In their review of the research, Barkley, Cross and Majorx report that "cooperative arrangements were found superior to either competitive or individualistic structures on a variety of outcome measures, generally showing higher achievement, higher-level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned in one situation to another" Once students are in place, take a few moments to discuss why they have chosen the position they have in the various locations in the line-up.
Ask students who are on the extremes close or far away and in the middle to explain why they chose that location. After 15 minutes, have each side share their position.
Give each student a few post-its, and have them write out 1 idea per post-it. A benefit of this activity is that it allows students to speak uninterrupted. Students then post the post-its on the chalkboard or wall. References and Further Reading Meta-analyses of research on collaborative learning show largely positive effects across age levels and disciplinary fields Johnson et.
One member of each pair will stay in place while the other members circulate down the line until each set of pairs have spoken with one another. According to constructivist theories of learningthe multiplicity of views inherent in collaborative learning can generate cognitive conflicts, which in turn allow new ideas to be accommodated and incorporated in the cognitive system.
Give students approximately 15 minutes to prepare an argument for their position. Entire class, or small groups at most 8 per group. One class 8 questions can be addressed in a minute class.
Then divide the class into pairs and have them stand facing one another. Give students a list of questions or prompts--either ahead of time or during class--to respond to e.
Line-ups allow for interactions and the opportunity to have one-on-one discussions to figure out your place in line and to get an idea of the wide range of opinions that may exist about a certain issue.
Depending on the question or prompt, it may be useful to have them place the post-its in areas to group them by topic, question, chronologically, etc. The success of this activity will depend on getting the right number of students involved, and giving the groups structure.
Each student should prepare to lead a discussion by 1 preparing at least two quotes from the reading they want to discuss in more detail 2 preparing two questions for class discussion and 3 offer two implications for the course.
The student to their left then has one minute of uninterrupted time to speak and give their thoughts. Alternatively, students can be in small-medium size groups. Complete Turn Taking Size: Above is just an outline for one way to run a debate.
Assign each half of the class a position on a topic or issue. Students who agree should stand close to the circle and those who disagree should stand further away.
Prior to class, students prepare quotes, questions, and insights from the course readings in order to lead a discussion. Adaptable for Online Learning? This activity is a way for the instructor to get a general sense of what sort of questions, concerns or ideas the students may have.
There are several explanations for the effectiveness of collaborative learning. The goal behind post-it parade is to generate ideas from all your students. These can either be questions to clarify, issues they think were left unresolved, or ideas or positions not yet considered.
Have the entire class arrange themselves in a circle. The next student gets to ask a question, and this cycle continues. Give students an idea of about how long they can expect to facilitate a discussion in class. Repeat for a variety of questions.
A disadvantage of this activity is that students must make a public stand about their opinion. Then during class, randomly select a student or two to lead discussion.So, the collective genius of the educational powers cancelling sports and extracurricular activities in favor of the 3Rs might have done more harm then good?
Gee, I'm shocked! I encourage the 3As: Athletics, Arts, and Academics. Edmego Learning. MAY 2, Breathing Exercises. This is where breathing exercises come. Learning Exercises. Sort by. Toggle Filters Show results for. Materials Members Learning Exercises Bookmark Collections Course A Learning Exercise for: Department of Labor (DOL) Dictionary of Occupational Titles (DOT).
Activities and Learning Exercises Ch 3 Instructions for Task Analysis Assignment Your job is to formulate a training objective and write a task analysis of a skill; for example, how to eat a sandwich cookie. Learn chapter 3 learning exercises with free interactive flashcards.
Choose from different sets of chapter 3 learning exercises flashcards on Quizlet. Make learning fun with these educational activities for kids that you can download and do together! Try one today.
View Homework Help - Learning activity 3 ch 3-U2 from FINANCE at Metropolitan State University Of Denver. LEARNING ACTIVITY 1 ch3 U- 2 Exercise 1 Suppose that we have the following demand and.Download