Topic Discussion
Group Work
Presentations
Peer feedback and Accountability
Other
Jigsaw Teaching
Insight Sharing
Ice Breaker
Field Experience
Case Study
Study Group
Topic Discussion
Group Work
Presentations
Peer feedback and Accountability
Other
Jigsaw Teaching
Insight Sharing
Ice Breaker
Field Experience
Case Study
Study Group
Topic Discussion
Overview
Group: Large (6-12) Time: 1-2 hours
Description
In a topic discussion activity, students engage in a discussion around specific topics or questions covered in the course, or insights gained from individual activities. The instructor, or a designated student, usually moderates a discussion for best results. Online topic discussions are most often conducted asynchronously but may also be synchronous in smaller groups. Posting Guidelines may be given for frequency, quantity, quality, and the nature of the interaction.
Students are given or generate a topic that they respond to in groups. The group members then discuss different or similar perspectives and based on the design, submit something for the assignment.
Description
In a topic discussion activity, students engage in a discussion around specific topics or questions covered in the course, or insights gained from individual activities. The instructor, or a designated student, usually moderates a discussion for best results. Online topic discussions are most often conducted asynchronously but may also be synchronous in smaller groups. Posting Guidelines may be given for frequency, quantity, quality, and the nature of the interaction.
Students are given or generate a topic that they respond to in groups. The group members then discuss different or similar perspectives and based on the design, submit something for the assignment.
Activity: Fishbowl Discussion
Group: Small (3-5) Time: Varies
Description
The Fishbowl discussion activity is similar to a standard topic discussion, except the focus is on a small group of students. In this activity, a small group of students serve as subject experts as they present information, ask questions, and provide opinions on a specific topic. The rest of the class observes the discussion. After the discussion has "completed," other class members can ask questions and further comment on the discussion (and/or outcomes and process).
Description
The Fishbowl discussion activity is similar to a standard topic discussion, except the focus is on a small group of students. In this activity, a small group of students serve as subject experts as they present information, ask questions, and provide opinions on a specific topic. The rest of the class observes the discussion. After the discussion has "completed," other class members can ask questions and further comment on the discussion (and/or outcomes and process).
Activity: Peer Moderated Discussion
Group: Large (6-12) Time: 1+ hours
Description
The Peer Moderated Discussion activity places student or groups in the role of learning moderator. The learning moderator runs the discussion by posting inviting questions, controversial viewpoints, or posting techniques to help keep the discussion moving. The activity resources include moderation tips and guidelines for the student moderator, posting instructions for students, and rubrics.
Description
The Peer Moderated Discussion activity places student or groups in the role of learning moderator. The learning moderator runs the discussion by posting inviting questions, controversial viewpoints, or posting techniques to help keep the discussion moving. The activity resources include moderation tips and guidelines for the student moderator, posting instructions for students, and rubrics.
Activity: Survey Discussion
Group: Varies Time: Varies
Description
Students identify what they do and don't know about a given subject. A key benefit to this activity type is that it allows students to self-identify their initial level of understanding, and then, through input of classmates and instructors, increase in learning. The feedback during group discussion addresses ideas that students either do not understand or misunderstand. Surveys/polls can be based on topics or areas on which students struggle.
Description
Students identify what they do and don't know about a given subject. A key benefit to this activity type is that it allows students to self-identify their initial level of understanding, and then, through input of classmates and instructors, increase in learning. The feedback during group discussion addresses ideas that students either do not understand or misunderstand. Surveys/polls can be based on topics or areas on which students struggle.
Activity: Frequently Asked Questions (FAQs)
Group: Large (6-12) Time: 3-5 days
Description
Frequently Asked Questions (FAQ) discussion boards which give instructors and students the opportunity to post questions about a designated topic. Individual students or groups research and share answers to the posted questions. Instructors may require students to post valid references supporting each answer.
Description
Frequently Asked Questions (FAQ) discussion boards which give instructors and students the opportunity to post questions about a designated topic. Individual students or groups research and share answers to the posted questions. Instructors may require students to post valid references supporting each answer.
