Snap to it! Volume 1
By Topic
Active Learning Techniques
Students use index cards (or scrap paper) to write down their questions anonymously. Recommend students use blue or black ink to write their questions so it is not distinguishable. Cards are collected then redistributed to the class for the students to answer the question they are given. Once they have researched the answer, students share out the question and answer they developed.
Students write down all known about topic in one column, then walk around the room and talk to others and in the get, one column get new ideas from others.
All students stand up with one hand in the air, walk around the room to find a partner, high five your partner, and put your hand(s) down. Students keep hands raised until they are grouped with a partner.
Students write down what was the most important thing they learned today and what is the concept or item that they understood least. These can be completed on an index card, a sheet of paper, a chalkboard/dry erase board, or electronically.
Students get one idea from a peer and then move to another person for a second idea…continue until you have 5 ideas.
Pose a question to the students that summarize a topic/concept or review a theory from the class that starts with “what if…” to challenge students to use critical thinking skills. Have them write their responses.
Classroom Assessment Techniques
Students respond to 1 question (What was the muddiest point in _________ ?); well suited to large, lower-division courses but not to those which emphasize integration, synthesis, and evaluation. Have students write on a piece of paper, index card, or electronically what they still have questions about the session/concept. This can be done during the middle of a class period to have student see if they can clear up their misconceptions or sticking points before the end of the session. Or, it can be done at the end of the session to see what items the teacher needs to clear up at the start of the next session or outside of class for the students.
Students complete a list of pro/cons advantage/disadvantage of competing issue.
What did you learn that builds upon the last class? The last unit? The previous session?
Students complete an anonymous survey indicating their level of confidence in mastering the course material
Students generate test questions and model answers for critical areas of learning.
Students identify the principle or principles to solve problems of various types of questions.
Metacognition Techniques
Student A writes down one take away from the previous lesson, reading, or any specified topic by the instructor. Students then pass it a student to another student for them to add an additional detail that was left off.
Students leave their hand in the air for as long as the understand the concepts. As the student starts to lose confidence in their knowledge they put their hand down.
Students write to learn by identifying, diagnosing, and prescribing solutions to their own learning problems.
Focus is on uncovering prior knowledge or beliefs that hinder or block new learning; can be designed to uncover incorrect or incomplete knowledge, attitudes, or values
How am I doing? Ask in the moment how the instruction is being received: to quickly, too slowly, too advanced, just right, include more examples, allow time for pauses and questions. What teaching method is working well? What would you like to see more of to help you better understand the material? What behaviors are distracting? Be professional.
Students respond to a question or short series of questions about the effectiveness of the lesson, session, topic and use hand to respond. The number of fingers determines response. Or use different utensils to show responses (Pen, pencil)