Table Ideas for Effective Group Work Activities (morning session)

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1 Table Ideas for Effective Group Work Activities (morning session) 1. Think pair share 2. Round Table 3. Buzz Groups 4. Talking Chips 5. Threestep Interview 6. Critical Debate Discussion CoLTs 3- step interview combined with a jigsaw. After a jigsaw, Group A members interview each other in small groups or pairs to discuss what ideas were generated, what information may have been overlooked, or what was particularly challenging to understand. Critical debate around solutions and their challenges. Students count off in twos. Odds #s develop solutions to specifi problems; Evens #s critique and explain why solutions are faulty. Think- pair- share where students read each other s class notes (discuss and present what was learned) Talking chips to minimize a few students dominating conversations Clicker- type questions for the think of think- pair- share, then find a student with a different idea to discuss and re- vote OR have students defend an answer they did not vote for. Use versioning as a round robin technique Try to use class size and room arrangement to your advantage. Even in lecture halls students can turn around and collaborate. Round robin to get reluctant students to participate Critical debate in a policy course, with each student arguing FOR the policy with which they disagree. Critical debates that ask students to consider the larger context in addition to generating specific evidence. Think- pair- share is great for large classes. 3- step interview early in the semester to open communication

2 7. Note-Taking Pairs 8. Learning Cell 9. Fishbowl 10. Role Play 11. Jigsaw 12. Test-Taking Teams Reciprocal Teaching CoLTs Jigsaw. Example for chemical bonding models and theories. Topics could be: Lewis model, Valence Shell Electron Pair Repulstion, Valence Bond Theory, Molecular Orbital Theory. Test taking teams thought to help most with students who have problems taking tests. Role play directly applicable to helath professions where students can show how they elicit information from patients and formulate diagnoses Role play in foreign language. E.g. Students are asked to complain in a restaurant about a meal in a culturally appropriate way. Test- taking teams. Give students a four- question multiple choice quiz. Then, put them into groups of 5 to retake the quiz collectively. Each student s grade is the average of the individual and group quiz scores. Learning cell. Students develop questions on assigned reading based on their own discipline /major. These are shared to encourage interdisciplinary learning. Test- taking teams that support each other and generate questions that could be used on a final exam. Fishbowl. E.g., to practice a therapy session where student can observe client and clinician interaction. Learning cell. Have students quiz each other on a reading instead of writing a quiz to check who did the reading Fishbowl around simulations Have groups craft a perfect exam question and the perfect answer to that question. Have groups share this. [these questions could become the exam] Jigsaw where students are assigned different papers to read and teach others Role play in a case study discussion Jigsaw for a course focused on grammar could have every student prepare a mini- lession a different common problem. Learning cell where students quiz each other on key aspects of the reading they identify Role play to investigate and design interventional programs. Students take on unfamiliar role so that they must research it in order to play the role

3 Problem Solving CoLTs 13. Think-Aloud- Pair- Problem Solving 14. Send-A- Problem 15. Case Study 16. Structure d Problem- Solving 17. Analytic Teams 18. Group Investigati on Analytic teams combined with Sequence Chains and Word Webs. Teams engage in creating graphic organizers for a topic, like global warming and climate change. Then, teams (rather than individuals) are assigned to roles such as a leader, a skeptic, or recorder in discussing the topic and reviewing the graphic organizers. Structured problem solving is relevant to many areas: o o assessing disease states and analyzing case studies design patient cases so that student decide as group what information they want to receive in what order when conducting physical and diagnostic exams on patients. Case study where the group task is to develop questions related to the case. Send- A- Problem using a case study. Describe a case where a patient is referred. Group 1 writes their opinion of where to start with assessing the patient. Group 2 provides an alternative. Group 3 does the evaluation. Each group has the opportunity to try each of three activities (solutions, alternatives, evaluation). Analytic teams using random teams and projects to help remove biases. Use current events to create a case study because the currency is more likely to excite and involve students. Students might also be assigned roles when anlyzing cases. Word webs for vocabulary development Sequence chains to compare techniques across disciplines Case study where group members share the questions for which they need answers before they arrive at a solution. Send- a- Problem. E.g. art history students tackle the problem of cause and effect How has the contemporary world (econimic, politics, social norms, etc) affected art?.. pass the problem around to other groups. Give exams to pairs of students. Give the pair a single grade. Case study where students prepare the case and then discuss it from assigned roles. Analytic teams to prepare students for peer review of research projects by having the group read a student- generated case study from a previous semester (minus the analysis). Each group member is responsible for analysis of a different case strand and the group leads the class in a discussion of the case. Gallery walk where questions are posted on a wall and students move in teams from question to question trying to solve them (version of send a problem). Each group has to add something to the solution even if only a correction to an earlier group s solution.