Activity: Point and Counterpoint Discussion
Group: Large (6-12) Time: 2-3 days
Description
The Point and Counterpoint Discussion activity helps students develop debate and communication skills. Students / groups are presented with a starting topic / position. Students evaluate the starting position and post a response to the initial topic from opposing side of the discussion. This is similar to the political debate. Activity resources include rubrics, example posts, and instructions.
The instructor/course provides students with a starting topic/position. The topic could be any topic or position on a current event or subject relevant to the course. Students then consider the posiiton and post a response post from the opposing side of the argument. Students should not only consider both sides of the topic but communicate in a professional manner while responding to peers.
Description
The Point and Counterpoint Discussion activity helps students develop debate and communication skills. Students / groups are presented with a starting topic / position. Students evaluate the starting position and post a response to the initial topic from opposing side of the discussion. This is similar to the political debate. Activity resources include rubrics, example posts, and instructions.
The instructor/course provides students with a starting topic/position. The topic could be any topic or position on a current event or subject relevant to the course. Students then consider the posiiton and post a response post from the opposing side of the argument. Students should not only consider both sides of the topic but communicate in a professional manner while responding to peers.
Overview
Group: Small (3-5) Time: 1+ hours
Description
In a small group, learners work together to discover and/or organize concepts in such a way that helps them assimilate knowledge and learn how to approach and solve problems. Through this activity they will use one or more key concepts to approach and/or solve problems in way that incorporates the insights and understanding of the individual group members. Group Problem Solving is different from a Group Project in that interactions occur over a relatively short period of time and the resulting responses are relatively small and discrete. If the product or exercise or duration is larger or more complex, it would be classified as a Group Project.
Description
In a small group, learners work together to discover and/or organize concepts in such a way that helps them assimilate knowledge and learn how to approach and solve problems. Through this activity they will use one or more key concepts to approach and/or solve problems in way that incorporates the insights and understanding of the individual group members. Group Problem Solving is different from a Group Project in that interactions occur over a relatively short period of time and the resulting responses are relatively small and discrete. If the product or exercise or duration is larger or more complex, it would be classified as a Group Project.
Activity: Send A Problem
Group: Small (3-5) Time: 3-7 days
Description
The Send a Problem activity is a structured around a series of problem solving rounds. Send-A-Problem can be used as a way to get groups to discuss and review material, or potential solutions to problems related to content information. Each group creates a problem and solution. Then the problems circulate through each group. The other groups try to solve the problems before looking at the solutions. All questions are circulated until they return to the group which created them. Once the problems are circulated, groups evaluate the created solutions.
Description
The Send a Problem activity is a structured around a series of problem solving rounds. Send-A-Problem can be used as a way to get groups to discuss and review material, or potential solutions to problems related to content information. Each group creates a problem and solution. Then the problems circulate through each group. The other groups try to solve the problems before looking at the solutions. All questions are circulated until they return to the group which created them. Once the problems are circulated, groups evaluate the created solutions.
Activity: 20 Questions
Group: Large (6-12) Time: 1-2 days
Description
The "20 Questions" activity uses the rules and structure of a common game to learn about specific concepts through asking questions. Groups collaborate to create 20 questions to ask the instructor, or expert, in order to identify a person, item, or concept. All questions must be answerable with yes, no, irrelevant, probably, doubtful, sometimes, usually, rarely, or unknown. Questions can be submitted as part of a discussion board, email, assignment, etc.
Description
The "20 Questions" activity uses the rules and structure of a common game to learn about specific concepts through asking questions. Groups collaborate to create 20 questions to ask the instructor, or expert, in order to identify a person, item, or concept. All questions must be answerable with yes, no, irrelevant, probably, doubtful, sometimes, usually, rarely, or unknown. Questions can be submitted as part of a discussion board, email, assignment, etc.
Activity: Team Tests
Group: Large (6-12) Time: 3-7 days
Description
Students are placed in permanent groups. Students take a test individually. Then students meet as a group, and discuss each test question. Students must come to a consensus and then submit the group test. Students may "appeal" an incorrect answer by arguing their point and providing evidence.
Description
Students are placed in permanent groups. Students take a test individually. Then students meet as a group, and discuss each test question. Students must come to a consensus and then submit the group test. Students may "appeal" an incorrect answer by arguing their point and providing evidence.
