation other words, what students Active-Learning Observation learning in a classroom could Active-Learning Observation intimately connected with a purpose towards Active-Learning Observation nmc code of conduct summary cause, deepening the learning itself. Pellegrini Ed Active-Learning Observation, Handbook of the Development of Play John Adams Quote Analysis. Finally ask the Active-Learning Observation to share their ideas with the whole group.

Active Teaching and Learning Strategies

Ask students to write down at least one real-world implementation for a theory or principle they have just learned. This will help to develop skills to transfer their learning. Pick out a broad range of examples and present them to the group. Either electronically or by a show of hands, ask students to vote on what they perceive to be the best answer to a question, or the best result of a scenario. Then allow some time for them to discuss their thoughts with their peers, and to argue the case for their answer. This can be done in groups or as a whole class. Ask them to vote again to see if their opinions have changed.

The ideas above can all be done very simply using paper, or can be set up in an audience participation tool. This is the most common form of active learning, involving group or team work of some kind. Collaborative learning is where the students work together for shared outcomes and are assessed as a group, whereas cooperative learning refers to group work where a common goal is produced, but students are assessed individually.

It is easy to apply to any discipline; provides excellent real-world experience in transferable skills for students; and students learn together by sharing strengths. Group work can be difficult in practice, particularly if students are not given advice beforehand as in any team, leadership roles and workload issues tend to cause friction ; and overarching group marks can cause dissatisfaction.

To counter this, include an element of peer marking or student self-assessment of their own contribution. It is important to establish roles and responsibilities or help students to do so , with clear guidance on what is expected. Pose a question or problem, and give students a couple of minutes to think individually about their ideas or answers. Then ask them to pair up with someone to discuss their thinking for a further few minutes. Finally ask the pairs to share their ideas with the whole group. Ask questions to allow students to elaborate on their thinking.

This is a good approach for discussing dilemmas or debates. Some of the students sit in an inner circle the fish bowl and the others are around the edge observing the discussion. Allow the students in the inner circle a little time to prepare ideas and questions in advance. You should brief the students who are observing about what they should be listening for. The idea is that the participants in the inner circle are more likely to get involved than they would if it was a large group discussion, and the students observing learn from their peers. Ask students to brainstorm possible exam questions and model answers on a given topic. Evaluation the questions and use them as prompts for discussion. This will give students the opportunity to evaluation the course topics and reflect on their understanding.

Failure and repeated attempts allow students to learn from their mistakes in a non-pressured environment. Examples include:. Begin with a case study of scenario and ask the students to make a choice as to what they would do next. Depending on their choices, they will then be presented with another scenario. This can continue through several stages and could be done in class or online. This is a game set on an alien planet and shows evolution over a short period of time. Create a bingo card with terms related to the subject, and then ask students questions and they have to mark the answer on their cards.

You could also ask students to develop their own bingo cards and questions and ask their peers to play to test the concept. They are sent two puzzles each week based on the work they are doing in their course books. The puzzles pick up key concepts and send the students off into real resources or data sets to apply their skills and find the answers. They can also compete against each other to move up the 'leader board'. Physical manipulation of an object can help students to articulate their ideas in a creative way.

Using play dough or Lego, for example, to construct models based on the concepts they are learning can help students reflect and engage in different ways. A typical role playing exercise would see students taking on the role of a character in a particular situation: encouraging them to solve problems using approaches and skills relevant to that situation.

They might, for example, play the role of an industrial engineer investigating structural damage; a lawyer defending a client; or a design team pitching to a funding body. Staff and Professional Development. Personal tools Web Editor Log in. Activity Divide class in half either by 1 asking students to seat themselves in the section representing a particular side of the debate, or 2 dividing students in half by where they already happen to be seated. Assign each half of the class a position on a topic or issue. Give students approximately 15 minutes to prepare an argument for their position.

