Reverse Jeopardy Game Template created by Rita AlAbdullah, Laura Bush, and Jennifer Santos.

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Q Active Learning for 400

• Aside from small or large group discussions, name
  a formal teaching method/strategy that requires
  active learning

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A Active Learning for 400

• Case methods
• Interactive lecturing
• Cooperative learning
• Problem-based learning
• Writing to learn
• Distance learning

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Q Classroom Management for 400

• Explain two strategies an instructor can use to
  minimize plagiarism

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A Classroom Management for 400

• Design assignments that require students to draw
  on their own experience or interests
• Since plagiarism usually results from lack of
  confidence in writing abilities, provide clear
  objectives and scoring guidelines to help
  minimize the fear
• Require drafts of assignments in process

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Q Integrating Technology for 400

• Explain two key characteristics of new media
  literacy

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A Integrating Technology for 400

• New Media Literacy characteristics
• Multiple reading paths
• Non-linearity
• Emphasis on the visual
• Synthesis of print, graphics, sound
• Kinesthetic elements

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Q Writing to Learn for 400

• Explain two differences between a
  writing-to-learn assignment and a
  learning-to-write assignment

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A Writing to Learn for 400

• Writing to Learn
• Thinking inductive, creative, open-ended,
  discovery oriented
• Stage of Writing Process invention
• Audience self and trusted others
• Style personal language in social community
• Purpose might attempt to integrate for oneself
  new and old understandings might attempt to
  persuade oneself of a position

• Learning to Write
• Thinking deductive, controlled, selective, and
  analytic
• Stage of Writing Process revision
• Audience distant or unknown
• Style formal language of academic or discourse
  community
• Purpose might attempt to integrate for the
  public new and old understandingshaving taken a
  position, might attempt to persuade others to
  take the same position

Source Marty Patton, Campus Writing Program, U
of Missouri-Columbia. http//www.missouri.edu/pat
tonmd//wtl.html Retrieved 16 Oct. 2002
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Q Assessment for 400

• Describe two ways that you could involve students
  in assessing their own learning

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A Assessment for 400

• Students and an instructor negotiate assessment
  criteria
• Students write reflectively about their work on a
  particular assignment (e.g. portfolios)
• Students exchange work in peer groups and provide
  feedback based on negotiated criteria

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Q Active Learning for 300

• Explain how this game of jeopardy or another game
  like it fosters active cooperative learning

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A Active Learning for 300

• Q A aspect of the game engages students
  thinking about the course content
• Reliance on and cooperation among team members
  fosters group interaction, intellectual
  engagement, and social cohesion

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Q Classroom Management for 300

• Explain a strategy for creating a teachable
  moment out of events such as
• teacher snafus
• student comments that go off-topic
• other unexpected or environmental distractions

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A Classroom Management for 300

• Ask students to analyze what just happened and
  why, either orally as a large group, w/in a small
  group, or individually in a minute paper (writing
  exercise)
• Work to relate the instance to a topic being
  discussed or recently discussed in class

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Q Integrating Technology for 300

• Describe one purpose for which a teacher might
  use a SYNCHRONOUS discussion board and a
  different purpose for which a teacher might use
  an ASYNCHRONOUS discussion board

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A Integrating Technology for 300

• Synchronous board for holding office hours at a
  distance
• Asynchronous board for online discussions or for
  exchanging assignments/drafts of papers

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Q Writing to Learn for 300

• Provide one example of a writing-to-learn
  assignment

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A Writing to Learn for 300

• Dialectical notebooks, reflective journals
• Reading guides
• Descriptive outlining
• Idea maps
• Believing-doubting game
• One-minute essays
• Structured Online Discussions

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Q Assessment for 300

• Explain two advantages for using portfolio-based
  assessment

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A Assessment for 300

• Using portfolio-based assessment
• Encourages students to reflect on the course and
  analyze their performance
• Provides more information than a number or letter
  grade
• Motivates students to participate throughout the
  course

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Q Active Learning for 200

• Provide two characteristics of learning-centered
  classrooms

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A Active Learning for 200

• A learning-centered classroom
• Provides active learning opportunities for
  students to construct knowledge
• Emphasizes using knowledge to address real-world
  problems
• Fosters a culture that is cooperative,
  collaborative and supportive
• Provides flexibility to allow for diverse
  learning styles and circumstances
• Views assessment as a tool to diagnose learning
  problems and promote further learning

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Q WILDCARD for 200

• Who created the original Jeopardy Game for TV?
• Michael Silverman
• Merv Griffin
• Alex Trebek
• Harry Friedman

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A WILDCARD for 200

• Merv Griffin created Jeopardy in 1964

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Q Integrating Technology for 200

• Provide one example of a technology being
  inappropriately (or poorly) used to support
  teaching and learning

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A Integrating Technology for 200

• Multiple choice exams given at a distance with no
  proctoring or course policies on taking such
  exams
• Too many students participating in a poorly
  designed online discussion (synchronously or
  asynchronously)
• PowerPoint slides that contain too much content

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Q Writing to Learn for 200

• In addition to lab reports and word problems,
  what other kinds of writing assignment could math
  or science instructors use to support learning in
  their classrooms?

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A Writing to Learn for 200

• Brief reflective writing exercises that
  demonstrate students understanding
• Brief research projects that require students to
  explain real-world application of science or math
  concepts and principles

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Q Assessment for 200

• Explain the difference between formative and
  summative assessments

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A Assessment for 200

• Formative Assessment repeatedly gathering
  information about student learning during the
  progression of a course to improve learning (e.g.
  CATs)
• Summative Assessment gathering information at
  the conclusion of a course to improve learning or
  meet accountability demands (e.g. final exams)

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Q Active Learning for 100

• Describe the role of the instructor in a
  learning-centered classroom

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A Active Learning for 100

• Facilitator or coordinator rather than knowledge
  and content disseminator

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Q Classroom Management for 100

• Provide one strategy for dealing with student
  tardiness

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A Classroom Management for 100

• Give a brief quiz at the beginning of class that
  students may not take if they are late
• Facilitate a five minute class discussion on
  respectful behavior toward teachers and peers,
  using tardiness as an example of disrespectful
  behavior
• Randomly reward individual students for being
  early or on time (verbal recognition? points?
  treats?)

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Q Integrating Technology for 100

• Name three different technologies that an
  instructor might use to support learning in a
  classroom

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A Integrating Technology for 100

• Worldware such as Microsoft Office products
  MSWord, PowerPoint, Excel
• Course Management software such as Blackboard or
  WebCT
• Discipline-specific software such as SPSS (for
  statistics)
• An overhead projector
• A chalkboard or a whiteboard

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Q Writing to Learn for 100

• In the context of teaching and learning, what
  does WAC mean? (What do the letters stand for?
  Briefly explain the concept as well.)

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A Writing to Learn for 100

• Writing Across the Curriculum
• Writing can be used to support and encourage
  active learning and critical thinking across all
  disciplines, not just in writing-intensive courses

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Q Assessment for 100

• Explain how a teacher can save time and effort in
  grading writing-to-learn assignments

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A Assessment for 100

• Give non-graded, anonymous writing exercises
  during class
• Randomly read and respond to only a few writing
  assignments
• Give checks (credit) for doing the assignment or
  minuses (no credit)