Discussion

While discussion is best suited for small groups, it can also be effective in large classes separated into groups of students. Another way to use discussion in large groups is to divide the room into quadrants and ask for answers from each quadrant. This prevents receiving answers from only the eager students in the front row. Topics that have more than one correct answer are essential to promote involvement of all group members. Example: Ask students to compare or relate topics from class to events in their own lives.

Jigsaw

Students are broken into small groups that each work on a different aspect of the same problem, question, or issue. At the conclusion of small group discussions, the class rejoins for synthesis of the results and discussion of the problem as a whole. Example: Assign groups to act as lobbyists acting in behalf of individuals that would be affected by a new piece of legislation. Give each group time to formulate their arguments and then have the group rejoin to modify the legislation so that it is approved by all parties.

Direct Questions Back

Pause the lecture and ask for questions from the class. Rephrasing the question if necessary, encourage other students to provide the answer. Example: After receiving a question, write it on the board and ask the class, “What information would we need to know to answer that question?”

ConcepTest

Students vote for answers to multiple-choice questions. This gives the instructor an opportunity to examine student knowledge before proceeding. This strategy can be facilitated by the use of audience response systems that collect student responses using handheld devices and automatically tally results. Example: Quiz students over new lecture material or review important concepts.

Think/Pair/Share

Assign a question or problem and have students work individually to write down their answer. The time spent working alone is important for students to develop their own answers. Then, have students pair with a neighbor to discuss answers. Depending on the type of prompt, students may draw comparisons between the two answers, provide support for their answer, or rationalize differences in their solutions. After allowing students to discuss with each other, call on a few pairs to share their answers with the class. Example: Have students describe and interpret information displayed on a graph.

Participatory Demos

Participatory demonstrations could involve students acting out a process or making predictions about a process or action occurring in front of them. Example: Students act as the components of a biochemical pathway including mimicking misfunctions of pathway components.

One Minute Paper

Have students write for one minute about a topic selected by the instructor. Students turn in their writing, thereby helping the instructor to evaluate depth of student knowledge about the assigned topic.

Question of the Day

This differs from the “One Minute Paper” in that after writing, students often engage in discussion about the topic. The “Question of the Day” should be assigned during each class or at least once each week and must relate to important course concepts. To keep student motivation high, note at the beginning of the course that these questions serve as a guide for studying.

Key Point

At the conclusion of a lecture or lecture section, have students identify the most important topic of the lecture by writing it on a piece of paper and handing it in. After the lecture, compare their perception of the key idea to your learning objective. Do they match? This is readily combined with the next strategy, “Muddiest Point.”

Muddiest Point

This is similar to “Key Point” with the difference being that you ask students to identify the most confusing portion of the lecture. This strategy is an exemplary method to assess student learning in advance of exams or assignments. Students may have questions that require review or questions that anticipate planned lecture topics. Reserve time at the beginning of the next lecture to review important concepts and provide handouts or sources of information for topics that you won’t cover. Take care to address student questions about or confusion with topics so that they also value the activity.

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