4 Graphic Organizing CoLTs 19. Affinity Grouping 20. Group Grid 21. Team Matrix 22. Sequence Chains 23. Word Webs Sequence Chains and Word Webs. (climate change was again the example). Groups complete word webs to establish relationships among or between ideas. Then, those relationships are placed in a broader context of understanding by placing the word webs into a sequence chain to show how climate change became a global issue (would show how the connections of and between words changed). Word Webs could be used in the context of learning a skill/work area or related to specific content areas. Word web semantic maps. Eg. In Arabic language course students link the Arabic word to concepts and estabish semantic relationships between newly learned vocabulary and familiar terms. (helpful in vocabulary, recall, and organization) Group grid to synthesize diagnostic material. Use the talking chips concepts by giving each student a limited number of sticky notes in order to encourage full participation. Word Web to compare and contrast health professions in terms of educational requirements, scope of practice, etc. Though not currently used, graphic organizers could help develop skills for reading and creating visualizations of ideas. Try Wordle.net (online tool) Team matrix at the end of class session to tie concepts taught together Litigation chart ask students to think beyond what information they have to where there are knowledge gaps. Use a graphic organizer during discussion to map out the ideas as they are raised in conversation. This can be used to review the discussion themes and questions.

5 Writing CoLTs 24. Dialog Journals 25. Round Table 26. Dyadic essays 27. Peer Editing 28. Collabora tive Writing 29. Team Anthologies 30. Paper Seminar Context research methods class where students use class time to learn peer editing of individual assignments and write a research paper collaboratively. Research and reading is done outside of class individually; the group work is done during class. Each class period is dedicated to a part of the paper or to the writing process (e.g. lit review). A tangible work product is due at the end of class. Round tables have worked well. Peer editing of final papers. Have each student turn in two copies of their paper; a peer grades one and the professor grades the other. The peer grader turns in a report discussing what was done well and areas for improvement and recommends a grade to the professor. The peer reader is graded on the quality of this peer review as well on the quality of his/her final paper. Peer editing with instructor providing structured questions for giving feedback. Team anthologies using an online wiki (easy for all group members to edit) where students are encouraged to bring in contrary or cross- disciplinary works. Collaborative Writing. The group writes one piece of clinical documentation Group journal developed with students assisgned to roles in creating the writing. Could help students focus on connections between lectures through writing. Collaborative writing where final group stories are posted and then commented on by outside reviewers. Students critique drafts of term papers from everyone in their group (presented anonymously) using a rubric from the instructor. Then, each group formulates a presentation on the critiques (e.g., strong points, weakest points, writing quality) Peer editing with peers having a specific area of focus, e.g. intro, one- time argument

6 Gaming CoLTs 31. Team Scavenger Hunt 32. Quizo 33. Team Jeopardy 34. Friendly Feud 35. Team Games Tournaments Online scavenger hunt pertaining to a particular topic Team scavenger. For instance, have students explain policy versus law by taking photos around campus that illustrates their points Team jeopardy. Divide class into three groups and have them select categories, as on the show. Case- based video game. Create a case that students could play online (this would need technology help)... Some of these can be found online through discipine- based associations and other creative types (try a Google search to see what exists). Simulation where groups compete on how best to solve a problem. But, each student is graded on a reflection he/she writes on that simulation exercise. So a game stimulates more traditional reflective writing. Jeopardy with two teams. Each student becomes a spokesperson for the team. (The spokesperson can pass the mic to a teammate if they panic.) Each team answers a question and the class decides which is the better answer. Online scavenger hunt, especially if it forces students to think abou the quality or credibility of items they find. Team scavenger hunt to take students into the real world, e.g. go to Metro station where students observe passersby Jeopardy using PowerPoint and a template to present the questions. In large classes, have several rounds with several small groups. Inter- university climate change negotiations (happened the week of Teaching Day between GW/Duke?/Yale/UMD, etc) provided students with real life example and prodded thinking. Scavenger hunt for library resources Team scavenger in a public setting related to the course (e.g., food justice writing class students go to a farmers market in teams to find specific

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