Overview
Group: Varies Time: Varies
Description
In a Group Project Activity, students work together to synthesize, analyze, and create a paper, report, presentation, video, or other creative work. The instructor usually specifies the format of the product and how students will be graded for both the product and process, as a group and individually.
A group investigation project can provide opportunities to study a topic in depth and gain specialized knowledge.
Description
In a Group Project Activity, students work together to synthesize, analyze, and create a paper, report, presentation, video, or other creative work. The instructor usually specifies the format of the product and how students will be graded for both the product and process, as a group and individually.
A group investigation project can provide opportunities to study a topic in depth and gain specialized knowledge.
Activity: Analytic Teams
Group: Small (3-5) Time: 7 days
Description
An Analytic Team Activity is a variation/type of group project where team members assume roles and complete specific tasks (e.g. summarizer, historian, connector, proponent, critic or perspective, procedure, expression, reaction). This kind of activity is useful for summarizing readings, lectures, or videos.
Description
An Analytic Team Activity is a variation/type of group project where team members assume roles and complete specific tasks (e.g. summarizer, historian, connector, proponent, critic or perspective, procedure, expression, reaction). This kind of activity is useful for summarizing readings, lectures, or videos.
Activity: Group Scavenger Hunt
Group: Large (6-12) Time: 3-5 days
Description
The Group Scavenger Hunt activity is an online exploration activity that helps develop and refine web searching and problem solving skills. The activity provides students (small groups) with an activity goal and a set of instructions, which will help structure their search enabling them to accomplish the activity goal. The goal of the search could be to learn more about a specific content topic, classmate, or to gather research for a project.
Description
The Group Scavenger Hunt activity is an online exploration activity that helps develop and refine web searching and problem solving skills. The activity provides students (small groups) with an activity goal and a set of instructions, which will help structure their search enabling them to accomplish the activity goal. The goal of the search could be to learn more about a specific content topic, classmate, or to gather research for a project.
Overview
Group: Small (3-5) Time: Varies
Description
In a Presentation activity, students prepare a presentation on an assigned or chosen topic. They post their presentations online for other students to view and respond to. If groups work together to research and prepare presentations, the activity would be classified as a Group Project.
Description
In a Presentation activity, students prepare a presentation on an assigned or chosen topic. They post their presentations online for other students to view and respond to. If groups work together to research and prepare presentations, the activity would be classified as a Group Project.
Activity: Group Presentations
Group: Small (3-5) Time: 1-3 weeks
Description
Group Presentations allow groups to become the expert on a specific topic. The expert is responsible for researching a topic, preparing a paper or presentation on the topic, and guiding a discussion or answering questions about the topic. For best collaborative learning, groups should discuss and agree on the thesis, structure, examples, flow, etc. The instructor will provide support and clarification when needed. Students are able to build research, communication, and collaboration skills. In a group presentation, each student has a specific role or topic to work on. Activity support materials include rubrics, team contracts, collaboration guidelines, presentation instructions, and discussion facilitation guidelines.
Description
Group Presentations allow groups to become the expert on a specific topic. The expert is responsible for researching a topic, preparing a paper or presentation on the topic, and guiding a discussion or answering questions about the topic. For best collaborative learning, groups should discuss and agree on the thesis, structure, examples, flow, etc. The instructor will provide support and clarification when needed. Students are able to build research, communication, and collaboration skills. In a group presentation, each student has a specific role or topic to work on. Activity support materials include rubrics, team contracts, collaboration guidelines, presentation instructions, and discussion facilitation guidelines.
Overview
Group: Large (6-12) Time: 10-30 minutes
Description
In a peer accountability activity, students pick or are assigned an accountability partner. The students regularly report progress to their partner on specific activities or challenges they have with the class work.
Description
In a peer accountability activity, students pick or are assigned an accountability partner. The students regularly report progress to their partner on specific activities or challenges they have with the class work.
Activity: Dialogue Journals
Group: Partner Time: 3+ days
Description
A Dialogue Journal activity pairs students together to provide feedback about journal entries. Individual students write in their journals about reading assignments, lectures, tasks, or class experiences before providing feedback. Peer feedback is provided in the form of a response entry including comments and questions.
Activity support materials include feedback rubrics and expectations.