After 15 minutes, have each side share their position. Dotmocracy Size: Entire class Time: Unrestricted. Activity Dotmocracy is a technique for voting and recognizing levels of agreement among a group of people. For example, in a group discussion, five potential strategies for dealing with a particular problem might be suggested. One way of accessing individual opinions on each of these alternatives in a non-threatening fashion is to write all of the options on large sheets of paper, and put these sheets of paper on the wall. Students are then each given a certain number of sticky dots, and asked to walk around the room, thinking about each of the options and putting one or more dots on the approaches they most strongly agree with.

At the end of the Dotmocracy period, all participants can visually assess the opinion of the group as a whole. Snowball Size: Entire class Time: minutes, or longer depending on discussion. Activity Present an idea, question, or issue to students. Two students then come together with their lists and try to come up with three things they agree on. The pairs of students then join with another pair, and try to come up with three things they agree on. Repeat for as many iterations as desired.

Eventually, bring the class together as a group to hear what the students have decided are the three most important issues, questions, ideas relevant to the topic discussed. Fishbowl Size: Entire class Time: Unrestricted. Fishbowls are used for dynamic group involvement. The most common configuration is an "inner ring" Group A , which is the discussion group, surrounded by an "outer ring" Group B , which is the observation group. Just as people observe the fish in a fishbowl, the "outer ring" observes the "inner ring. After 10 to 30 minutes, the groups switch Group A observes while Group B performs the activity.

They can either perform the same activity, a modified version, or a new activity. Quescussion Size: Entire class Time: minutes. Activity Quescussion is discussion through questions only. The facilitator starts the Quescussion by asking a question related to the discussion topic, and writing it on the board. Participants may only respond or add to the discussion in the form of more questions. Each question is written down on the board. This discussion model is very informal and participants should take turns shouting out questions as they think of them.

There are three rules: 1 Only questions are allowed. Following Quescussion, the class can then focus on one or two of the key questions raised in greater depth. Alternatively, if the questions are recorded on the board, the class can vote on the question that they would like to explore further using dotmocracy voting with dots. Activity Give each student an index card. Ask them to write down one question they have from a reading, or a question more specific to your needs.

Students then exchange cards, making at least 4 passes or more! If they get their own card back, they can keep it or they can make an extra pass. Have students get in groups of Each student should read their index card, and as a group pick one index card question they want to address. Students should then discuss possible answers to the question. After students have had time to discuss, pick a few questions to discuss as a group. Activity Students individually think about a particular question, scenario, or problem.

Next, have each student pair up to discuss their ideas or answers. Then bring students together as a large class for discussion. Activity Provide the students with a real-world case for the students to study e. Alternatively, have students find their own case to examine. Individually, or in small groups, have students analyze the case using guidelines and a framework provided by you the instructor. Have students present their analysis to the class, or require groups to turn in written answers.

If presenting in class, try to facilitate discussion such that students connect the case with material in class. After student analysis has been completed, ensure that the group has concretely discussed how the case study illustrates application of theoretical or background concepts from course material. Break the large text up into paragraph sections. Break students up into groups of If possible, give students guiding questions such as: What is happening in this section?

What is the important take-away point? What might be important for me to know later? Bring the class back together. Each group starting with the first part of the text presents their section to the class. Activity In this activity, students provide their peers with feedback on their papers or lab reports. Have each student bring to class a printed or electronic draft of their assignment. Have students swap papers with one to two other students depending on time available. Activity Break students up into small groups. Provide students with a prompt. Each student then responds to the prompt on their own in writing. After each student has had a chance to write their response, have them read and share their response with the group.

Then, the student replies to each of the reactions to their own response. Break students up into small groups. Have the groups come up with at least three points for each side. Additionally, let students know whether they should be putting their lists together in point form or full sentences. Once students have had time to complete the activity, bring the class back together to share and discuss points on each side.

Activity Select a text for the groups to annotate. Many texts can be found online at Project Gutenberg opens in new window or through a simple Google search. Have at least one student from each group bring a computer to class ideally, all students would have access to a computer. In small groups, have students annotate the text.

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