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Increases student retention and limits anxiety. Students are not overloaded with
information. Students actually get time to think about, to talk about, and process
information.
Improves interaction and talk (Vygotskian Constructivism) and provides
opportunities for students to think about and process the information.
Time for talking and/or writing is needed to help students make sense
of what they hear before attempting to take in even more information.
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content
being discussed, thus increasing the relevancy of the learning.
5.
or
try
responses with each other. Students may even discover that they
understand the information because they must articulate the
content to
another. Greater satisfaction with the learning experience
occurs. Students
make personal connections to the content.
Enjoyment of learning often
leads to greater retention. Interaction often
promotes a more positive
attitude toward the subject matter or course.
7.
Students may even begin to create study groups for greater learning.
Students who teach or tutor each other learn more about each other
and
how to better communicate information to others. Students benefit
from
building group skills by working together. Not everyone will agree;
students may learn to cope with those who have differing
viewpoints, OR
recognize that some problems can be very complex
and not easily solved
with simple responses.
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reading
find that
attendance.
10.
Talk to faculty using active learning and get ideas from them.
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Read research and articles about the values and ways to use active learning.
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real life and draws additional ideas in life from the groups,
d) Comprehension master asks questions and helps the group
make sense out of the reading assignment,
e) Summarizer gets students to summarize sections in their
own words.
Comments: Post-it notes often help students refer to specific places in the text.
The leader for each of the positions is NOT the expert, but the person who
helps the members of the groups relate to the information in critical ways.
Problems in reading often occur from misunderstanding what the author
means, not relating reading to practical use, the inability to handle vocabulary
in an meaningful way, and inability to see what is important and separate that
from support information. Opportunities to discuss content in a meaningful
way helps students comprehend and relate to possible uses.
Cooperative/Collaborative/Peer Teaching
Learning approaches in which students or teams of students become peer
teachers.
1. GUIDED COOPERATIVE LECTURE
A simple cooperative structure in which the instructor lectures for no more
than 20 minutes. Students listen but do not take notes. Students in pairs or
triads are then give a few minutes to write notes about the lecture. This is
followed by a discussion by the pair or triad in which students answer
questions that were prepared by the professor in advance. Students have an
opportunity in the discussion to help each other answer the questions. The
procedure may be repeated for covering more information. A short quiz may
be given using the individual response system or students may be asked
individually to write a short essay to a general question/s.
2. BUZZ GROUPS
Before covering information, identify questions or a situation that you expect
students to discuss with one or two others. After covering the information,
permit students to discuss the choices or select a possible solution to the
situation identified. After a short discussion with group members, students
must write their individual responses or choose the appropriate solution to the
situation. You can use a show of hands, ask students to turn in their answers
at the end of the class OR you might use an electronic response system to
record their answers or choices. You may respond immediately to their
answers or save the reaction to their response/s until the next class period.
Comments: *This can be done with students using e-mail with groups or a
chat room for on-line courses.
VARIATION: Students are provided a point to ponder, which they must
accept or reject, raise hands for choices and then justify choices to the group.
c)
d)
e)
f)
Students benefit from working with another person who can be a sounding
board and critic of thoughts.
Comments: *This can also work with on-line partners or small groups as they
can interact with each other over e-mail and chat rooms.
Summary Activities / Lesson Closures
1.
ROUNDTABLE
This technique requires each student in a group to have input. Each student
has a copy of the questions, etc., but mark only on a master response sheet
that includes a space for an individual response and space for a group
response. The master sheet is passed from one student to another with each
person reading a question and responding to the problem, question or
situation. The responder reads his/her answer to the group and gives an
explanation for the response. The student then writes his/her name next to the
response. After this is done, students discuss the answer and write a group
response, if the group answer is different from the first answer. If a student
does not have the answer to the situation, problem, or question, no response is
written, but the student writes his/her name in the space. The group can then
write its response in the group response section.
Comments: Good technique for reviewing material or to create simple
applications to a concept. This does not work well with complex information.
2.
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3. COMBINING PAIRS
Combining pairs is much like Pair Checking, but requires the pair to think, talk
and work out problems or situations together that will be checked by a second
pair. This approach uses the benefit of more heads than one when working
through a problem. Students actually have to talk to each other and explain the
process. Uses higher order thinking as they analyze the work of others.
Why Use Combining Pairs?
Can use learning pairs at the instructional level OR at the practice level and helps
students understand a problem or situation by talking out the possibilities.
How to Structure Combining Pairs
The group is divided into pairs and each pair works a problem together, once
again talking about the problem together. When the problem is completed,another
pair checks their work; they, in turn, check the work of the pair with whom they
have been combined.
4. TURN TO YOUR PARTNER
Similar to the Combining Pairs, students have the benefit of talking out their
solutions and why they completed the problem or task in the m.Students must
talk through the problem explaining each of the steps and justify thinking to a
partner or two partners.
Why Use Turn To Your Partner/s?
1. Talking through ones approach gets the students thinking out loud.
2. Thinking out loud helps the analytical process and students often catch their
own errors before partners point them out.
3. Works very well when steps have been skipped or thinking is faulty.
Partners can explain correct process or steps.
How to Structure Turn to Your Partner
1. Have problems or tasks that students must work together.
2. Each student talks through the steps of the problem or task while the partner
listens, asks questions, or disagrees.
3. A check on the correct answer may reinforce the work, but solver must
justify why a problem was solved in a particular way.
5. CREATING QUESTIONS
This technique is a variation of a study skills approach referred to as the
reciprocal approach where students help each other by beginning with what
they know, what they want to know (or need to know), and move to summarizing
what they have learned. The technique helps students move to higher order
thinking and to connect learning to their real world.
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