Active-+Learning+Strategies


 * ** Strategies for Student Engagement with: ** ||  ||   ||   ||   ||   ||
 * || ** Content ** ||   || **  Instructor ** ||   || **  Peers ** ||

=Strategies for Student Engagement with CONTENT=

Provide students with a study guide to complete as they participate in a lesson or watch a video. Include some components of the content in the document so students will have guidance as to what to focus on while participating in the lesson. //or// Have students document what they believe they know about the topic already, what they WANT to know and then what they eventually learned through the lesson. //or// use a more visual organizer such as a concept map (see below). || [] || [] ||
 * **Strategy** || **Description** || **Additional Resource** ||
 * Advance Organizer (Graphic Organizer)​ || **Provides students some background knowledge and a way to consider or organize that information meaningfully. The organizer helps STUDENTS prepare to think about the topic by connecting their prior knowledge to the new material in a structured way.**
 * Collaborative documents – Office365, Google Drive, Class Notebook ​ || **Provides students with a cloud-based platform to work synchronously or asynchronous on documents.** || Google Drive - [] ||
 * Concept Map || **Allows students to brainstorm a topic and draw connections between elements of the topic. Allows students to illustrate their understanding of a process or topic.** Students brainstorm all the things they know about a topic and then document it in a non-linear way using text amd/or images. They then draw lines to connect the items to represent their understanding of the relationship between the items. || [] ||
 * Double column notes with questions/reflections​ || **A strategy to help students document a topic and then use as a review tool.** Students divide the paper down the center with a vertical line. On one side of the paper they write the main ideas of the subject. On the other side of the paper, they write the associated details. When they study, they fold the paper in half and review by trying to recall the details related to the main idea and vice versa. || [] ||
 * Kahoot​ || **Provides a technology-supported method for conducting polls and quizzes in the classroom.** Using their smartphone, tablet or laptop - students respond to questions created by the instructor. Questions can include text, images or video. || [[file:IM Pub181-Creating a Kahoot Quiz.pdf|Getting Started with Kahoot]] ||
 * Learning contracts ​ || **Provides a systematic way for students to document their learning plan.** Students create a document that outlines their schedule and commitment to the learning process. They establish, in writing and in collaboration with their faculty member, their intention to learn the material and their proposed approach, time management and resource selection to address their learning. || [] ||
 * Muddiest Point || **Provides students the opportunity to anonymously share a single point that has confused them from the day's lesson.** At the beginning of the class or at the end of the class, students jot down - on a piece of paper or index card - a question or a description of an area of confusion they have about the current or previous topic. The teacher collects the papers and addresses the areas of confusion in a subsequent session or online forum. || [] ||
 * Predictions ​ || **Engages students in reviewing what they currently know about a topic and encourages them to consider what might happen or what else might be true of the topic.** **Stimulates innate curiosity.** Students read a passage, view a portion of an experiment or video and offer ideas of what will happen next. || [] ||
 * Quick Write ​ || **Encourages students to consider what they know about a topic using a free-form writing method.** Students take one minute to write down everything critical they learned in that day's lesson or through that day's reading. Teachers collect the papers and review to see if students are focused on essential points. || [] ||
 * Quiz/Share/Repeat ​ || **Allows students to test what they know then collaborate with a partner to discuss the possible answers before being tested a second time.** The teacher administers a quiz and then allows the student to use resources - open book and/or another student to clarify/correct answers. Teacher administers the quiz again during the same class period to individual students. ||  ||
 * Quizlet || **Students may use this online quizzing and review tool to review content.** Students can create online flash cards as review material for a topic. || [] ||
 * Student Response Devices - clickers || **Encourage anonymous, democratic responding to posed questions in a way that includes all students.** Students respond to questions posed by the teacher - within a presentation - using electronic devices. Students may respond anonymously, which encourages more students to participate. || []
 * VIP- summarize Very Important Points ​ || **Encourages students to reflect and prioritize main points of a lesson or text.** Students take a brief period of time to jot down, list or summarize the most essential points of the lesson or text. The teacher collects those writings and reviews them to determine areas of student mastery or misunderstanding. || [] ||
 * Voicethread​ || **Allow students to comment, review and post material in an online collaborative forum using text, audio or video.** || [] ||
 * YouTube quizzes ​ || **Allow students to test their knowledge online independently.** Faculty record a YouTube video of numbered quiz questions. Answers are reviewed in class or provided to the students online. || [] ||

