ACTIVE LEARNING IN
YOUR COURSE
SECOND EDITION
CENTER FOR TEACHING, LEARNING & MENTORING
DIVISION OF TEACHING & LEARNING
UNIVERSITY OF WISCONSIN–MADISON
b l e n d e d t o o l k i t .w i s c . e d u / d e l i v e r / a c t i v e l e a r n i n g /
WHAT IS ACTIVE LEARNING?
“Within a blended course at UW-Madison, active learning is the outcome of an experiential
teaching approach that facilitates increased student engagement and higher-order cognition
through instructor-guided, learner-centered, and thought-provoking interactions in all
components of the course (pre-class, in-class, and post-class). These interactions demonstrate
discipline-specific methodological approaches to knowledge, align with course/program
learning outcomes, provide evidence of learning to instructor and students, and reveal the
learning processes students use. Examples of active learning include interactions such as:
reflection, discussion, exploration, collaboration, experimentation, analysis, and construction of
new knowledge.” — Blended Learning Fellowship on Active Learning
TABLE OF CONTENTS
SECTION I: DESIGN
ACTIVITY DESIGN AND SELECTION
4
SECTION II: ACTIVITIES
ANALYSIS AND CRITICAL THINKING
7
Analytic Memos | Categorized Grid | Content, Form, and Function Outlines |
Defined Features Matrix | Pro & Con Grid
DISCUSSION
13
Buzz Groups | Round Robin | Talking Chips | Think-Pair-Share | Three-Step Interview
PRIOR KNOWLEDGE
19
Background Knowledge Probe | Empty Outlines | Focused Listing | Memory Matrix |
Minute Paper/Muddiest Point
PROBLEM-SOLVING
25
Analytic Teams | Case Studies | Group Investigation | Send-A-Problem |
Structured Problem-Solving | Think-Aloud Pair Problem-Solving
WRITING
32
Collaborative Writing | Dialogue Journals | Student-Defined Questions | Paper Seminar | Peer Editing
SECTION III: STRATEGIES
SMALL TEACHING
38
Knowledge | Understanding | Inspiration
3
DESIGN
INTRODUCTION
PURPOSE
This resource — created by staff in the Center for Teaching, Learning & Mentoring — is meant to aid in the
identification, practice, and implementation of research-based active learning approaches. It can be used in both
online and face-to-face learning environments. This guide should help you integrate active learning activities that
facilitate desired student learning outcomes into your course in both planned and dynamic ways.
ORGANIZATION
This resource is organized into three main sections — Design, Activities, and Strategies.
Design — adapted from the book Creating Significant Learning Experiences: An Integrated Approach to Designing
College Courses by L. Dee Fink — provides a design framework to help you structure active learning activities within
your course. It also provides a classification system — adapted from the article, "The Active Learning Continuum:
Choosing Activities to Engage Students in the Classroom" by Charles Bonwell and Tracey Sutherland — to help in the
selection of active learning approaches based the complexity of tasks for instructors.
Activities — taken from the books Classroom Assessment Techniques: A Handbook For College Teachers by Thomas
Angelo and K. Patricia Cross, and Collaborative Learning Techniques: A Handbook For College Faculty by Elizabeth
F. Barkley, Claire Howell Major, and K. Patricia Cross — presents activities you can use to address specific learning
outcomes. Each approach includes a basic description and overview of its outcomes, along with steps to guide
its use in your course. Each technique in this resource was selected based on three criteria: ease of design, ease
of implementation, and time needed to respond to activity. The content is organized around five outcomes that
you might want to facilitate through your course: Analysis and Critical Thinking, Discussion, Prior Knowledge,
Problem-Solving, and Writing. To use this resource, readers should: first, select the desired outcome(s) they wish to
facilitate in their course; then, review the different approaches within those categories for ideas about which technique
could be used to facilitate these outcomes.
Strategies — taken from the book Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang
— draws from learning sciences and teaching experience to develop Small Teaching — a set of principles to create
small changes to teaching that can have a positive impact on student learning. Lang offers three general categories
for easy-to-implement learning activities and other changes: Knowledge, Understanding, and Inspiration. These
approaches require minimal preparation and grading and may be implemented immediately. Methods may take the
form of brief activities, one-time interventions in a course, or small modifications in course design or communication
with students.
ADDITIONAL DESIGN RESOURCES
More detailed information on activities is located on the Blended Learning Toolkit using the URLs and QR codes
found on each page. You will also find examples, research articles, and a design template to guide you through the
planning, delivery, and evaluation phases of your activity.
4
DESIGN
ACTIVITY
DESIGN
CASTLE TOP
ACTIVITY
DESIGN MODEL
IN
CLASS
PRE
IN
CLASS
POST
PRE
IN
CLASS
POST PRE
POST
CASTLE TOP ACTIVITY DESIGN MODEL
When incorporating active learning activities into your course, it is helpful to use a design framework. In this book, we
build upon the Castle Top model, developed by L. Dee Fink in his book Creating Significant Learning Experiences: An
Integrated Approach to Designing College Courses. The model calls for instructors to situate learning activities in ways
that create a smooth pathway from one activity to the next, and that supports the desired learning objectives of your
course and unit. Fink identifies the following sequence of activities:
• Pre-Class — Present new information and facilitate the building of knowledge. Provide students with the
knowledge needed to support future active learning activities that facilitate deeper learning. Often, pre-class
activities test knowledge or facilitate reflection in ways that guide instruction that follows.
• In-Class — Build on foundational knowledge developed in pre-class activities. Active learning activities may
address misunderstandings, questions, or reflections that preceded it.
• Post-Class — Provide student feedback, facilitate student reflection, application, evaluation, and synthesis of
learning that has taken place. Evaluate effectiveness of the activity.
ACTIVE LEARNING DESIGN CONSIDERATIONS
When selecting an active learning activity, focus on the following questions:
•
•
•
•
•
•
•
How will this activity support your course outcomes?
How will this activity support your unit objectives?
How might this activity help address your students’ learning challenges around the content?
How might this activity prepare students for future learning activities?
What skills might students need to develop to be successful in the activity you are considering?
How would you explain/defend your use of the activity you are considering to your students?
What would you do with the results of the activity you are considering?
If you need help thinking about these questions, refer to the Design Template in the appendix of this resource or
contact the DoIT Help Desk and request a consultation with DoIT Academic Technology.
CONTACT INFORMATION: (608) 262-4357 | help@doit.wisc.edu
Source: (Fink, 146)
5
DESIGN
ACTIVITY SELECTION
COMPLEXITY OF ACTIVE LEARNING TASKS
The following categories — adapted from the article, "The Active Learning Continuum: Choosing Activities to
Engage Students in the Classroom" by Charles Bonwell and Tracey Sutherland — place activities on a continuum from
low to high complexity. The placement blow into specific categories is a suggestion; the actual complexity may vary
based on the details of your activity.
LOW COMPLEXITY
• Relatively little class time to facilitate (less than 15 minutes in most cases)
• Little-to-moderate time for the instructor to prepare — some tasks could be used spontaneously in class
• Little-to-moderate time for the instructor to process results
MODERATE COMPLEXITY
• Significant class time to facilitate (between 15 and 45 minutes in most cases)
• Moderate time for the instructor to prepare
• Moderate time for the instructor to process results
HIGH COMPLEXITY
• Completion of tasks may require more than one class session and/or time outside of class
• Instructor preparation and activity design time may be high
• Significant time for the instructor to grade and respond to results
LOW COMPLEXITY
MEDIUM COMPLEXITY HIGH COMPLEXITY
14 Buzz Groups
11 Defining Features Matrix
8 Analytic Memo
15 Round Robin
12 Pro and Con Grid
10 Content, Form, and Function Outlines
16 Talking Chips
20 Background Knowledge Probe
33 Collaborative Writing
17 Think-Pair-Share
21 Empty Outlines
34 Dialogue Journals
18 Three-Step Interview
23 Memory Matrix
36 Paper Seminar
9 Categorizing Grid
26 Analytic Teams
37 Peer Editing
22 Focused Listing
27 Case Studies
24 Minute Paper/Muddiest Point
28 Group Investigations
29 Send-A-Problem
30 Structured Problem-Solving
31 Think-Aloud Pair Problem-Solving
35 Student-Defined Questions
6
Source: (Bonwell, 5)
ANALYSIS AND CRITICAL THINKING
ACTIVITY
OUTCOMES
Students write a one- or two-page analysis of a problem
or issue.
Analyzing assigned problems using discipline-specific
methods.
ANALYTIC MEMOS
CATEGORIZING GRID
Students sort subordinate terms into the correct
categories on a grid.
Determining whether, how, and to what extent students
understand what information goes together with other
information, revealing the implicit rules students are using
to categorize information.
CONTENT, FORM, AND, FUNCTION OUTLINES
Students analyze the what (content), how (form), and
why (function) of a particular message.
DEFINING FEATURES MATRIX
Students categorize concepts according to the presence
of (+) or absence of (-) critical defining features.
PRO AND CON GRID
Students follow a decision-making process by reviewing
an issue, creating a list of pro and con arguments, and
making a decision based on analysis of those points.
Separating and analyzing the informational message,
form, and communicative function of a piece of course
content.
Developing skills in categorizing information based on a
given set of critical defining features.
Helping students move beyond their first reactions to
an issue by looking at it from different perspectives and
weighing the value of competing claims.
MORE INFORMATION ON APPROACHES
Find examples of using these approaches on the Blended Learning Toolkit at:
https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/
Source: (Angelo, 159-180)
7
ANALYSIS AND CRITICAL THINKING
ANALYTIC MEMOS
Instructor Preparation Time
High
Student Response Time
High
Instructor Analysis Time
High
Large Classroom Considerations No special considerations
Complexity of Activity
High
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/analytic-memo/
DESCRIPTION
Analytic Memos require students to write a one- or two-page analysis of a problem. Students analyze an issue using
discipline-specific approaches and methods and create a compelling argument for a specific audience. The recipient
of the memo is usually a stakeholder in need of the student’s analysis to inform their decision making.
