The jigsaw technique

Have you struggled with group work in class? The jigsaw technique can be a useful, well-structured template for carrying out effective in-class group work. The class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each person in the group teaches the rest of the group what he/she knows, and the group then tackles an assignment together that pulls all of the pieces together to form the full picture (hence the name "jigsaw"). Jigsaw module from Pedagogy in Action

The gallery walk

The gallery walk is a cooperative learning strategy in which the instructor devises several questions/problems and posts each question/problem at a different table or at a different place on the walls (hence the name "gallery"). Students form as many groups as there are questions, and each group moves from question to question (hence the name "walk"). After writing the group's response to the first question, the group rotates to the next position, adding to what is already there. At the last question, it is the group's responsibility to summarize and report to the class. more information and examples

Effective discussion

Discussion is an excellent way to engage students in thinking and analyzing or in defending one side of an issue, rather than listening to lecture. Students must also respond to one another, rather than interacting intellectually only with the instructor. Good discussion can be difficult to generate, however. Clicking "more information" below will take you to some tips for having a good discussion in class and a sample template for class discussion. Download more information on effective discussions, with a template example (Microsoft Word 35kB Jun16 05)

Concept sketches

Concept sketches (different from concept maps) are sketches or diagrams that are concisely annotated with short statements that describe the processes, concepts, and interrelationships shown in the sketch. Having students generate their own concept sketches is a powerful way for students to process concepts and convey them to others. Concept sketches can be used as preparation for class, as an in-class activity, in the field or lab, or as an assessment tool. Download more information on concept sketches, with examples (Microsoft Word 475kB Jun15 05) :: Download an example of a final project involving concept sketches, with samples of student work (Microsoft Word 3.1MB Jun15 05)

Using case studies

Case studies have been used successfully for many years in business school and in medical school for actively engaging students in problem-solving relevant to the discipline. The primary hallmark of a case study is presentation of students with a problem to solve that revolves around a story (the "case"). In medical school case studies, the "story" typically involves a sick patient. In science case studies, "stories" can range from public policy issues to science research questions. Good case studies give the students considerable latitude in deciding how to solve the problem, rather than leading them through the problem by the nose, and provide excellent opportunities to engage students in the classroom. The National Center for Case Study Teaching in Science has a collection of case studies in a number of different science disciplines. Also, clicking "more information" below will take you to a discussion, at the Starting Point site, of teaching with case studies.more information and examples at the Starting Point site

Debates

Debates can be a very useful strategy for engaging students in their own learning. Debates force students to deal with complexity and "gray areas", and they are rich in imbedded content. Debates can also help provide relevancy of course material to everyday issues, which can improve student learning. Debates also improve student's oral communication skills. Download more information on debates, including a rubric for grading debates (Microsoft Word 35kB Jun15 05).

Just-in-Time Teaching

Just-in-Time Teaching (JiTT) was developed as a way of engaging students in course material before class and preparing them to come to class and participate actively during class. Clicking "more information" below will take you to a discussion, at the Starting Point site, of using Just-in-Time teaching. More information and examples

Role playing

Role-playing and simulations in class can be an excellent way to engage students. A well-constructed role-playing or simulation exercise can emphasize the real world and require students to become deeply involved in a topic. Clicking "more information" below will take you to a discussion, at the Starting Point site, of teaching with role playing.More information and examples