=Strategies for Student Engagement with the INSTRUCTOR=

Google Hangouts - [] WebEx - [] ||
 * **Strategy** || **Description** || **Additional Resource** ||
 * Back channel – Today’s Meet ​ || **Provide students an opportunity to communicate with each other via text during a traditional lesson.** Students are registered with the service; create a chat room and text each other about the topic during the class period. || [] ||
 * ClassNotebook​ ||  || [] ||
 * Course/Unit overview videos ​ ||  ||   ||
 * Google Voice/Text || **Provide students the ability to communicate with faculty for just-in-time interactions.** Students will be able to text or call faculty by using an alternative phone number that the faculty member creates using Google Voice. || [] ||
 * Nominate a concept for further discussion || **Provide students the opportunity to identify a topic that needs further explanation and investigation.** Students identify a topic of concern and then write that topic on the whiteboard. They then advocate for why that topic deserves more time. Students vote on which topics should be reviewed or discussed. || [] ||
 * Online office hours ​ || **Provide students who have limited time and/or transportation an opportunity to communicate with faculty member.** Faculty provide students with time periods where they may be reached online for a video conference. Faculty can choose to include multiple students in the video chat or just hold individual meetings. || Doodle/Meet Me - []
 * Remind.com ​ || **Provide students with announcements, reminders and encouraging messages via text or email.** Faculty create a free account, add students to a specific course group and then send messages as needed. Optionally, students in the group may message each other. || [] ||
 * Twitter chats ​ || **Provide students an educational use for a common social media platform.** Faculty create a class Twitter address for students to "tweet" to for asking questions or share information. || [] ||

=Strategies for Student Engagement with EACH OTHER=

[] || [] || [] ||
 * Strategy || Description || Additional Resource ||
 * Four corners ​ || **Build community and allow for physical movement in the classroom.** || http://www.educationworld.com/a_admin/tools/tool016.shtml ||
 * Group Research/Response ​ ||  ||   ||
 * Introduce Each Other || **Build community and reduce public speaking anxiety.** Instead of having each student introduce him or herself, pair students on the first day and have them interview each other for a few minutes before having each one stand and introduce his/her partner. ||  ||
 * Jigsaw ​ || **Allow students to focus on a singular aspect of a topic in order to develop deeper knowledge, then have them share that knowledge with other students.** || [] ||
 * Online discussion boards ||  || []
 * Padlet/Scrumblr || **Provide students a way to capture and share "post-it" type notes on a virtual corkboard in order to collaborate, organize and plan projects.** Students create a board using one of the free virtual environments and then invite other group members to post notes to the board. Notes might incorporate text, images, audio or video. || []
 * Quiz/Share/Repeat ​ || **Allows students to test what they know then collaborate with a partner to discuss the possible answers before being tested a second time.** The teacher administers a quiz and then allows the student to use resources - open book and/or another student to clarify/correct answers. Teacher administers the quiz again during the same class period to individual students. ||  ||
 * Share Notes || **Allow students to share successful strategies for note-taking as well as compare understanding of a topic.** After a lesson segment, students are paired and swap their notes, Students review their partner's notes, ask clarifying questions of their partner and correct their own notes accordingly. ||  ||
 * Student Response Questions (clickers) with teams​ || **Encourage student collaboration and sharing of ideas as well as discrimination of most appropriate answers.** Teams respond to questions posed by the teacher - within a presentation - using electronic devices. Teams are scored by criteria such as most correct answers, or fastest correct responses. || []
 * Two truths and a lie ​ || **Allow students to interact through a non-academic exchange in order to get to know something about each other.** Students are paired or grouped. Each student tells three things about him or herself to the other people in the group. Two of the things shared are true and one is a lie. The other students in the group must determine which statement is false. || [] ||
 * Webconferencing​ || **Provide students a synchronous online forum for group collaboration.** Assign group projects and offer students the option to connect online instead of having to travel to the same physical location in order to do group work. || []

Google Hangouts - [] WebEx - [] ||