USE WHEN YOU WANT…
To have students develop their ability to analyze problems using discipline-specific approaches and methods,
to provide feedback to students on their analytic and communication skills, or to assess students’ abilities to
communicate their analyses clearly and concisely to a specific audience.
PRE-CLASS
Determine which analytic approaches or methods are to be assessed.
Identify an appropriate, well-focused, and typical problem or situation for the students to analyze.
Get background information on the problem.
Define the recipient, subject, and purpose of the memo.
Create an example memo on the subject to share with students.
Decide whether students will work alone, in pairs, or in small groups.
Provide written directions to be handed out during class.
IN-CLASS
Specify the student’s role, the identity of the audience, the specific subject to be addressed. Identify the analytic
approach students will use, the length limit (usually one or two pages), and the assignment deadline.
Share an example memo and explain to students how this assessment can help prepare them for subsequent
course assignments and their careers.
POST-CLASS
Review memos.
Provide feedback/grade based on the quality of the analysis and communication displayed in the memo.
Discuss the results of the activity at the next class meeting.
8
Source: (Angelo, 177-180)
ANALYSIS AND CRITICAL THINKING
CATEGORIZING GRID
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/categorizing-grid/
DESCRIPTION
Categorizing Grid involves the sorting of ideas into categories. Students receive a grid containing two or three
categories along with a scrambled list of terms, images, equations, or other items that belong in those categories.
Learners have a limited amount of time to sort the concepts into the correct categories.
USE WHEN YOU WANT…
To have student provide a snapshot of their sorting rules, to determine whether, how, and to what extent students
understand what goes with what; to have students reveal the implicit rules they are using to categorize information, or
to examine gaps and misperceptions in students’ understanding of content.
PRE-CLASS
Select two or three related categories for organizing the information to be presented in class.
Make a list of examples of items within each category. Review the list to make sure that all items belong to only
one category and that all items are familiar to students.
Make a grid with the categories on the top row and items to be placed in categories on the side.
Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).
Decide whether students will work alone, in pairs, or small groups.
IN-CLASS
Hand out grids to students or groups.
Leave time for students to ask questions about the activity and clarify items on the list.
Let students know how much time they have to complete the activity.
Collect the completed grids and let students know when and how you will use the results.
POST-CLASS
Students submit memos.
Review grids and provide feedback/grade based on the quality of the grids.
Discuss the results of the activity at the next class meeting.
Source: (Angelo, 160-163)
9
ANALYSIS AND CRITICAL THINKING
CONTENT, FORM, AND FUNCTION OUTLINES
Instructor Preparation Time
Medium
Student Response Time
High
Instructor Analysis Time
High
Large Classroom Considerations No special considerations
Complexity of Activity
High
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/content-form-function/
DESCRIPTION
Content, Form, and Function Outlines have students analyze the what (content), how (form), and why (function) of
a particular message (poem, newspaper story, critical essay, advertising, or commercial). The student writes brief notes
that address the what, how, and why questions in an outline format that can be quickly reviewed by the instructor.
USE WHEN YOU WANT…
To elicit information on the students’ skills at separating and analyzing the informational message, form, and
communicative function of course content, or to see how well students can critique not only the message itself but
also its presentation and purpose.
PRE-CLASS
Choose a short text, passage, or other content that represents the concepts you want students to review.
If subsections of the content are not explicitly defined, highlight them so students will organize them correctly.
Create an example using a parallel text that you will give to students during class.
Create a blank outline for students with the top row being What, How, and Why as columns. Place each
subsection listed under the What column (unless you want students to define the structure of the content
themselves).
Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).
IN-CLASS
Hand out the blank outline to students.
Walk students through the activity, its purpose, and the example you provided. Leave time for students to ask
questions about the assignment and receive clarification on the activity. Let them know when the activity is due.
After you are confident that students understand the technique, present the message they are to analyze.
Have students review the content, complete the outline, and submit it for review before the next class.
POST-CLASS
Review the results, keeping a tally of problem areas and questions that are difficult for students to answer.
Provide feedback/grade based on the quality of the outlines.
Discuss the results of the activity at the next class meeting.
10
Source: (Angelo, 172-176)
ANALYSIS AND CRITICAL THINKING
DEFINING FEATURES MATRIX
Instructor Preparation Time
Medium
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/defining-features/
DESCRIPTION
Defining Features Matrix requires students to categorize concepts according to the presence (+) or absence (-) of
critical defining features. This activity helps students develop conceptual organizational skills and data on their analytic
reading and thinking skills.
USE WHEN YOU WANT…
To help students develop their skills in organizing information based on a given set of critical defining features, to
assess how well students can distinguish between apparently similar concepts, or to help students identify, define, and
make explicit the distinctions between related ideas.
PRE-CLASS
Focus on two or three concepts that are similar enough to challenge or confuse students. Determine which
features of these concepts are most critical for students to recognize or understand.
Make a list of defining features that each concept does or does not possess. After drawing up the list, add a
limited number of shared features.
Create a table with features listed down the left side and concepts across the top.
Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).
IN-CLASS
Hand out grids to students or groups.
Leave time for students to ask questions about the activity and receive clarification on subordinate items on the
list. Let them know how much time they have to complete the activity.
Have students place a + or – or a Yes or No in each cell of the table.
Collect the completed grids and let students know when and how you will use the results.
POST-CLASS
Review grids.
Provide feedback/grade based on the quality of the grids.
Discuss the results of the activity at the next class meeting.
Source: (Angelo, 164-167)
11
ANALYSIS AND CRITICAL THINKING
PRO AND CON GRID
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Medium
Large Classroom Considerations No special considerations
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/analysis/pro-con/
DESCRIPTION
Pro and Con Grid has students follow a decision-making process by reviewing an issue, creating a list of pro and con
arguments, and making a decision based on the weight and analysis of those points. A review of students’ lists reveals
the depth and breadth of their analyses, capacity for objectivity, and strength of their decision-making skills.
USE WHEN YOU WANT…
To help students to move beyond their first reaction to a topic, to search for at least two sides to the issues in question,
to weigh the value of competing claims, to think critically about the construction of arguments they encounter in the
real world, or to get an overview of their analysis of an issue of mutual concern.
PRE-CLASS
Write a prompt that will elicit thoughtful pro and con arguments on a decision, judgment, dilemma, or issue.
You may wish to indicate a specific point of view that students should adopt in coming up with their list. Doing so
will make the pro and con arguments more comparable.
Determine when you will have students engage in this activity (beginning, middle, end, or outside of class).
IN-CLASS
Hand out a blank sheet of paper to students or groups. Have them draw a pro and con grid on it.
Leave time for students to ask questions about the activity and get any clarification on the topic. Let them know
how much time they have to complete the assignment.
Let students or groups know how many items you expect them to list.
Determine whether students should use words, phrases, or sentences in their list of pro and con arguments.
Give students five to ten minutes to complete the activity.
Collect the lists at the end of the activity.
POST-CLASS
Review grids. List the points students provided in each category and do a frequency count. Which arguments do
students mention most often? Compare students’ lists with yours. How balanced are the two sides?
Provide feedback/grade based on the quality of the grids.
Discuss the results of the activity at the next class meeting.
12
Source: (Angelo, 168-171)
DISCUSSION
ACTIVITY
BUZZ GROUPS
Students discuss course-related questions informally in
small groups of peers.
OUTCOME
Generating lots of information and ideas in a short period
in preparation for and improvement of class discussions.
ROUND ROBIN
Students generate ideas and speak in order moving from Providing students a structure to engage in brainstorming
one student to the next.
sessions and ensuring all students participate equally in a
discussion.
TALKING CHIPS
Students participate in a group discussion and surrender
a token each time they speak.
Ensuring equitable participation during class or group
discussions.
THINK-PAIR-SHARE
Students think individually for a few minutes, then discuss Preparing students to participate more fully and
and compare their responses with a partner, and finally,
effectively in whole-class discussions.
share their results with the entire class.
THREE-STEP INTERVIEW
Students interview each other and report what they learn Helping students network and improve listening,
to another pair.
questioning, and communication skills.
MORE INFORMATION ON APPROACHES
Find examples of using these approaches on the Blended Learning Toolkit at:
https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/
Source: (Barkley, 152)
13
DISCUSSION
BUZZ GROUPS
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/buzz-group/
DESCRIPTION
Buzz Groups are teams of three to five students formed to quickly and spontaneously respond to course-related
questions. A group can reply to one or more topics, and all groups can discuss the same or different topics. The
discussion is informal. Students do not need to arrive at a consensus because the goal is the exchange of ideas.
USE WHEN YOU WANT…
To have a warm-up activity before whole-class discussion, to generate information and ideas quickly, to allow students
to express their thoughts and practice sharing their ideas, to increase students’ repertoire of ideas around a topic, or to
lay a foundation for a rich and engaging discussion involving the entire class.
PRE-CLASS
Identify a topic for discussion.
Craft a discussion prompt that is conceptual rather than factual, and that will stimulate an open-ended
examination of ideas. Try responding to the question yourself, so you are confident that they will generate a
variety of responses.
Choose how you are going to present the prompt question, such as on a worksheet, presentation slide, or
whiteboard.
IN-CLASS
Form groups, announce the discussion prompt and provide a time limit for activity.
Ask group members to exchange ideas in response to the prompt.
Check periodically to see whether groups are still engaged and focused on the assigned topic. If off-topic,
shorten the time limit. If on-topic but time has ended, consider extending the deadline.
Have groups report out results, or build on students’ work.
POST-CLASS
Review the outcomes of the activity.
14
Source: (Barkley, 164-169)
DISCUSSION
ROUND ROBIN
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/round-robin/
DESCRIPTION
Round Robin has students brainstorm on a topic without elaborating, explaining, or questioning ideas. Group
members take turns responding to a question with a word, phrase, or short statement. Students share their thoughts
one at a time until all students have had the opportunity to speak.
