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Title: 1.%20Active%20Learning


1
1. Active Learning
  • Dr. Curtis J. Bonk
  • President, CourseShare.com
  • Associate Professor, Indiana University
  • http//php.indiana.edu/cjbonk,
  • cjbonk_at_indiana.edu

2
Expectations List
3
Preliminary Action Plan
4
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

5
Anyone? Anyone?
6
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7
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

8
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

9
And also a sense of humor!!!
10
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11
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

12
Resources in a Learning Environment
  • Teachers
  • Peers
  • Curriculum/Textbooks
  • Technology/Tools
  • Experts/Community
  • Assessment/Testing
  • Self Reflection
  • Parents

13
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)

14
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.

15
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.

16
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).

17
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18
1. Motivational Techniques
19
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.

20
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.

21
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.

22
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

23
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

24
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...

25
2. Self-Disclosure Introductions...
  • Round I Self-disclosure introductions
  • Who are you
  • Job
  • Interests
  • Hobbies

26
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).

27
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.

28
4. Communication/Learning Visuals
  • Draw one or more of the following
  • Gun,
  • cannon,
  • noose,
  • high fives,
  • thumbs up,
  • watch,
  • toilet,
  • smiley face,
  • etc.

29
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)

30
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)

31
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.

32
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.

33
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.

34
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.

35
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.

36
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.

37
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.

38
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.

39
15. Team Brainteasers
  • IQ tests
  • Scrambled cities
  • Crossword puzzles
  • Competitions
  • Dilemmas or Situations
  • Unscrambled sayings.

40
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.

41
The 3 Cs1. Critical2. Creative3. Cooperative
42
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43
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

44
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

45
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.

46
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.

47
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.

48
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49
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.

50
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)

51
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?

52
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?

53
5. Creativity Awareness Creativity Models
  • von Oech's
  • Explorer
  • Artist
  • Judge
  • Warrior

54
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.

55
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.

56
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57
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...

58
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?

59
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?

60
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)

61
12. Idea Spurring Questions
  • how can we
  • MAXimize,
  • MAGnify,
  • arrangeRE,
  • combine-adapt,
  • subtutesti,
  • EEEXXXAAGGGERRRRATTEE

62
13. Future Problem Solving
  • Pose futuristic problem.
  • Have students solve in teams.
  • Present to class.

63
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.

64
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.

65
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

66
What does one mean by critical thinking?Compare
to Creative Thinking in a Venn Diagram
67
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.

68
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.

69
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.

70
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).

71
5. PMI
  • After completing a lecture, unit, video, expert
    presentation, etc. ask students what where the
    pluses, minuses, and interesting aspects of that
    activity.

72
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?

73
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?

74
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?

75
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?

76
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.

77
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.

78
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.

79
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.

80
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.

81
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.

82
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?

83
16. Visual Thinking Exercises Graphic Organizers
  • Have students organize information in sequences,
    chains, cause and effect, main ideas,
    similarities and differences, story maps, etc.

84
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)

85
18. Visual Thinking Exercises Classification
Schemes
  • Have students create taxonomies, timelines,
    comparisons and contrasts, advance organizers,
    epitomies, etc.

86
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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