Description
A Dialogue Journal activity pairs students together to provide feedback about journal entries. Individual students write in their journals about reading assignments, lectures, tasks, or class experiences before providing feedback. Peer feedback is provided in the form of a response entry including comments and questions.
Activity support materials include feedback rubrics and expectations.
Activity: Dyadic Essay
Group: Partner Time: 30-45 minutes
Description
Students read an assigned essay, develop a question, and write a response to that question. Students bring to class their questions and the essays. Students exchange their questions with a partner, who then writes his or her response to the question. Afterwards, partners share their essay questions and discuss the similarities and differences.
Description
Students read an assigned essay, develop a question, and write a response to that question. Students bring to class their questions and the essays. Students exchange their questions with a partner, who then writes his or her response to the question. Afterwards, partners share their essay questions and discuss the similarities and differences.
Overview
Group: Small (3-5) Time: 20-60 minutes
Description
In a peer feedback activity, students offer and receive feedback from other students on their paper, presentation, or creative work. The project being reviewed may be created individually or collaboratively. A rubric is often given to provide a clear basis for feedback, but open feedback may also be used. The project may be reviewed by individuals or groups.
Students post their work to a discussion board and give/receive feedback from each other.
Description
In a peer feedback activity, students offer and receive feedback from other students on their paper, presentation, or creative work. The project being reviewed may be created individually or collaboratively. A rubric is often given to provide a clear basis for feedback, but open feedback may also be used. The project may be reviewed by individuals or groups.
Students post their work to a discussion board and give/receive feedback from each other.
Activity: Group Peer Review
Group: Small (3-5) Time: 1-2 days
Description
The Group Peer Review activity allows students to work individually on projects, papers, or other assignments; and then they work collaboratively to provide feedback and suggestions for improvement on the individually submitted materials. Peer review allows students to do three things: internalize criteria, learn from the work of others, and receive feedback.
As cited on University of Reading's Engage in Assessment page, "one of the major benefits of peer assessment to students is the impact that this type of deep learning and self-evaluation skills derived from the peer assessment can have on their subsequent performance. In order to properly assess the work of their peers, students need to have a good understanding of the assessment criteria and the assignment task, both of which promote a deeper approach to learning." (https://www.reading.ac.uk/engageinassessment/peer-and-self-assessment/peer-assessment/eia-why-use-peer-assessment.aspx).
Description
The Group Peer Review activity allows students to work individually on projects, papers, or other assignments; and then they work collaboratively to provide feedback and suggestions for improvement on the individually submitted materials. Peer review allows students to do three things: internalize criteria, learn from the work of others, and receive feedback.
As cited on University of Reading's Engage in Assessment page, "one of the major benefits of peer assessment to students is the impact that this type of deep learning and self-evaluation skills derived from the peer assessment can have on their subsequent performance. In order to properly assess the work of their peers, students need to have a good understanding of the assessment criteria and the assignment task, both of which promote a deeper approach to learning." (https://www.reading.ac.uk/engageinassessment/peer-and-self-assessment/peer-assessment/eia-why-use-peer-assessment.aspx).
Activity: Note Taking Pairs
Group: Partner Time: 1+ hours
Description
The Note Taking Pairs activity breaks students into pairs to review each other’s content specific notes that he or she took during an activity.
Students share their notes with their partner. After sharing, partners evaluate and critique the notes.
Description
The Note Taking Pairs activity breaks students into pairs to review each other’s content specific notes that he or she took during an activity.
Students share their notes with their partner. After sharing, partners evaluate and critique the notes.
Activity: Concept Mapping
Group: Small (3-5) Time: 3+ days
Description
A Concept Mapping Activity is a kind of collaborative brainstorming activity. Commonly, graphic organizers are used to help compress and focus information so that group members can more easily interpret and understand posed information. Concept Maps help organize ideas, identify themes, sort, compare and contrast information into a visual representation. This activity type is ideal for many learners including those with limited English proficiency.
The Group Concept Map activity is a discovery learning activity, placing students into small groups to create a concept map. The concept maps can be used to identify and connect key concepts, objective, and themes of course materials. This activity could be done asynchronously or synchronously. Group concept maps can be submitted as a assignment, shared on a class discussion board, or shared in a class collaborative document.
