COLLEGE OF ENGINEERING AND SCIENCE
GRADUATE TA TRAINING WORKSHOP
DAY 2: ENGAGING STUDENTS
Dr. Lisa
Benson
Ms. Justine
Chasmar
CES GTA Training
Workshop
August 12 - 13, 2014
HYPERLINKS
Note: Each of the slides has a
hyperlink to a reference with
more information on the
collaborative learning activity
presented.
HOW TO USE THESE STRATEGIES
Barkley, Elizabeth F., K. Patricia Cross, and
Claire Howell Major. Collaborative learning
techniques: A handbook for college faculty. John
Wiley & Sons, 2014.
Utilize collaborative
learning strategies
in their class or lab
Teach students new
study strategies
Suggest using
collaborative
learning in group
work
INTRODUCTION
ACTIVITIES
This first set of activities set the stage
for the class period and can be a great
way to get in a quick review from the
last meeting.
READING QUIZ/ NOTES QUIZ
The reading or note quiz
will include questions from
the most recent reading
assignment or lecture
notes. You can facilitate the
quiz verbally by having a
few questions ready
(approximately five to
seven, since you want to
make sure you have time to
review the answers) or you
can create a short paper
quiz. You can have the
students work on the paper
quiz individually or in pairs.
RAINBOW BRAIN DUMP
This activity does a quick review of
the lecture and at the same time
gets students up and actively
involved. As the student are
coming in, put 4 -5 main topics
from the lecture on the board. Give
dif ferent colored marker s to each
student and ask ever yone to write
anything remembered from lecture
about each topic. They should be
allowed to “feed” of f of
information written by other s. A
rainbow of color s should result.
When ever yone sits down, star t the
discussion from what is on the
board. An additional method is the
KWL or KLEW Char t. These are
great tools to assess
under standing and begin the class
with engagement.
CREATE A CALENDAR
This “study skill” activity can be
especially helpful to students at
the beginning of the semester, and
may encourage students to
manage their priorities ef fectively
throughout the semester. Have
students review their syllabi and
create a timeline for studying for
an upcoming quiz, completing
assigned reading, or completin g
homework or other assignments.
In the best case scenario, each
student will bring his calendar ad
syllabus with him, and will be
ready to create his own timeline
for completing the tasks. If some
come unprepare d, ask them to
work on a timeline anyway and
they can transfer dates to their
calendar s at a later time.
CONCEPT MAP
One way to review a chapter or for
an exam with your class:

Star t with a circle in the middle
of the board and put the main
subject of the chapter in it.

Extend other circles out from
the primar y circle with all of the
subtopics from the main idea.

Add more circles from each
subtopic to include related
ideas from each of these.
This mapping of the main concept
helps students to see the overall
ideas presented in the lecture
before the big discussi on begins.
Web sites for creating concep t maps:
https://bubbl.us/
http://www.sof tscho ol s.com/teacher_re
sources/concept_map_maker/
http://www.nwmissouri .edu/librar y/cour
ses/research/conceptM ap.html
http://www.flaguide.org/cat/conmap/conmap7.php
SUMMARIZE LECTURE
As a group, summarize the
lecture from the previous
class. You may have to
provide prompts for the
students. For example, “The
first concept discussed was
Civil Liberties and Public
Policy: what did we/the
professor highlight
regarding this?” You may
want to ask them to try
summarizing without
looking at their notes;
however, if they are having
a dif ficult time
remembering, tell them to
refer to their notes.
VOCABULARY REVIEW
Reviewing exact
terminology for the
course is imperative.
Therefore, using technical
terms rather than a
translation will
encourage better
understanding of the
material. Pick the key
terms from the lecture
and compare them with
other terms in the same
topic. Ask for a parallel
example to the one given
in the lecture or text.
http://gallerylanguages.net/how-to-help-learners-expand-their-vocabulary/
Carr, Eileen M. "The vocabulary overview guide: A metacognitive
strategy to improve vocabulary comprehension and
retention." Journal of Reading (1985): 684-689.
TAKING LECTURE NOTES
Discuss lectures notes in
class, lab, or office hours.
If possible, look around the
room during lecture to see
how students are reacting
to the material being
presented or ask as a
follow -up. For example, if
the professor is discussing
graphs, the students may
have difficulty copying
graphs while taking notes
about them. During the
discussion on note taking
you can suggest they use
the Cornell Method of note
taking (see later slide).