USE WHEN YOU WANT…
To have students generate as many ideas as possible around a topic while discouraging comments that interrupt or
inhibit the flow of ideas, to ensure equal participation among group members, or to generate a list of ideas that will be
the basis for a next-step assignment.
PRE-CLASS
Write a prompt that can generate a rich array of responses and can be expressed quickly and succinctly.
Practice by listing as many possible responses as you can.
Use the length of your list to predict the duration of your in-class exercise.
Decide whether or not groups should rotate through more than once.
IN-CLASS
Ask students to form groups of four to six.
Have students assign roles (e.g. rule enforcer, recorders) if necessary.
Explain that the purpose of brainstorming is to generate many ideas. Inform students that they must refrain from
evaluating, questioning, or discussing the ideas to prevent interrupting or inhibiting the flow of ideas.
Give groups a time limit.
Pose the prompt. Ask one student to begin by stating an idea or answer aloud. The next student continues
brainstorming by stating a new idea; moving from member to member until all students have participated.
Review and synthesize results. Draw conclusions from activity or use results to inform another activity.
POST-CLASS
Review the outcomes of the activity.
Source: (Barkley, 159-163)
15
DISCUSSION
TALKING CHIPS
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/talking-chips/
DESCRIPTION
Talking Chips have students participate in a group discussion (4 to 6 students), surrendering a token each time they
speak. The purpose of this activity is to ensure equitable participation within groups by regulating how often each
group member is allowed to speak.
USE WHEN YOU WANT…
To emphasize the importance of full and even participation within a group, to help students discuss controversial
issues, to encourage quiet students to participate, or to solve communication and process problems, such as
dominating or clashing group members.
PRE-CLASS
Determine a question or problem for group discussion.
Bring poker chips, playing cards, or simply gather a sufficient number of paper clips, pencils, chalk, or other
available items to serve as tokens.
IN-CLASS
Form student groups.
Give each student four or five tokens that will serve as permission to share, contribute, or debate in the
conversation.
Ask students to participate equally in the group discussion, specifying that as they contribute comments, they
should surrender a token and place it in view of the other group members.
When all students have contributed to the discussion and all tokens are down, ask students to retrieve and
redistribute the chips so the process can repeat for the next round of questions, or end the discussion if the
activity is complete.
POST-CLASS
Review the outcomes of the activity.
16
Source: (Barkley, 170-174)
DISCUSSION
THINK-PAIR-SHARE
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/think-pair-share/
DESCRIPTION
Think-Pair-Share poses a question, asks students to reflect on the question, and have them share their ideas with
others. Think has students reflect before speaking to organize their thoughts. Pair and Share asks students to
compare and contrast their thoughts with others and rehearse their responses before sharing with the whole class.
USE WHEN YOU WANT…
To create an opportunity for students to practice comments first with a peer, to increases students’ willingness and
readiness to speak in a larger group, to improve the quality of students’ contributions, or to engage students in a
warm-up activity before a whole-class discussion.
PRE-CLASS
Identify an engaging question or problem that has many potential responses. Try responding to the question
yourself.
Decide how you are going to present the question (e.g., verbally, worksheet, presentation slide, or whiteboard)
and how or if students will report results out to the whole class.
IN-CLASS
Pose the question to the class. Give students time to think about the question and devise individual responses.
Ask students to pair with another student nearby.
Ask Student A to share his/her responses with Student B. Have Student B share his/her ideas with Student A. If
the two students disagree, have them clarify their positions so they are ready to explain their differences.
If useful, request that pairs create a joint response by building on each other’s ideas.
Students share responses in larger class discussion.
POST-CLASS
Review the outcomes of the activity.
Source: (Barkley, 153-158)
17
DISCUSSION
THREE-STEP INTERVIEW
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/discussion/three-step-interview/
DESCRIPTION
Three-Step Interview has student pairs take turns interviewing each other, then asks them to report what they learned
to another pair. Step 1: Student A interviews Student B; Step 2: Student B interviews Student A; Step 3: Student A
and B each summarize their partner’s responses for other groups.
USE WHEN YOU WANT…
To allow students to network and improve communication skills, to have students listen carefully, concentrate on the
interviewee’s responses, and encourage elaboration while refraining from imposing their thoughts, or to have student
practice expressing their ideas succinctly as they summarize the results of their interview.
PRE-CLASS
Develop a list of interview questions that involve opinions or experiences related to course content.
Identify the types of questions that align with the course goals and probe for values, attitudes, prior experience,
and/or comprehension of course content.
IN-CLASS
Students divide into groups of four, then into two pairs (A-B and C-D).
Student A interviews Student B; Student C interviews Student D for a predetermined time. The interviewer asks
questions, listens, and probes for further information but does not evaluate or respond.
Student B interviews Student A; Student D interviews Student C for the same amount of time.
Student A and B introduce each other with synthesized summaries of their partner’s interview responses to
Student C and Student D. Student C and D do the same.
Students share the results of interactions with the class.
Draw conclusions, synthesize results, or guide another activity in response.
POST-CLASS
Review the outcomes of the activity.
18
Source: (Barkley, 175-179)
PRIOR KNOWLEDGE
ACTIVITY
BACKGROUND KNOWLEDGE PROBE
Students answer a short survey to collect feedback on
their prior learning, including knowledge or beliefs that
may hinder or block further learning.
EMPTY OUTLINES
Students are given an empty or partially completed
outline of an in-class presentation or homework
assignment and a limited amount of time to fill in the
blank spaces.
OUTCOME
Identifying the most effective starting point for
instruction, focusing attention on the most important
materials to be studied, and providing both a preview of
what is to come and a review of what they already know.
Assessing students' understanding of a lecture,
reading, or other activity while helping students recall
and organize the main points within an appropriate
knowledge structure.
FOCUSED LISTING
Students are given a single term, name, or concept and
Determining what learners recall as the most important
are directed to list several ideas that are closely related to points related to a topic while illuminating the
the topic.
connections students make between topics.
MEMORY MATRIX
Students fill in a two-dimensional diagram used to
organize information and illustrate relationships in a way
that can be quickly analyzed by the instructor.
MINUTE PAPER | MUDDIEST POINT
Students write a response to some variation of a question
like: “What was the most important thing you learned
today?”;“What important questions remain unanswered?";
or “What was the muddiest point in today’s lecture?”
Helping students recall important course content while
assessing their skill at organizing that information into
categories provided by the instructor.
Offering useful feedback to the instructor on students'
comprehension of course content while at the same time
encouraging students to formulate their own questions
about their learning.
MORE INFORMATION ON APPROACHES
Find examples of using these approaches on the Blended Learning Toolkit at:
https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/
Source: (Angelo, 119-158)
19
PRIOR KNOWLEDGE
BACKGROUND KNOWLEDGE PROBE
Instructor Preparation Time
Medium
Student Response Time
Low
Instructor Analysis Time
Medium
Large Classroom Considerations No special considerations
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/knowledge-probe/
DESCRIPTION
Background Knowledge Probe is designed to collect feedback on students’ prior learning, including knowledge or
beliefs that may hinder or block further understanding. Students complete a short survey prepared by the instructor at
the beginning of a course, the start of a new unit or lesson, or before introducing a new topic.
USE WHEN YOU WANT…
To identify the most effective starting point and level for a given lesson, to identify gaps in students' foundational
knowledge around which you will be building future activities, to focus students’ attention on critical material, to
provide a preview of the content that is to come, or to review content they already should know about a topic.
PRE-CLASS
Focus questions on specific information or concepts students will need to know to succeed in subsequent
assignments.
Prepare open-ended questions, short-answer questions, and multiple-choice questions that probe students’
existing knowledge of that concept, subject, or topic. Ask at least one item that most students will be able to
answer correctly, and at least one that student may struggle to answer.
Create a paper survey, an online survey, or decide to write your open-ended questions on the board in class.
IN-CLASS
Direct students to answer the survey in class or direct them to an online survey.
Make a point of announcing that these probes are not tests or quizzes and are ungraded. Encourage students to
give thoughtful answers that will help you make effective instructional decisions.
Collect the responses if the survey occurs in class, or communicate due date if completed outside of class.
POST-CLASS
Review responses and summarize results.
Communicate the results at the next class by telling them how that information will affect what you do as an
instructor and how it should affect what they will do as learners.
20
Source: (Angelo, 121-125)
PRIOR KNOWLEDGE
EMPTY OUTLINES
Instructor Preparation Time
Medium
Student Response Time
Low
Instructor Analysis Time
Medium
Large Classroom Considerations No special considerations
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/empty-outlines/
DESCRIPTION
Empty Outlines has the instructor provide students with a blank or partially completed outline of a presentation
or assignment and gives students a limited amount of time to fill in the empty spaces. This activity helps students
organize large amounts of content — facts and principles — presented in a structured manner.
USE WHEN YOU WANT…
To find out whether students have identified the critical points in a lecture, reading, or other types of assignment, or
to help students recall and organize the main points of a lesson within an appropriate knowledge structure — aiding
retention and understanding.
PRE-CLASS
Create an outline of the lecture, presentation, discussion, or reading on which to base the assignment. Decide
the level on which you will focus the activity and, thus, the students’ attention.
Decide if students are to supply the main topics, the main subtopics, or the supporting details? These decisions
will determine what information you provide and what you leave out.
IN-CLASS
When students complete the form from memory — without notes or other information — limit the number of
items the activity elicits to fewer than ten.
Let students know how much time they will have to complete the outlines and the desired responses (words,
short phrases, or brief sentences).
Announce the purpose of the assignment and when the students will receive feedback on their responses.
POST-CLASS
Review outlines.
Provide feedback/grade to group participants.
Discuss the results of the activity at the next class meeting.