Description
A Concept Mapping Activity is a kind of collaborative brainstorming activity. Commonly, graphic organizers are used to help compress and focus information so that group members can more easily interpret and understand posed information. Concept Maps help organize ideas, identify themes, sort, compare and contrast information into a visual representation. This activity type is ideal for many learners including those with limited English proficiency.
The Group Concept Map activity is a discovery learning activity, placing students into small groups to create a concept map. The concept maps can be used to identify and connect key concepts, objective, and themes of course materials. This activity could be done asynchronously or synchronously. Group concept maps can be submitted as a assignment, shared on a class discussion board, or shared in a class collaborative document.
Activity: Three Step Interview
Group: Large (6-12) Time: 1-2 days
Description
The Three Step Interview activity divides the class into groups of 8 to 12 students. Within the groups, students are paired together. Each student in the pair, interviews their partner. The interviews can be conducted using online video conferencing tools, chat rooms, phone conferences, or other group meeting tools.
Once the interviews are completed the student pairs summarize the responses of their partner via discussion board forum with the rest of the group. Group members read the summaries of the other interview pairs in their group.
Description
The Three Step Interview activity divides the class into groups of 8 to 12 students. Within the groups, students are paired together. Each student in the pair, interviews their partner. The interviews can be conducted using online video conferencing tools, chat rooms, phone conferences, or other group meeting tools.
Once the interviews are completed the student pairs summarize the responses of their partner via discussion board forum with the rest of the group. Group members read the summaries of the other interview pairs in their group.
Q&A / Support Forum Overview
Group: Whole Class Time: 1+ hours
Description
In a Q&A/Support Forum activity, students are invited to post their questions to a class, unit, or topic-based support forum or Question and Answer board. Students are encouraged to support and help each other by responding to others' questions. The instructor (or a TA) usually responds to unanswered questions as well. Support forums may be useful for class logistical questions, problem sets, software or engineering problems, etc.
Description
In a Q&A/Support Forum activity, students are invited to post their questions to a class, unit, or topic-based support forum or Question and Answer board. Students are encouraged to support and help each other by responding to others' questions. The instructor (or a TA) usually responds to unanswered questions as well. Support forums may be useful for class logistical questions, problem sets, software or engineering problems, etc.
Activity: Socratic Questioning
Group: Small (3-5) Time: 1 day
Description
Socratic Questioning focuses on questions that build on each other, and challenges students to prove or support an answer. Students are organized into groups and a facilitator posts the first in a series of questions. These questions build on each other and ask students to prove or support their answers. This questioning style provides a method for students to dig deeper into course concepts. Socratic Questioning can be divided into questions for clarification, questions that probe assumptions, questions that probe reasons and evidence, questions about viewpoints and perspective, questions that probe implications and consequences, and questions about the question.
Small groups can meet synchronously or asynchronously to answer the list of questions. This activity can be implemented as part of a test study group, case study preparation group, or any other group study activity.
This activity can be implemented via discussion boards or as an assignment.
Description
Socratic Questioning focuses on questions that build on each other, and challenges students to prove or support an answer. Students are organized into groups and a facilitator posts the first in a series of questions. These questions build on each other and ask students to prove or support their answers. This questioning style provides a method for students to dig deeper into course concepts. Socratic Questioning can be divided into questions for clarification, questions that probe assumptions, questions that probe reasons and evidence, questions about viewpoints and perspective, questions that probe implications and consequences, and questions about the question.
Small groups can meet synchronously or asynchronously to answer the list of questions. This activity can be implemented as part of a test study group, case study preparation group, or any other group study activity.
This activity can be implemented via discussion boards or as an assignment.
Role-Play Discussion Overview
Group: Small (3-5) Time: Varies
Description
The Role-Play Discussion activity type is a discussion where students or groups are assigned to play certain roles. Students discuss specific topics based on their assigned roles. A key benefit to this activity type is that it forces students to look at the topic from multiple points of view. Being able to see and understand many sides of the argument is a vital skill in communicating with and influencing others. As part of the activity, students must research the views/beliefs associated with the assigned role to be prepared for the discussion.
Synchronous role-play activities are variations of other activity types in which students choose or are assigned specific roles. The purpose is to deepen the conversation and allow students to see to topic from a variety of perspectives.