SYLLABUS QUIZ
All information asked
about on the syllabus quiz
is contained on the course
syllabus. Ask things such
as due dates for homework
and projects, grading
policies, attendance
policies, exam dates and
material to be covered on
the exams. Make the quiz
short enough so that there
is time afterwards for
students to use their
syllabus to go back and
check/correct their
answers.
Raymark, Patrick H., and Patricia A. ConnorGreene. "The syllabus quiz.“ Teaching of
Psychology 29.4 (2002).
A RUNNING LIST OF QUESTIONS
This is just a fun way of taking
notes and can of ten be
combined with other
techniques. At the beginning
of the session, ask students to
take out a clean sheet of
paper and write “Questions” at
the top. Tell them to write
down any questions they may
have as the session
progresses. As students ask
questions throughout the
session, remind ever yone to
write them on their list, along
with brief answer s in their own
shor thand. Instruct students
to refer back to their lists
towards the end of the session
for closure.
http://www.smekenseducation.com/question-predict.html
“WHO WANTS TO BE A MILLIONAIRE”
Have a multiplechoice question over a
key concept ready.
Allow a volunteer to
answer the question
using 3 possible “life
lines:”
 Phone the
professor (i.e.
notes)
 50/50
 Ask the audience
(poll the
participants)
http://en.wikipedia.org/wiki/Who_Wants_to_Be_a_Millionaire_(U.
S._game_show)#mediaviewer/File:WWTBAM2010falllogo.png
MAIN ACTIVITIES
The middle set of activities are good to
use for getting students to work in
groups, be active with the material,
and retain additional information.
MARKING THE TEXTBOOK
Ask students how they currently mark
their textbook . Generate a discussi on
concerning your class:
1.
2.
3.
4.
Why read the chapter?
What are your goals for reading the
chapter?
Why mark the text?
What do you do with your markings?
Pick a Chapter from their text and
have them read 2 -4 pages and
mark . Have students compare their
markings. Then ask:
1.
2.
3.
4.
Did you read before you marked?
Were you selective?
Did you use your own words?
Did you cross-reference dif ferent parts
of what you read?
PEER LESSONS
Select several brief topics
over related material. Divide
students into groups. Give
each group one topic and
have them write out a mini lesson, using their books and
class notes, on a
transparency or at the board.
Have each group come up
and teach their topic in as
much detail as they can. Have
them show their thought
processes and methods used
in deciding what to talk about
and what to leave out.
Encourage students in other
groups to ask questions.
INCOMPLETE OUTLINE
Create a set of incomplete lecture notes by presenting the group an
outline with some of the parts missing.
Example: Cell Cycle
1.
1.
2.
3.
G1:_______________________________________
1.
2.
3.
4.
5.
Prophase:_______________________________________
G2: _______________________________________
2.
Metaphase:_______________________________________
Telophase:_______________________________________
The group must then work through their notes to figure out how to
fill in the outline. The incomplete outline is an excellent means of
helping students recognize the main points and the organizational
pattern of information given in lecture. It can also be used for
textbook information. Determining the major points can help to
sort information and locate the ideas being communicated,
making connections easier to find and understand. It helps the
students figure out what’s important.
PREPARE FOR THE NEXT CLASS
Many students do not read
ahead or even know what an
instructor will discuss in the
next day's class. Use par t of a
session and the cour se syllabus
to help students determine
what material will be covered in
the next lecture. Have them
use their textbook (or online
notes, if available) to make an
outline of this material. Point
out bold and highlighted text.
While they do this (primarily
without your help), they should
be making a list of questions
they have. This activity works
well right af ter a test.
JIGSAW
This is a great “in -depth ” strategy.
Students are divided into two groups, A
& B, and each group is assigned a
comprehe nsive concept or section to
research and illustrate on large paper
or on the board. Then half of group A
(A2) goes to group B and vice ver sa.
The remaining half of the group A(A1)
then explains the concept to half of
group B (B2) while the remaining half
of group B (B1) explains the concept to
A2. Then the remaining groups
exchange places and both A groups are
at the B paper and the B groups are at
the A paper. A2, who has learned from
B1 , can explain the concept to A1 and
B2 explains to B1 . Those who moved
fir st must under stand well enough to
explain to their teammates.
Aronson, Elliot. The jigsaw classroom.
Sage, 1978.
OUTLINE TEXT CHAPTER
Have students make an outline using
the headings from the chapter. Be
sure to point out that the size and
the placement of the heading is
impor tant for determining the main
ideas and suppor ting details. Af ter
you have this “skeleton” outline of
the chapter, have the students read
to determine the impor tant points
under each heading. If the students
have trouble determining the
impor tant points, have them turn the
heading into questions and then read
to find the answer s. The answer s are
(more than likely) the impor tant
points. What, why, and how are good
questions with which to being. Have
students compare impor tant points
with other students.