Source: (Angelo, 138-141)
21
PRIOR KNOWLEDGE
FOCUSED LISTING
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/focused-listing/
DESCRIPTION
Focused Listing directs students’ attention on a single relevant term, name, or concept from a particular lesson
or class session and asks them to list several ideas that are closely related to that focal point. It is useful to quickly
determine what learners recall as the essential points of a particular topic.
USE WHEN YOU WANT…
To assess how well students can describe central points in a lesson, to illuminate the connections students make
between topics, or to help students learn to focus attention and improve recall, mainly when you introduce a large
amount of new information.
PRE-CLASS
Decide when the activity will take place (before, during, or after a relevant lesson). Use the results to gauge the
best starting point, make midpoint corrections, or measure the class’s progress in learning one specific element of
the course content.
Select a topic or concept that the class has just studied or will study and describe it in a word or phrase.
Write that word or phrase at the top of a sheet of paper as a heading of related terms critical to understanding
that topic.
Determine a time and item limit.
Based on the time and item limit set, test it out by making a list of words and phrases you can recall that are
related to and subsumed by your heading.
Review your list, looking for any items you may have left out.
IN-CLASS
Give students the topic, and ask them to create their list.
Inform students of the length limits for the activity.
Ask students to share their lists with the class.
Review and synthesize results. Use results to guide another activity in response.
POST-CLASS
Review the outcomes of the activity.
22
Source: (Angelo, 126-131)
PRIOR KNOWLEDGE
MEMORY MATRIX
Instructor Preparation Time
Medium
Student Response Time
Low
Instructor Analysis Time
Medium
Large Classroom Considerations No special considerations
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/memory-matrix/
DESCRIPTION
Memory Matrix is a two-dimensional diagram used to organize and illustrate relationships. In the activity, the row and
column headings are given, but the cells are left empty. As students fill in the blank cells, it provides them feedback on
their understanding of content while helping instructors assess students’ recall and/or comprehension.
USE WHEN YOU WANT…
To help students recall essential content, to have students develop the skill of organizing information into categories,
to see not only whether students have memorized the necessary information, but also how well they can recall new
content, and how effectively they organized it.
PRE-CLASS
Identify a lecture, reading, discussion, or another assignment that will be the foundation of the activity.
Review the content and draw a simple table in which rows and columns are useful variables for important
information covered in the lesson.
Fill in the blank cells yourself with the appropriate facts. Use the same vocabulary used in the content students
reviewed.
Identify whether students will complete the table individually or in groups. If in groups, identify group size.
IN-CLASS
Give students a blank handout at the start of class for the beginning, or middle, or end of the class session.
Direct students to provide the information needed to fill in the cells. Tell them how they should complete the
table (individually or in groups) and how much time they have to complete it. Ask them to write only words or
brief phrases. Set a realistic limit for the number of items you expect them to insert into each cell.
Collect the matrices.
POST-CLASS
Review matrices and assess the correctness and completeness of the information given.
Provide feedback/grade based on the quality of the matrices.
Discuss the results of the activity at the next class meeting.
Source: (Angelo, 142-147)
23
PRIOR KNOWLEDGE
MINUTE PAPER/MUDDIEST POINT
Instructor Preparation Time
Low
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Low
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/prior-knowledge/minute-paper/
DESCRIPTION
Minute Paper/Muddiest Point has students write a quick response to a question to help instructors gain insight or
understanding of content. Questions could include: "What was the most important thing you learned today?"; "What
important question remains unanswered?"; or "What was the muddiest point in _______?"
USE WHEN YOU WANT…
To facilitate students' recall of content they have learned, to help them self-assess their understanding of the material,
to focus, collect, and organize their thoughts around a topic before a discussion, or to discover which points students
are having difficulty understanding to guide further instruction.
PRE-CLASS
Identify a concept in a lecture, article, video, or a gap in knowledge identified through a prior activity (e.g., quiz
or online discussion).
Craft a question to which students will respond in class. The question should be difficult enough to elect careful
thought or reflection, but not too difficult that the response would not fit on a half-sheet of paper.
Decide when the activity will take place (beginning, middle, or end of the class).
Plan to set aside five to ten minutes of class for this activity, as well as time later to discuss the results.
IN-CLASS
Hand out half-sheets of paper as students enter the classroom.
Introduce the activity by presenting the question to which students will respond. Tell them to use the half-sheet
of paper to write their responses to the prompt. Direct students to leave their names off of the sheet unless there
is a good reason to identify individual student work.
Let students know how much time they have to complete the activity (usually two to five minutes is sufficient).
Explain the kind of answers you want (words, phrases, or short sentences), and how you will use the information,
and when they can expect your feedback.
POST-CLASS
If collected, review papers.
Discuss the results of the activity at the next class meeting.
24
Source: (Angelo, 148-158)
PROBLEM-SOLVING
ACTIVITY
ANALYTIC TEAMS
Students critically read an assignment, listen to a lecture,
or watch a video by assuming a role (summarizer,
connector, proponent, or critic) that guides their analysis.
CASE STUDIES
Students review a written study of a real-world scenario
and develop a solution to the dilemma presented in the
case.
GROUP INVESTIGATION
Students plan and conduct a research project and report
the results to a group.
SEND-A-PROBLEM
Students solve a problem as a group and pass the
problem and solution to a nearby group who does the
same, with the final group evaluating the solutions.
STRUCTURED PROBLEM-SOLVING
Students follow a structured process to solve problems.
OUTCOME
Helping students understand the different perspectives
and processes that constitute a critical analysis.
Helping students engage in critical reflection by
considering multiple alternatives to solving problems.
Enhancing students' understanding of the importance of
discovery and helping students gain experience in giving
and receiving constructive criticism.
Helping students work together to practice the thinking
skills required for effective problem-solving and for
comparing and discriminating between multiple solutions.
Dividing problem-solving processes into manageable
steps, so students don’t feel overwhelmed, and they learn
to identify, analyze, and solve problems in an organized
manner.
THINK-ALOUD PAIR PROBLEM-SOLVING
Students solve problems aloud and try out their
reasoning on a listening peer.
Emphasizing the problem-solving process (rather than
the product) while helping students identify logic and
process errors.
MORE INFORMATION ON APPROACHES
Find examples of using these approaches on the Blended Learning Toolkit at:
https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/
Source: (Barkley, 225)
25
PROBLEM-SOLVING
ANALYTIC TEAMS
Instructor Preparation Time
Medium
Student Response Time
Medium
Instructor Analysis Time
Medium
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/analytic-teams/
DESCRIPTION
Analytic Teams have members of a group assume roles and perform tasks while critically reading an assignment.
Roles such as summarizer, connector, proponent, or critic focus on activities within an analytic process. It can be
particularly useful when the teacher assigns roles that exist within the norms of the discipline.
USE WHEN YOU WANT…
Students to understand the different activities that constitute a critical analysis, to focus on learning and to perform
one aspect at a time, to prepare students for more complex problem-solving assignments in which they may assume
multiple roles, or to increase and equalize participation levels among group members.
PRE-CLASS
Select an assignment that requires an analytical process. Break the process down into parts:
Proponents: List the points you agreed with and state why.
Critics: List the points you disagreed with or found unhelpful and state why.
Example Givers: Give examples of key concepts presented.
Summarizers: Prepare a summary of the essential points.
Questioners: Prepare a list of substantive questions about the material.
Determine whether you could perform each assigned role and whether each is sufficiently challenging.
IN-CLASS
Form student groups of four or five. Assign each individual in the team a specific role and job assignment.
Present the lecture, show the video, or assign the reading.
Give teams class time for members to share their findings and present their analyses.
POST-CLASS
Review student analysis or formal presentation of findings.
Provide feedback/grade to the group or individual based on the quality of their analysis.
Summarize student performance at the next class. Tell them how these skills will affect their future work, and
make suggestions on how students can improve their analytic process.
26
Source: (Barkley, 249-254)
PROBLEM-SOLVING
CASE STUDIES
Instructor Preparation Time
Medium
Student Response Time
Medium
Instructor Analysis Time
Medium
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/case-studies/
DESCRIPTION
Case Studies have student teams review a written study of a real-world scenario containing a field-related problem
or situation. Case studies usually include a brief history of the situation and present a dilemma the main character is
facing. Team members apply course concepts to identify and evaluate alternative approaches to solving the problem.
USE WHEN YOU WANT…
Students to bridge the gap between theory and practice and between the classroom and the workplace, to have
students engage in critical reflection by considering multiple alternatives for problem-solving, or to help students
develop skills in analysis, synthesis, communication, and decision-making.
PRE-CLASS
Identify a case study or develop a new one. The case can be real or hypothetical.
Develop a case study handout with a series of questions to guide students’ analysis.
IN-CLASS
Form student groups and distribute cases (identical or different) to each team.
Allow time for students to ask questions about the problem presented in the case.
Have students work in groups to study the case from the protagonist’s point of view.
Direct students to sort out factual data, apply analytical tools, articulate issues, and reflect on their relevant
experience. Have them recommend actions that resolve the problem in the case.
Have students prepare a statement describing their assessment of the case, the decision options as they see
them, and their recommendations for a decision.
Guide discussion of the cases with the entire class. If the case is a real-world example, students will want to know
what happened. Share this with them after they have reported on it.
If students prepared a written statement, have students hand it in at the end of class.
POST-CLASS
Review the students’ statements on the case study.
Provide feedback/grade to group participants.
Discuss the results of the activity at the next class meeting.
Source: (Barkley, 238-243)
27
PROBLEM-SOLVING
GROUP INVESTIGATION
Instructor Preparation Time
Low
Student Response Time
Medium
Instructor Analysis Time
Medium
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/group-investigation/
DESCRIPTION
Group Investigation has student teams plan, conduct, and report on in-depth research projects. These projects
provide opportunities for students to study a topic intensely and gain specialized knowledge about a specific area.
Students select topics of significance to them, form interest groups, and carry out their research on that topic.