Description
The Role-Play Discussion activity type is a discussion where students or groups are assigned to play certain roles. Students discuss specific topics based on their assigned roles. A key benefit to this activity type is that it forces students to look at the topic from multiple points of view. Being able to see and understand many sides of the argument is a vital skill in communicating with and influencing others. As part of the activity, students must research the views/beliefs associated with the assigned role to be prepared for the discussion.
Synchronous role-play activities are variations of other activity types in which students choose or are assigned specific roles. The purpose is to deepen the conversation and allow students to see to topic from a variety of perspectives.
Structured Debate Overview
Group: Small (3-5) Time: 3-5 days
Description
In a Structured Debate activity, students are assigned or select a particular side of an argument and are asked to present and defend their case.
Description
In a Structured Debate activity, students are assigned or select a particular side of an argument and are asked to present and defend their case.
Overview
Group: Large (6-12) Time: 1 week
Description
A Jigsaw Teaching activity, is a cooperative learning strategy that help students create their own learning opportunities. Students are arranged into small groups. Each group member is assigned a different piece of information. The expert members from each group meet with experts from other groups to research and/or share the information. After meeting in expert groups, students return to their original groups and share what they have learned. The goal of meeting back with their original groups is to try and create a clear picture of the topic.
What separates a jigsaw group from a regular group presentation/project is that students return to their small groups after meeting in their expert groups to present their part of the topic.
The instructor may provide readings, key questions or principles, or other guidelines to direct research. The experts from each group collaborate to refine their subtopic presentation. The groups come back together. Learners study each other's presentations to learn about each topic.
Description
A Jigsaw Teaching activity, is a cooperative learning strategy that help students create their own learning opportunities. Students are arranged into small groups. Each group member is assigned a different piece of information. The expert members from each group meet with experts from other groups to research and/or share the information. After meeting in expert groups, students return to their original groups and share what they have learned. The goal of meeting back with their original groups is to try and create a clear picture of the topic.
What separates a jigsaw group from a regular group presentation/project is that students return to their small groups after meeting in their expert groups to present their part of the topic.
The instructor may provide readings, key questions or principles, or other guidelines to direct research. The experts from each group collaborate to refine their subtopic presentation. The groups come back together. Learners study each other's presentations to learn about each topic.
Activity: Jigsaw Presentations
Group: Large (6-12) Time: 7+ days
Description
Jigsaw Presentations divide students into small groups. Each group works on an assigned topic (usually one part of the course topics that everyone needs to understand). Groups research the topic and prepare a presentation (slides with notes, recorded video, etc.) or report to teach others about the topic.
Group support materials for this type of activity include readings, key questions or principles to address, rubrics, and other guidelines that will help students with the research and development of their presentation.
Description
Jigsaw Presentations divide students into small groups. Each group works on an assigned topic (usually one part of the course topics that everyone needs to understand). Groups research the topic and prepare a presentation (slides with notes, recorded video, etc.) or report to teach others about the topic.
Group support materials for this type of activity include readings, key questions or principles to address, rubrics, and other guidelines that will help students with the research and development of their presentation.
Overview
Group: Whole Class Time: 30 minutes
Description
Insight sharing activities require students to take turns sharing an insight. Insights may include spiritual thoughts, skill tips, cultural awareness, experiences with the subject, etc. Rules about response participation may be minimal for this type of sharing, favoring intrinsic interest in voluntary sharing and connecting.
Description
Insight sharing activities require students to take turns sharing an insight. Insights may include spiritual thoughts, skill tips, cultural awareness, experiences with the subject, etc. Rules about response participation may be minimal for this type of sharing, favoring intrinsic interest in voluntary sharing and connecting.
Activity: Team Anthologies
Group: Small (3-5) Time: 2-3 days
Description
A Team Anthology Activity places students into small groups to develop a compilation of course related readings with student reactions to the material. The anthologies are shared with the rest of the class. Activity resources include expectations and rubrics about what the collection should include or not include, what commentary or evaluation students are expected to make to their resources.