1. Title
1. Subject 1
1. Item 1: Description
2. Item 2: Description
3. Item 3: …
2. Subject 2
1. Item 1: Description
2. Item 2: Description
3. …
PREDICT TEST QUESTIONS
Hopper, Carolyn. Practicing college
learning Strategies. Cengage Learning,
2012.
Put students in groups of two
or three and assign them to
write a test question for a
specific topic, ensuring that all
topics have been covered. Ask
students to write their
question on the board for
discussion. Students will have
the benefit of learning to think
like the teacher and they’ll be
able to see additional
questions that other students
have written. If you do this
activity often, you can keep a
list of questions and use them
for a practice test in a later
session.
CORNELL METHOD OF NOTE TAKING
Have students make several
sheets of paper using the
following directions:
1.
2.
Create a Recall Column
by drawing a vertical line
down the page about 1”
from the left margin
Create a Summary Area
by drawing a horizontal
line across the page
about 1” from the bottom
Have students take notes
in the main area of the
page, leaving the left and
the bottom blank. Assign
them to take notes, using
this format, during the
next lecture.
JEOPARDY
This is a fun way to check to see
if students know the material
well enough for a test or quiz.
The key is being well prepared
with about 30 -35 “answer s” at
dif ferent levels of dif ficulty and
in dif ferent categories. Form
small groups and let them know
the rules: No book or notes.
Designate a dif ferent per son to
answer each question but the
team can discuss the concept
before giving the answer. If the
question is missed, other teams
can steal. Teams keep control of
the board with correct
“questions” or alternate from
group to group.
http://blog.niklasdaniel.com/2014/06/01/axis-flight-school-on-jeopardy/
MATRIX
Information presented in
textbooks is often related
to the other information (in
the textbook, in other
reading, in lecture notes)
and other topics. A matrix
is a good way for students
to learn to see the
relationships between these
sources. At first, you can
provide the framework for
the matrix and have the
students fill in the
information. Eventually,
have the students come up
with the framework and fill
in the information.
MAKE/TAKE A PRACTICE QUIZ
Find sample questions
(from the study guide, the
textbook, another textbook,
make up your own, have
students make them, divide
students into two teams
and have on team make up
questions for the other
team etc.) and compile a
practice quiz. Give
students time to take the
quiz on their own and then
have them compare
answers with another
student. Bring the whole
class together at the end to
discuss any questions that
remain unclear.
http://www.citizenship-aei.org/2012/04/americans-failing-citizenshiptest-again/#.U-kw2ONdVGg
NOTE CARDS
Note cards can be used for
vocabulary, formulas,
concepts, questions, etc.
Determine a use for note
cards for your class and
show the students how to
make them and how to use
them. Take a stack of
index cards with you and
actually have students
make note cards during the
session. Write the cue or
Online flashcard resources:
question on one side of the http://www.studyblue.com/online card and write the
flashcards/
definition, description, or
http://www.flashcardmachine.com/
answer on the other side.
http://www.quizlet.com/
DIVIDE AND CONQUER
Sometimes when you arrive at your session
expecting to discuss information from either an
assigned reading or the text, NO ONE has read it.
What do you do?



Divide up the material into smaller sections and
assign one to each student.
Give them 10 to 15 minutes to read, absorb, and
outline the content.
Then give them each an appropriate amount of time
to report on the assigned section with questions
and, of course, discussion to follow.
VENN DIAGRAM
A Venn Diagram can be
used to compare the
similarities and dif ferences
between two concepts,
systems, or theories. Two
overlapping circles are
drawn on the board with
each circle labeled as one
of the two concepts.
Students will then write the
similarities in the
overlapping portion and the
dif ferences in the outer
portion of the circles. This
is a good visual technique
for reviewing similar yet
contrasting concepts.
Similarities
Differences
Differences
GRAB BAG
Use a hat or basket or even
paper bag to throw a list of
topics, problems, definitions,
questions, etc. Have individual
students or teams take turns
selecting an item from the
grab bag. You can turn this
into a game where a person or
team gets points for correctly
answering their question or
defining their term or
explaining their topic. You
can decide whether questions
get thrown back into the bag
af ter answered and could even
throw in some “lose a turns”
or “5 extra points.”
http://www.stampinpretty.com/grab-a-bag-of-stampin-up-products.html
BOARDWORK MODEL
Prereq
Solution
Steps
New Problem
When working a specific problem at the board, use four columns
to divide the 1. Needed prerequisite knowledge, 2. The solution,
3. The written description of the steps in the solution, and 4.
Identification or solution to a similar problem.