USE WHEN YOU WANT…
To have students recognize that research is a logical, well-organized endeavor that differs from one discipline to
another, to have students enhance their understanding of the importance of discovery, or to have students gain
experience in giving and receiving constructive criticism.
PRE-CLASS
Decide how topics will be selected, what resources you will accept, and how students will report their findings.
IN-CLASS
Have students brainstorm potential topics that fit within your parameters. From the list generated by students,
select the topics for the assignment.
Form teams based on topic interest.
Give teams time to organize their efforts. Have them prepare a prospectus in which they formulate their research
questions, state the goals of the project, and identify the resources they will need to carry out their investigation.
They should choose the method they will use, then divide up, and assign tasks.
Ask groups to begin their investigation by gathering and reviewing information, deciding whether more
information is needed, and analyzing and interpreting the results.
Have groups prepare their final report.
POST-CLASS
Students submit final reports.
Review final reports and provide feedback/grades to group participants.
Discuss the results of the activity at the next class meeting.
28
Source: (Barkley, 255-260)
PROBLEM-SOLVING
SEND-A-PROBLEM
Instructor Preparation Time
Medium
Student Response Time
Medium
Instructor Analysis Time
Low
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/send-problem/
DESCRIPTION
Send-A-Problem has each group receive a problem, try to solve it, and then pass the problem and solution to a
nearby group. The next group works to solve the problem without looking at the previous group’s answer. After several
passes, groups analyze, evaluate, and synthesize responses and report the best solution to the class.
USE WHEN YOU WANT…
To provide opportunities for students to solve problems and evaluate solutions, to have students practice and learn
from each other about the thinking skills required for successful problem-solving, to help students compare and
discriminate between multiple solutions, or to get students to explain/defend their decisions.
PRE-CLASS
Determine the number of problems you will need to have all groups working simultaneously.
Decide how to present the problem. Consider attaching each issue to a file folder or envelope into which groups
can then insert their solutions.
Think carefully about time limits and the order in which students should pass the problem.
IN-CLASS
Form groups of two to four students, describe the activity, give instructions, and answer questions.
Distribute a different problem to each group. Ask each group to discuss the issue, generate possible solutions,
choose the best solution, and record their response in the folder or envelope.
Call time and instruct teams to pass the problem to the next group. Each group should receive a new question.
Upon receiving new problems, students again brainstorm responses and record results until time runs out. They
pass the issue to a new group. Repeat the process as many times as it seems useful.
The final group reviews the responses, synthesizes the information, and adds any additional information.
The activity concludes as teams report on the responses contained in the folder they evaluated. As groups report
out, add any points that groups missed, and reinforce correct processes and solutions.
POST-CLASS
Review the outcomes of the activity.
Source: (Barkley, 232-237)
29
PROBLEM-SOLVING
STRUCTURED PROBLEM-SOLVING
Instructor Preparation Time
Medium
Student Response Time
Medium
Instructor Analysis Time
Medium
Large Classroom Considerations Movable tables and chairs
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/structured-problem/
DESCRIPTION
Structured Problem-Solving gives students a process for solving a complex, content-based problem within a specific
time limit. All students must agree to a solution and be able to explain the answer and strategy used to solve the
problem. The activity will help identify where students need to develop and/or improve their problem-solving skills.
USE WHEN YOU WANT…
To break a problem-solving process into specific steps, to have students identify, analyze, and solve problems in
an organized manner, to give students a structured format — preventing them from being overwhelmed by the
magnitude of a problem, or from engaging in irrelevant steps by providing manageable steps.
PRE-CLASS
Create a problem that is complex enough to require students to use sophisticated problem-solving skills. Use
research and current questions in the field as a resource.
Choose an identification and solving procedure that is appropriate to the type of problem selected.
Solve the problem yourself using the identified problem-solving procedure to uncover any difficulties or errors.
Create a handout that includes both the problem and the problem-solving steps.
IN-CLASS
Organize students into teams and assign them a complex problem to solve.
Ask students to use the specific steps you have identified as a problem-solving technique: (a) identify the
problem; (b) generate possible solutions; (c) evaluate and test the various solutions; (d) decide on a mutually
acceptable solution; (e) implement plan, and (f) evaluate the results.
Teams report the steps they took and the solution they developed.
POST-CLASS
Review reports.
Provide feedback/grades to group participants.
Discuss the results of the activity at the next class meeting.
30
Source: (Barkley, 244-248)
PROBLEM-SOLVING
THINK-ALOUD PAIR PROBLEM-SOLVING
Instructor Preparation Time
Medium
Student Response Time
Low
Instructor Analysis Time
Low
Large Classroom Considerations No special considerations
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/problem-solving/think-aloud/
DESCRIPTION
Think-Aloud Pair Problem-Solving (TAPPS) has student pairs receive a series of problems and are assigned specific
roles that change with each question. The problem-solver thinks aloud about his/her problem-solving process. The
partner listens, tries to understand the reasoning behind the steps, and offers suggestions if there are missteps.
USE WHEN YOU WANT…
Students to articulate their problem-solving process and listen to another’s process, to increase students’ awareness
of the range of problem-solving approaches, or to improve students' analytical skills by helping them formulate ideas,
understand the sequence of steps underlying their thinking, and identify errors in another's reasoning.
PRE-CLASS
Develop a set of field-related problems that students can solve within a limited time frame. The topic should
engage students in all stages of problem-solving skills: identifying the nature of a problem, analyzing the
knowledge and skills required to reach a solution, identifying potential solutions, choosing the best solution, and
evaluating outcomes.
IN-CLASS
Ask students to form pairs.
Explain to them the roles of problem-solver and listener. Problem-solvers read the problem aloud and talk
through the reasoning process in attempting to solve the problem. Listeners encourage the problem-solver to
think aloud, ask clarification questions, offer suggestions, but refrain from solving the problem.
Ask students to solve a set of problems, alternating roles with each new problem.
End the activity when students have solved all problems.
Review the students’ solutions to the problems they studied.
POST-CLASS
Review the outcomes of the activity.
Source: (Barkley, 226-231)
31
WRITING
ACTIVITY
COLLABORATIVE WRITING
Students write a formal paper together.
DIALOGUE JOURNALS
Students record their thoughts in a journal that they
exchange with peers who review the writing, provide
comments and ask questions of the writer.
OUTCOME
Learning to perform the stages of writing more efficiently
by working with others to brainstorm ideas; gather and
organize information; and draft, revise, and edit the
writing collaboratively.
Connecting coursework to students’ personal lives
by interacting with each other in content-related and
thoughtful ways.
STUDENT-DEFINED QUESTIONS
Students write questions and model answers for each
Identifying the essential features of a learning activity
other, exchange questions, and compare their answers to while also formulating and answering questions about
the model answer.
that activity.
PAPER SEMINAR
Students write and present an original paper with
Engaging in an in-depth discussion about their research
selected peers to receive formal feedback and engage in and providing focused attention and feedback on
a general discussion of the issues in the paper.
individual students’ work.
PEER EDITING
Students critically review and provide editorial feedback
on a peer’s essay, report, argument, research paper, or
other writing assignments.
Developing skills in critical editing and providing
constructive criticism to others to improve papers before
they are graded.
MORE INFORMATION ON APPROACHES
Find examples of using these approaches on the Blended Learning Toolkit at:
https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/
32
Source: (Barkley, 290-291)
WRITING
COLLABORATIVE WRITING
Instructor Preparation Time
Medium
Student Response Time
High
Instructor Analysis Time
High
Large Classroom Considerations Movable tables and chairs and additional support staff
Complexity of Activity
High
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/collaborative-writing/
DESCRIPTION
Collaborative Writing has student pairs or triads write a formal paper together. Each student contributes at each
stage of the writing process: brainstorming ideas, gathering and organizing information, and drafting, revising, and
editing the writing.
USE WHEN YOU WANT…
To have students work together to learn and perform the stages of writing more effectively, to help students write
better and take more pride in their writing when they are writing for an audience, or to prepare students for tasks they
will encounter in their careers.
PRE-CLASS
Break the assignment into manageable chunks.
Establish interim due dates to help teams structure the writing process and learn from each step.
Develop a process for assessing the quality of group work and final paper.
IN-CLASS
Students form pairs or triads. They generate ideas by brainstorming together or conducting preliminary research.
During brainstorming, visit each group and review their progress.
Together, students organize their ideas and create an outline.
Students divide up the outline and select or assign sections for each student to write initial drafts individually.
POST-CLASS
Teams read first drafts and discuss and resolve any significant disparities in voice, content, and style.
Teams combine individual sections into a single document.
Teams revise and edit their work. Check for content, clarity, as well as grammar, spelling, and punctuation.
After the final edit, teams submit their papers to the professor for assessment and evaluation.
Give feedback/grade based on the quality of the paper.
Source: (Barkley, 312-317)
33
WRITING
DIALOGUE JOURNALS
Instructor Preparation Time
Medium
Student Response Time
Medium
Instructor Analysis Time
High
Large Classroom Considerations No special considerations
Complexity of Activity
High
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/dialogue-journals/
DESCRIPTION
Dialogue Journals have individuals keep a journal in which they write about a reading assignment, lecture, task,
or experience. Students exchange journals with another student, who reads the entry, provide comments and ask
questions of the writer.
USE WHEN YOU WANT…
To provide a vehicle for students to connect coursework to their personal lives, record their thoughts, have others
review their work, provide feedback, and ask questions, or to allow students to make connections with other students
in ways that can challenge and expand their thinking on a topic.
PRE-CLASS
Decide the following parameters of the activity: the reader’s tasks and role, how and when partners will exchange
journals, the medium for the journal (e.g., a computer file, a lined tablet, a formal bound booklet), and whether
you will supply students with this or they will need to purchase it.
Create a handout that includes directions, clarifies your expectations, and provides examples.
IN-CLASS
On a new page in the journal, students draw a vertical line about one-third of the page from the right margin.
The writer writes on the left side, the responder on the right.