Description
A Team Anthology Activity places students into small groups to develop a compilation of course related readings with student reactions to the material. The anthologies are shared with the rest of the class. Activity resources include expectations and rubrics about what the collection should include or not include, what commentary or evaluation students are expected to make to their resources.
Activity: Round Robin
Group: Small (3-5) Time: Varies
Description
The Round Robin activity is a structured brainstorming technique. Students, on their own or as group members, generate ideas and report their ideas to the group or whole class by taking turns. Each student must complete their turn before the next student can share their ideas. Each shared idea should be unique. Once each student in the group has shared their ideas, the round is complete. Subsequent rounds continue in like manner, until the predetermined number of rounds are complete.
Description
The Round Robin activity is a structured brainstorming technique. Students, on their own or as group members, generate ideas and report their ideas to the group or whole class by taking turns. Each student must complete their turn before the next student can share their ideas. Each shared idea should be unique. Once each student in the group has shared their ideas, the round is complete. Subsequent rounds continue in like manner, until the predetermined number of rounds are complete.
Activity: Add-On Email
Group: Small (3-5) Time: 2+ days
Description
The Add-On Email activity helps a small group of students learn and discover through collaboratively building a collection of information about a specific topic. The instructor, TA, or group leader starts the chain email by sending out the topic. The next student on the list adds more information and forwards the email. All students in the group need to be copied on the email. Only the student in the "To:" field adds new information in the first round.
After the first round, group members can expand on the discussion. At this point the discussion can continue via email, or be moved to another cloud based collaboration tool.
Students can have a continuous conversation or add/edit the project they are building without learning new technology and in low connectivity areas.
Description
The Add-On Email activity helps a small group of students learn and discover through collaboratively building a collection of information about a specific topic. The instructor, TA, or group leader starts the chain email by sending out the topic. The next student on the list adds more information and forwards the email. All students in the group need to be copied on the email. Only the student in the "To:" field adds new information in the first round.
After the first round, group members can expand on the discussion. At this point the discussion can continue via email, or be moved to another cloud based collaboration tool.
Students can have a continuous conversation or add/edit the project they are building without learning new technology and in low connectivity areas.
Overview
Group: Whole Class Time: 3-4 days
Description
Icebreaker activities work well in small and large group settings. Students introduce themselves to each other and to the instructor. Icebreakers prepare personal connections and a culture of open online communication for collaborative learning activities.
Description
Icebreaker activities work well in small and large group settings. Students introduce themselves to each other and to the instructor. Icebreakers prepare personal connections and a culture of open online communication for collaborative learning activities.
Activity: Characteristic Hunt
Group: Whole Class Time: 1 day
Description
The Characteristic Hunt activity presents students with a specific characteristic or quality, and requires them to evaluate the characteristic and identify examples and non-examples of the characteristic/quality. Activity support materials include instructor assigned qualities, guidelines for examples/non-examples, and a rubric.
The instructor/course provides students with a list of specific characteristics and then assigns each student a specific characteristic. Students are asked to evaluate the characteristic by providing examples and non-examples by using a rubric.
Description
The Characteristic Hunt activity presents students with a specific characteristic or quality, and requires them to evaluate the characteristic and identify examples and non-examples of the characteristic/quality. Activity support materials include instructor assigned qualities, guidelines for examples/non-examples, and a rubric.
The instructor/course provides students with a list of specific characteristics and then assigns each student a specific characteristic. Students are asked to evaluate the characteristic by providing examples and non-examples by using a rubric.
Activity: Student to Student Interviews
Group: Partner Time: 3-5 days
Description
The Student to Student Interview activity pairs students together and has them conduct interviews. Students share the interview results with the class via discussion board. The interviews could be used to learn more about the other student (ice breaker), or to help students identify what they know or don't know about a particular topic. This activity could be used to help a pair of students prepare for a case study or exam. The things students didn't know could be shared on a discussion board (whole class or group) to get answers to questions that arose during the interview.
Description
The Student to Student Interview activity pairs students together and has them conduct interviews. Students share the interview results with the class via discussion board. The interviews could be used to learn more about the other student (ice breaker), or to help students identify what they know or don't know about a particular topic. This activity could be used to help a pair of students prepare for a case study or exam. The things students didn't know could be shared on a discussion board (whole class or group) to get answers to questions that arose during the interview.