PASS THE PROBLEM
Have a difficult time getting all students involved
and getting them to communicate with each
other? Try giving each student or pair of students
a problem with several steps. They should form a
circle, solve step 1 of their problem, and pass
their paper to the next group. Group 2 should
check the work of the first group, and complete
step 2. This should continue until everyone has
their original paper back. For a variation, tell
students they can’t correct the previous group’s
work- this will allow you to highlight common
mistakes.
SUMMARY ACTIVITIES
The final set of activities are helps
students review what was covered in
the class period, by either
summarizing, creating an outline of
material, or working together to create
new problems to try.
INFORMAL QUIZ
This strategy helps students put all of the important
ideas together as a review. Five to seven questions
should be sufficient. Questions should not be
difficult, but should emphasize recall of key points or
minor points related to key points. Use questions
that require short multiple answers and focus on
current material and include two or more concepts
the instructor wants the students to understand.
Review the answers. Restating the question before
the answer is given. Don’t feel that you have to start
with number 1 and go down the list; feel free to jump
around. Don’t let wrong answers stand, but try to
see why they may have gotten that answer.
IDENTIFY THE “BIG IDEA”
Ask each student to tell what he or
she thought was the most impor tant
concept, idea, or new under standing
they learned during the session. “If
you could only take home one thing
from the information presented, what
would it be?” Ask each student to
of fer a dif ferent “take home.”
Students of ten feel over whelmed by
the sheer volume of information they
have to deal with and this technique
helps them identify and organize the
information presented. You may
have students write this down before
sharing with the group. Compile
student’s responses. This can also
provide good feedback on what
students are or aren’t under standing.
http://www.preaching.com/resources/articles/11549242/
STUDY PLAN TIMELINE
This is the time to review
the student’s timeline in
regards to their homework,
upcoming quizzes and tests
and long-term projects that
may be coming due soon.
Reminders, along with
suggestions on how to get
ready for and complete the
tasks, are good ways to
train them to think ahead
to their overall
responsibilities for their
education. Utilize the
syllabus after seeing how
many dates/assignments
students can remember.
PREDICT THE NEXT LECTURE TOPIC
This technique helps students prepare for new
material, especially if it can be connected to
information they have just mastered in the
session. Have students predict the next
lecture topic. Help them see new connections
between the last lecture and the next one.
SUMMARIZING THE PROCEDURE/STEPS
This technique reviews the process of the
learning that has taken place. It is important to
cover how an answer was obtained rather than
just making sure the answer was correct. This
technique will assure that they will be able to
satisfactorily complete more of the same type of
problems in their homework. Have students look
back at problems they’ve already completed.
Have them tell you step-by-step how they solved
the problem. Write these steps down. Then have
students use these steps to solve a similar
problem.
ASSESS THE SESSION
Occasionally getting feedback from your group
can be very helpful. Ask them how they feel the
session went:




Were all of their questions answered?
Did they feel comfortable during the session?
Were there aspects of the session that could have
been improved or done differently?
What suggestions would they make for being able
to cover more material or to cover it more
thoroughly?
They may have valuable ideas that you may be
able to utilize in your next session.
ONE-MINUTE PAPER
 Questions Designed to
 Assess Student Interests
 Identify Perceived
Relevance of Course
Concepts
 Assess Student
Attitudes/Opinions
 Check Student
Comprehension
 Assess Conceptual
Connections
Ask students to take out a sheet of
paper and write continuousl y for one
minute about things discussed in
today’s session (see question
design). They can include questions
they still have, formulas and
definitions you’ve covered,
concepts/topi cs discussed, etc. Ask
them to be as specific and detailed
as possible. You can close by having
students share with other s one or
two things they wrote on their paper.
You can compile this list on the
board. You might also state, before
letting students begin, that you will
have them switch paper s af ter time
is up. A review of how to successfull y
utilize this strategy is located here .
ONE THING…
Go around the room asking each student to
describe one thing they picked up from today’s
session and possibly how they will use or apply
that information. Follow up their statement
with some open-ended questions directed to
the entire group. Tell students at the beginning
that answers cannot be repeated, so whoever
goes first will have more things to choose from.
Make a list of these things on the board. Make
sure students write down what their classmates
say.