After reviewing the assigned content, the writer enters comments or questions and dates and signs the entry.
The writer gives the journal to the responder who reads the entries and responds with comments, answers,
questions, also dating and signing their work.
The instructor may collect the journals to clarify points, answer questions, and comment on or evaluate the
quality of observations and responses.
POST-CLASS
Review journals.
Provide feedback/grade based quality on the quality of observations and responses.
34
Source: (Barkley, 292-296)
WRITING
STUDENT-DEFINED QUESTIONS
Instructor Preparation Time
Medium
Student Response Time
Medium
Instructor Analysis Time
Low
Large Classroom Considerations Additional support staff
Complexity of Activity
Medium
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/student-defined-questions/
DESCRIPTION
Student-Defined Questions have students individually reflect on a reading assignment, lectures, or presentation.
Before class, students write a question based on that content and write a model answer for it. In class, students
exchange questions and write a response to the partner’s question. They trade, read, and compare answers.
USE WHEN YOU WANT…
To have students practice identifying the most important feature of course content, to formulate questions and
answers, and review responses given by others, or to give students a chance to rehearse responses to questions and
examine sample responses outside of a formal testing environment.
PRE-CLASS
Writing a good question is a difficult task and one with which students are often unfamiliar. This activity will work
best when you have spent some time teaching students how to write valid questions and answers.
Prepare a handout with guidelines, sample questions, and responses that model the level of complexity and
depth you expect.
Create an online assignment that asks students to reflect on a learning activity (e.g., reading an article, listening
to a lecture, watching a film) and formulate a question.
On a separate sheet of paper, have students prepare a model response to their question.
IN-CLASS
Students bring a copy of their questions and model answers to the next class session.
Students form pairs, exchange questions and write responses.
Students trade model answers and compare and contrast their in-class response and their partner’s model answer.
Partners discuss their response first for one question and then for the other, paying particular attention to similar
and dissimilar ideas.
Optional: if you want to assess the quality of questions and sample responses, collect the papers from students.
POST-CLASS
If you collected responses, review the papers from students.
Provide feedback/grade based on the quality of the answers provided.
Source: (Barkley, 302-306)
35
WRITING
PAPER SEMINAR
Instructor Preparation Time
Medium
Student Response Time
High
Instructor Analysis Time
High
Large Classroom Considerations Movable tables and chairs and additional support staff
Complexity of Activity
High
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/paper-seminars/
DESCRIPTION
Paper Seminar has students formally present an original paper to a small group of peers. Within the group, one or
two students act as respondents to the paper while the entire group engages in a discussion of the paper’s content,
interpretation, and underlying assumptions and values.
USE WHEN YOU WANT…
To provide students a framework to engage in discussions, to exchange/explore ideas students have brought together
from their research and their reading, to focus students’ attention and feedback on their work and on the work of
others, or to avoid having to listen to multiple presentations from the entire class.
PRE-CLASS
Assign papers.
Determine a timeline that gives students adequate time to prepare for and conduct the seminar.
Give students guidance on how to read the paper critically and prepare a formal response.
Prepare a critique handout for respondents to use in class.
Plan for sufficient time, as this activity may occur over several sessions.
IN-CLASS
Assign students to groups. Students will be responding to peers’ papers in their group.
Determine who will serve as a respondent for each paper. For groups of four, assign one respondent; for groups
of six, consider assigning two respondents.
Explain to students the time frame and tasks.
Give the first presenters five to ten minutes to present their papers to their groups.
Give respondents ten minutes to respond using the handout provided.
Give groups twenty minutes to discuss the paper.
Collect papers and response handouts from each group.
POST-CLASS
Provide feedback/grade based on the quality of paper and feedback provided.
Provide feedback to students on ways to improve feedback for future assignments.
36
Source: (Barkley, 324-329)
WRITING
PEER EDITING
Instructor Preparation Time
Medium
Student Response Time
High
Instructor Analysis Time
High
Large Classroom Considerations Additional support staff
Complexity of Activity
High
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/writing/peer-editing/
DESCRIPTION
Peer Editing has student pairs critically review and provide editorial feedback on each other's essay, report, argument,
research paper, or other writing assignments. The activity helps teach students how to identify good and poor writing
in the work of others and develops critical evaluation skills they can apply to their writing.
USE WHEN YOU WANT…
To help students develop critical evaluation skills they can apply to their writing, to show students how to identify good
and poor writing through the review of other students’ work, or to provide students a chance to receive constructive
criticism that can improve their papers before submitting them for a grade.
PRE-CLASS
Identify ways of preparing students to develop the necessary skills for effective peer editing.
Create a peer review form that lists the elements students should be looking for when they critique each other’s
work.
IN-CLASS
Students work in pairs and take turns describing ideas for the paper that each individual intends to write. As each
student describes his or her ideas, a partner takes notes, asks questions, and makes suggestions.
Outside of class, each student conducts research and writes their papers individually.
Within each pair, students exchange drafts for peer editing. Student editors make proofing marks and comments
directly on the paper and score or rate the paper with a peer review form. Student editors also complete and sign
the peer review form and indicate their ratings of each of these areas.
Each student revises his/her paper by considering peer feedback.
Students attach the peer review form to the final draft and submit it to the professor for evaluation.
POST-CLASS
Provide feedback/grade based on the quality of paper and feedback provided.
Provide feedback to students on ways to improve feedback for future assignments.
Source: (Barkley, 307-311)
37
SMALL TEACHING
Small Teaching was taken from the book Small Teaching: Everyday Lessons from the Science of Learning by James
M. Lang. Small teaching is a set of principles one can use to create small changes to teaching that have a positive
impact on student learning. These approaches require minimal preparation and grading and may be implemented
immediately without significant course redesign. Methods may take the form of brief activities, one-time
interventions in a course, or small modifications in course design or communication with students. Lang offers three
general categories for easy-to-implement learning activities and other changes: Knowledge, Understanding, and
Inspiration.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/
KNOWLEDGE
Developing mastery of material through exposure and repetition.
RETRIEVING
Accessing knowledge from memory improves recall and comprehension.
PREDICTING
Making predictions increases your ability to understand and retrieve content.
INTERLEAVING
Spacing learning sessions over time and varying practice methods.
UNDERSTANDING
Applying course materials and concepts such as problem-solving or analysis.
CONNECTING
Building comprehension by connecting new information to existing knowledge.
PRACTICING
SELF-EXPLAINING
INSPIRATION
MOTIVATING
GROWING
EXPANDING
Using class time for students to practice and develop new cognitive skills.
Explaining aloud how student are approaching a task they are learning.
Influencing mindset and attitudes that contribute to learning.
Impacting students’ perception of the value, purpose, and benefit of an activity.
Emphasizing the role and value of work and practice in the learning process.
Influencing mindset and attitudes that contribute to learning.
MORE INFORMATION ON APPROACHES
Find examples of using these approaches on the Blended Learning Toolkit at:
https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/
38
Source: (Lang, 17-142)
SMALL TEACHING | KNOWLEDGE
RETRIEVING
Retrieving is based on the theory that students’ practicing the retrieval of information from
their memory will have a positive impact on their ability to retrieve that information in the
future. Accessing and using information builds cognitive pathways that will strengthen with
use. Retrieval works well with quick tasks that can be incorporated into existing class sessions
without needing a course redesign.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/retrieving/
HOW TO APPLY THIS APPROACH
• Ask Opening/Closing Questions — Starting or ending class by asking students to recall information about
previous content is a quick method that facilitates students' retrieval practice. Examples: Can someone remind the
class what we talked about last class session? Can someone provide highlights from the assigned reading for today?
Without looking at your notes, what were the main points from today?
PRINCIPLES
Frequency matters — The more students practice retrieving course material, the better they will learn it. While
a common strategy is a regular use of quizzing, it requires grading time, especially with the use of short-answer
questions. Limit your grading workload through the use of auto-graded question types or mixing quizzes with
opening or closing questions.
Align practice with assessments — Use small retrieval practices that ask students to recall the types of
information they will need to remember and use on high-stakes exams.
Require thinking — Retrieval can go beyond the recall of basic facts. Ask students to do something that applies
that knowledge, such as making a comparison or a quick analysis on a specific point.
QUICK TIPS
Give frequent, low-stakes quizzes (at least weekly) to help students solidify their understanding of foundational
concepts. Ask short answer or problem-solving questions whenever possible to force students to process or use
what they are retrieving.
Open class by asking students to remind you of the content covered in the last class session; allow students time
to reflect for a few moments to recall and formulate statements.
Close class by asking students to write down the most critical concept covered and formulate one question that
remains in their mind.
Have students take a short quiz, solve a problem, or answer written questions about the concepts covered.
Source: (Lang, 20-32)
39
SMALL TEACHING | KNOWLEDGE
PREDICTING
Predicting is based on the theory that having students make predictions about the material
they are learning will increase their ability to understand and retrieve that knowledge in the
future. When students make a prediction, they activate prior knowledge in searching for a
plausible prediction. This engagement prepares a space in their brains for the solution when
presented. Predicting helps lay a foundation for richer, more connected knowledge.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/predicting/
HOW TO APPLY THIS APPROACH
•
•
•
Use Pre-Testing — Give students a pre-test on the content they are about to learn. Explain the value of testing
them on the material they haven’t learned yet and assure them that their grades will not suffer from not knowing
it at the time. Examples: A pre-test at the beginning of the semester, before a unit, or related to the content
covered in class.
Facilitate Mid-Class Predicting — Prediction can be used during class as a quick way for students to apply
what they are learning. Ideally, the questions require students to apply concepts rather than recall a specific fact.
Example: “Given the situation of “xyz,” what would be the result if the “x” aspect changed?”
Close with Predicting — Prediction questions at the end of class can help increase students’ attention or interest
in course topics or homework with which they will engage next.
PRINCIPLES
Stay Conceptual — Predicting works by requiring students to draw upon whatever experience they might have
to make a prediction. Asking questions about the content of which students have no prior knowledge will not see
the results you desire.