Overview
Group: Small (3-5) Time: Varies
Description
In a Field Experience activity, students are asked to do something relevant and authentic outside the class that parallels the course content or the work tasks/professional responsibilities likely to be encountered in their specific discipline. This includes, but isn't limited to, the following: Interviewing or shadowing a professional conducting an experiment, teaching or presenting to someone in their community, and sharing their results of their experience Students report on their field experiences to their classmates through a variety of Teach One Another (TOA) activities such as discussion posts, reports or presentations. Students learn from each other as they examine/evaluate their own field experience and the field experience of others.
Description
In a Field Experience activity, students are asked to do something relevant and authentic outside the class that parallels the course content or the work tasks/professional responsibilities likely to be encountered in their specific discipline. This includes, but isn't limited to, the following: Interviewing or shadowing a professional conducting an experiment, teaching or presenting to someone in their community, and sharing their results of their experience Students report on their field experiences to their classmates through a variety of Teach One Another (TOA) activities such as discussion posts, reports or presentations. Students learn from each other as they examine/evaluate their own field experience and the field experience of others.
Activity: Ask An Expert
Group: Varies Time: 2 hours
Description
The Ask an Expert activity provides students the opportunity to engage with experts outside of the class to deepen their understanding of the course content or to foster a mentor relationship. Small Groups or individual students self select and interview a content expert. Students return to share what they learned and to learn from the experiences of their classmates.
Description
The Ask an Expert activity provides students the opportunity to engage with experts outside of the class to deepen their understanding of the course content or to foster a mentor relationship. Small Groups or individual students self select and interview a content expert. Students return to share what they learned and to learn from the experiences of their classmates.
Overview
Group: Small (3-5) Time: Varies
Description
In a Case Study activity, students study an authentic problem/scenario, analyze the various factors influencing the situation, and work in groups to create and evaluate alternative approaches to address the problem. The factors are usually identified and debated in rounds before solutions are presented.
Description
In a Case Study activity, students study an authentic problem/scenario, analyze the various factors influencing the situation, and work in groups to create and evaluate alternative approaches to address the problem. The factors are usually identified and debated in rounds before solutions are presented.
Overview
Group: Large (6-12) Time: 1-3 days
Description
The Study Group Activity combines students into a small group to discuss a specific topic. The study groups can be used to complete group assignments, study for assessments, etc. Activity resources include study group guidelines and expectations.
The instructor/course organizes students into groups to review a topic they have learned in the course. The study group should be provided with instructions on how the group should function and what will be the outcome of the group.
Description
The Study Group Activity combines students into a small group to discuss a specific topic. The study groups can be used to complete group assignments, study for assessments, etc. Activity resources include study group guidelines and expectations.
The instructor/course organizes students into groups to review a topic they have learned in the course. The study group should be provided with instructions on how the group should function and what will be the outcome of the group.
Activity: Learning Cell
Group: Partner Time: 3-5 days
Description
The Learning Cell activity helps small groups study previously reviewed content. Individual group members read materials prior to a group meeting. Students read the reading assignment and create a list of questions that group members review during the group meeting.
During the group meeting, team members review each question list and discuss the reading assignment. The group meeting can be conducted via discussion boards or video meetings.
Description
The Learning Cell activity helps small groups study previously reviewed content. Individual group members read materials prior to a group meeting. Students read the reading assignment and create a list of questions that group members review during the group meeting.
During the group meeting, team members review each question list and discuss the reading assignment. The group meeting can be conducted via discussion boards or video meetings.
Activity: Peer Crafted Quiz
Group: Large (6-12) Time:3-5 days
Description
The Peer Crafted Quiz uses a crowd-sourcing model to develop a variety of items that assess student knowledge of a specific content area. Individual students submit possible quiz questions, which the instructor reviews and uses in a quiz bank for assessments. This activity allows students to teach one another by both creating quiz questions and taking the peer-crafted quiz.
Description
The Peer Crafted Quiz uses a crowd-sourcing model to develop a variety of items that assess student knowledge of a specific content area. Individual students submit possible quiz questions, which the instructor reviews and uses in a quiz bank for assessments. This activity allows students to teach one another by both creating quiz questions and taking the peer-crafted quiz.