Provide Fast Feedback — Since students may provide incorrect answers in predictions, quick feedback closes
the loop and helps clear up misconceptions. If a prediction occurs in class, share the solution in that class session.
If a predicting takes place online, share the answer in the next class session.
Encourage Reflection — Conceptual prediction activities promote thoughts about the application and
connections of content. Calling on students to explain their process gives them time to reflect on their
predictions and rationale.
QUICK TIPS
Give a pre-test at the start of the semester, a unit, or a class session in which you introduce new content.
Ask students to write down what they already know or speculate about the new content before you present it.
Ask students to predict the outcome when presenting examples that have a problem, such as a case study.
When teaching a new cognitive skill, let students try it out and receive feedback early in the process of learning.
Ask for predictions about materials to be covered at the next class session.
40
Source: (Lang, 33-44)
SMALL TEACHING | KNOWLEDGE
INTERLEAVING
Interleaving is based on the theory that involves the spacing out of learning sessions over time
and mixing up the practice of skills being developed instead of trying to master content before
moving on to new material. The forced cycle of forgetting and remembering, along with the
time between spaced learning sessions, allows students’ minds to organize and solidify what
they are learning.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/interleaving/
HOW TO APPLY THIS APPROACH
• Leverage Cumulative Learning — Consider ways in which every major assignment and exam draws from some
information students have learned previously. Reveal connections to students.
• Use Mixed Learning — Introduce a topic at a basic level. Move to a new topic at a basic level. Return to the first
topic at an advanced level. Return to the second topic at an advanced level in ways that build on the first topic.
• Blend Your Course — Combine online and in-class activities. Example: Using in-person class time for focused
learning helps students achieve an initial level of mastery. Use online assignments and discussions in ways that
require them to reference previous material.
PRINCIPLES
Combine Focus and Interleaving — A focused learning session can be useful in gaining an initial mastery
(such as memorizing and using new vocabulary, or a focused problem-solving session) of new content. Practice
interleaving by having students return to the content again during the semester.
Provide Small and Frequent Repetition — Ideally, both class sessions and assignments should allow students
opportunities to return to course key concepts multiple times during the semester. These can be small, short
activities — using a few minutes at the beginning or end of class to revisit the material.
Explain and Support — Initially, students may feel frustrated with interleaving. They may not like moving
to a new topic before mastering an existing idea or being required to access and use earlier course material
throughout the semester. Explain the concept interleaving, why and how you will use it in class, and what benefits
it offers to their learning.
QUICK TIPS
Use time at the beginning or end of class to pose questions that require students to recall older material, practice
skills, or draw connections between current and previous course topics.
Use regular review sessions, such as 15 minutes at the end of a week or a course unit, for students to practice
combining the skills learned earlier with the more-recently learned skills.
Use short sections of quizzes and exams to include questions that require students to recall earlier material.
Ask students to refer back to notes from an earlier class and reflect on the most critical points from that session.
You can also incorporate a brief discussion based on what they referenced in their notes.
Have students work on questions or problems before coming to class. Use a short amount of class time to have
them work on one more similar problem before moving to new material.
Source: (Lang, 45-56)
41
SMALL TEACHING | UNDERSTANDING
CONNECTING
Connecting is based on the theory that whenever we learn new things, physical changes
happen in our brains — new wiring between neurons in the brain. This wiring is temporary at
first but strengthens with repetition. Moving from basic knowledge to comprehension is built
upon students' ability to make connections. Telling students about connections isn’t adequate;
students must build connections themselves with help from instructors.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/connecting/
HOW TO APPLY THIS APPROACH
• Identify Existing Knowledge — Ask students to share their prior knowledge of a subject before class. Reflecting
on their understanding of content activates their learning, identify misconceptions that might hamper students’
assimilation of new material, and forge the building of new connections. Examples: online pre-quiz, five-minute
writing exercise at the beginning of a class period, or an in-class written pretest.
• Provide the Framework — Provide an organizing framework for new content to aid students’ ability to take
important notes and build connections.
• Use Concept Maps — Ask students to create a diagram that depicts suggested relationships between concepts at
the end of a lesson to help them visualize the organization of main ideas.
PRINCIPLES
Provide Framework — Students new to a subject need quite a bit of initial help to organize and connect new
content. Making the framework visible to students helps them recognize how specific concepts fit together.
Facilitate Connections — Guide students as they create connections to new content. Ask probing questions,
provide feedback on their observations, and redirect their efforts when students get stuck or off track.
Leverage Peer Learning — Collaborative learning is most successful when students are working to create
connections with newly-acquired knowledge. Students are often energetic and curious as they listen to peers’
ideas, as they tend to strengthen their understanding.
QUICK TIPS
Use the beginning of the semester to learn about students’ prior knowledge via written or oral questions, with
whole-class discussions, or through focused listing activities.
Have students create concept maps throughout the semester.
Provide students with the scaffolding of a lecture before class, allowing them to fill in the rest and create
connections.
Offer everyday examples of course concepts, or ask students to provide these examples.
Help students make new connections by leverage in-class activities before significant assignments and exams.
42
Source: (Lang, 60-71)
SMALL TEACHING | UNDERSTANDING
PRACTICING
Practicing is based on the theory that students must have extended and direct practice to
become proficient at mental tasks. Some fundamental tasks need to be repeated to the point
of becoming automatized to free up mental space to allow for higher-order cognitive tasks. An
important feature of practicing is short, low-stakes, or no-stakes feedback loops. The presence
of a teacher during student practice time can promote mindful learning.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/practicing/
HOW TO APPLY THIS APPROACH
• Unpack Assessments — Help students break down a more complex task into smaller tasks that can be practiced
in ways in which feedback is specific and actionable towards the final product. Break down assessments into smaller
chunks, identifying the cognitive skills needed for success.
• Package and Practice — Create small teaching experiences that offer students the practice/feedback loop. This
can happen online or in class. In-class experiences can be five or ten minutes of each class or on a few select class
days in the weeks leading up to the formal assessment’s due date.
• Provide Feedback ­— Give actionable feedback to students’ practice efforts to give them a chance to self-correct.
Ask questions to get students thinking about why and how they chose a particular approach.
PRINCIPLES
In-Class Practice — While practice that takes place away from the presence of an instructor is essential, it can
encourage over-learning, mindless repetition, and the development of wrong or poor habits. Practice that takes
place with the benefit of instructor presence and feedback has the potential to create more powerful learning.
Ongoing Practice — A single class session of practice is less effective than spreading it over several class
sessions. Interleaving of practice time provides multiple, brief sessions for work, feedback, growth, and learning.
Mindful Learning — Repetition itself will not produce the best results. The practice that occurs in class provides
opportunities for instructors to nudge students towards mindful learning through reflection and consideration of
alternatives.
QUICK TIPS
Create time and space for students to practice cognitive skills under direct teacher guidance — leading to more
rapid growth and skill acquisition in learners.
Generate a comprehensive list of cognitive skills needed for success in the course before the semester begins.
Prioritize the essential cognitive skills, decide which ones are foundational, and when they should be learned, and
which are achievable only after students master necessary skills.
Review your semester schedule, plan where small practice sessions can fit, and include them on your syllabus.
Make sure all significant assessments are supported ahead of time with multiple opportunities for students to
practice skills and receive feedback.
Source: (Lang, 72-85)
43
SMALL TEACHING | UNDERSTANDING
SELF-EXPLAINING
Self-Explaining is based on the theory that when students explain out loud what they are doing
while completing a learning task, they become better problem solvers and gain a stronger
understanding of underlying principles. Self-explanation is an effective way to promote mindful
learning when practicing new skills and may help students identify misunderstood concepts and
gaps in their knowledge and provide opportunities to correct them.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/self-explaining/
HOW TO APPLY THIS APPROACH
• Justify Solution – When students submit an answer to a problem or complete an assignment, ask them to justify
their approach or articulate the reasons for the decisions they made. This type of reflective question added to the
end of an assignment will prompt self-explaining.
• Use Peer Instruction – Use a student response system to ask students a question or solve a problem on their
own. After students vote, ask them to justify their answers to their neighbors. Students are allowed to re-vote. Find
volunteers to share their thinking on how they answered the question with the class.
• Think Aloud – Students can share their thinking with peers using activities like Think-Pair-Share. Additionally,
asking students to explain their thought processes and engaging in a dialogue is more effective than a direct
explanation of a concept.
PRINCIPLES
Scaffold Self-Explanation — Align self-explanation with student understanding of material. Students
just learning a new concept may not have the space for elaborate explanations. Increase self-explanation
opportunities as students’ competencies grow.
Point to Principles — Self-explanation helps students connect abstract ideas, such as theories and principles, to
concrete actions, such as practicing and problem-solving. Creating opportunities where these connections are
explicitly explored help students verbalize their reasoning and approaches.
Utilize Peer Power — Instructors don’t have to be the sole listeners of student thinking. The process of
explaining rationale to someone else offers value. Ask a few students to share their conversations with the whole
class and provide feedback on their explanations.
QUICK TIPS
Create reflection points for student self-explanation within activities. Short questions about students’ rationale for
problem-solving approaches can be worked in at various steps in an assignment.
Have students explain their approaches when working problems at the board, performing lab experiments, or
demonstrating a cognitive skill.
Couple peer instruction with personal response systems to create an activity cycle of think-pair-share.
When facilitating in-class practice sessions, circulate and ask students to explain what they are doing and why.
Push students to make connections between their knowledge and the principles and theories they are utilizing.
44
Source: (Lang, 86-98)
SMALL TEACHING | INSPIRATION
MOTIVATING
Motivating is based on the theory that a student's perception of the value and likelihood of
a positive outcome of a learning task impacts their success and the classroom environment.
Working with and through existing student emotions provides an avenue for engagement that
can provide the basis for student motivation. Motivating involves: capturing students' attention,
infusing learning with a sense of purpose, and leveraging the social aspect of learning.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/motivating/
HOW TO APPLY THIS APPROACH
• Get To Class Early — Use the few minutes before class starts to get students thinking about what is next. As
students get seated, display an image, an artifact, or a passage of text that relates to the day’s content and
informally ask questions like, “What do you notice?" Another advantage of getting to the classroom early is the
opportunity to have short connecting conversations with your students.
• Tell Great Stories — Use an opening story that will pique students' interest and activate their emotions. Framing
a class as a story helps students comprehend and remember content and cultivates curiosity. Start the class with a
question that the class session will help the students answer.
• Invoke Purpose — Over time, students will lose sight of the bigger picture of the course. Students need reminders
of the larger purpose of individual activities, class sessions, and units. Remind students of how activities support
course and unit objectives regularly.
PRINCIPLES
Acknowledge the Emotions in the Room — Harness emotions that exist in the room and set the tone of the
class through a variety of methods. Use film clips, tell jokes, and share stories, to activate your students’ emotions
and get them ready to learn.
Make It Social — Emotions are contagious. Provide students the opportunity to learn in a cooperative
environment by promoting engagement with each other and with the instructor.
Show Enthusiasm — Care about what you teach and why you teach it. Just as important, care about your
students as human beings. Showing enthusiasm for the subject matter and compassion for your students provides
students with their reasons to care about what they are working hard to learn.
QUICK TIPS
Get to class early. Use the time to pique curiosity and get to know your students on a more personal level.
Begin classes with something that affects student emotions by sharing something to wonder about, telling a
story, or providing them with an extraordinary piece of evidence. Grab their attention and get them ready to
learn.
Share how researchers in this field are making a positive impact on the world. Remind students of your material’s
potential benefits to society.
Keep the broader purpose of a class period at the forefront of students’ minds through frequent reminders.
Show enthusiasm for your discipline and the class topics.
Source: (Lang, 102-116)
45
SMALL TEACHING | INSPIRATION
GROWING
Growing is based on the theory that students who receive feedback focused on their
intelligence or ability equate performance with pre-existing knowledge, and they may develop
a fixed mindset — believing they cannot improve. However, students who receive feedback on
their efforts do not make the same connection between performance and intelligence and tend
to develop a growth mindset — believing they can improve.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/growing/
HOW TO APPLY THIS APPROACH
• Reward Growth — Employ an assessment system that rewards student intellectual growth. One way to promote
a growth mindset is to give students multiple opportunities to practice, take risks, fail, get feedback, and try again
without damaging their final grades. Having exams or projects increase in weight as the semester progresses is
another way to achieve this, as is offering students the opportunities to revise work or retake exams.
• Give Growth-Language Feedback — Replace feedback phrases such as “You are an excellent writer/engineer/
pianist!” with phrases like, “Fabulous job. You applied the concept of _____ in this assignment well.” Send the
message to students that they can continue to improve, not that they have fixed abilities or intelligence.
• Promote Success Strategies — Share the strategies that you’ve seen work for former students. Not all students
will heed your advice, but the message will come through: success comes from growth in ability, underpinned by
hard work, planning, and thoughtful strategy.
PRINCIPLES
Design for Growth — Does your course structure reward growth? Design your course and assignments to
encourage and promote growth and efforts towards continual improvement.
Communicate for Growth — Formal, written communications, as well as informal, spoken conversations, should
pervade your course, starting with the syllabus and continuing throughout the entire semester.
Feedback for Growth — Just as assessments can be summative or formative, so can feedback. Even summative
projects and exams have opportunities for formative feedback. Simple statements or questions can put students
in this mindset by helping them link their most recent learning tasks with future ones.
QUICK TIPS
Use the course design and assignment sequence to provide opportunities for early success.
To reward improvement, consider increasing the weighting of assignment over time, or create a portion of the
grade that reflects overall growth.
Provide examples of initial failures of famous individuals, or even of your own, to highlight journeys of growth.
Give feedback in growth language. Focus on how students can improve.
Tell stories of success by sharing strategies of former students.
46
Source: (Lang, 117-129)
SMALL TEACHING | INSPIRATION
EXPANDING
Expanding is based on the theory that helping students make a positive difference in the
world, immersing them in real-world problems and activities, and encouraging them to think
creatively and collectively about course concepts creates a powerful learning experience.
Additionally, expanding helps you to develop your view of what student learning might look like
in your classroom and how you might design and conduct your course.
More Info: https://blendedtoolkit.wisc.edu/deliver/activelearning/small-teaching/expanding/
HOW TO APPLY THIS APPROACH
• Activity-Based Learning — Activity-based learning involves fieldwork, public service, community-based research,
and internships in conjunction with in-class work. Projects can be a semester-long endeavor or just a portion of a
course. The main principle of this approach is to have students do what experts or practitioners in the field would
do.
• Service-Learning — Service-learning provides students with tangible opportunities to better their world while
learning — offering an authentic source of motivation. The recommended principle behind this approach is to tap
into students’ experiences, connections, and expertise. Find groups and individuals on your campus or discipline
who can help you connect students to local organizations that need help.
• Games and Simulations — Kurt Squire, former Professor of Digital Media in the Department of Curriculum &
Instruction and games researcher at UW-Madison, believes that “games are a good model for introducing a topic
and raising interest because they situate content for learners so that they understand why it’s relevant.” A guiding
principle for incorporating games and simulations in your classroom is not to start from scratch, particularly if your
discipline can utilize tried-and-tested materials.
QUICK TIPS
Read at least one new book on teaching and learning every year.
Join the email list of Faculty Focus or The Chronicle of Higher Education. Read one or two articles each week on
teaching research.
Attend DoIT Academic Technology programs like Active Teaching Lab to hear how others are integrating
technology into their teaching.
Attend conferences like the Teaching and Learning Symposium each May.
Attend events on your campus that promote professional development and teaching and learning.
Source: (Lang, 130-142)
47
APPENDIX — DESIGN TEMPLATE
PURPOSE
This design template is an optional supplement to the content provided in the main section of the book. Following
this process, along with the steps provided with a selected technique, will improve your chances of success and will
prepare you for the challenges that can go along with facilitating active learning.
STEP 1: IDENTIFY CATEGORY
Which category of learning outcomes aligns with the teaching challenge you hope to address through the use of
active learning? Analysis and Critical Thinking | Discussions | Prior Learning | Problem-Solving | Writing
STEP 2: SELECT TECHNIQUE
After selecting a category, review the techniques listed under it and choose one to use in your course.
STEP 3: DEFINE ACTIVITY
Write a basic description of the activity. What would students do in this activity?
STEP 4: IDENTIFY CONNECTIONS
Determine how/whether the activity supports your unit objectives, course outcomes, or program outcomes.
STEP 5: DEFINE BENEFITS TO STUDENTS
• What do you hope students would gain from completing the activity?
• How will that help them in the course, program, career, or life?
STEP 6: DEVELOP RATIONALE
Take these results from Step 4 and 5 and craft a rationale that you could use to explain the purpose of your use of this
activity to students. Start by completing the following statement prompts:
• You will benefit from this activity by…
• I am using this approach because I want you to be able to…
STEP 7: IDENTIFY DEPENDENT SKILLS FOR STUDENTS
What skills or knowledge will students need to have mastered to be successful in this activity? If knowledge-based,
where are students learning this content? How will you know whether they have the required knowledge to succeed? If
skill-based, what are they? Do all students have these skills? Where did they learn them? If they haven’t learned them
yet, how or where can they learn these skills before they complete the activity?
STEP 8: IDENTIFY DEPENDENT SKILLS FOR YOU
As you design this activity, what skills do you need to be successful? Are you confident in those skills? Are you
comfortable trying new things in front of students? If not, what can you do to gain the necessary level of comfort to
facilitate this activity?
48
DESIGN TEMPLATE
STEP 9: DEFINE ACTIVITY PLACEMENT
Once you have defined the activity and knowledge students need to be successful, the next step is to determine when
and where the activity takes place and what activities will precede and follow it.
• What activities could take place online or outside of class to prepare students?
• What kind of activities could provide feedback on students’ readiness for the activity?
• What activities can follow that build upon it?
STEP 10: DEFINE WORK
Looking at the technique in the book, what work needs to take place to prepare for the activity?
What work takes place in the activity?
What work do you need to do after the activity ends?
STEP 11: REFLECT
After you complete the activity, spend a moment reflecting on the following questions:
•
•
•
•
•
•
•
Did the activity go as you expected? Did anything unexpected happen?
Did students understand the purpose and function of the activity?
Were students prepared for the work involved?
Was the activity difficult enough? Too difficult? Too simple?
Did students like the activity? Did they resist? If so, how well did you respond to the resistance?
Did you enjoy facilitating the activity? Do you want to do it again? Are there skills that you need to develop?
Would you do this activity again?
STEP 12: EVALUATE
To know whether an activity has been effective, develop an evaluation strategy by completing the following prompts:
• Success in this activity looks like…
• I know the activity was a success when I see…
• I hope the activity will have helped students to…
49
BIBLIOGRAPHY
• Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook For College Teachers.
Jossey-Bass, 1993.
• Barkley, Elizabeth F. et al. Collaborative Learning Techniques: A Handbook For College Faculty. Wiley, 2014.
• Blended Learning Fellowship on Active Learning. "What is Active Learning." Blended Learning Toolkit, University
of Wisconsin-Madison. blendedtoolkit.wisc.edu/what/.
• Bonwell, Charles C., and Tracey Sutherland. "The Active Learning Continuum: Choosing Activities to Engage
Students in the Classroom." New Directions for Teaching and Learning 1996(67): 3-16.
• Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses.
Jossey-Bass, 2013.
• Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. John Wiley & Sons, 2016.
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Center for
Teaching, Learning & Mentoring
DIVISION FOR TEACHING & LEARNING
UNIVERSITY OF WISCONSIN-MADISON
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