Provide case studies for groups to read and analyze. Making course topics come alive Analyze case studies This task could work well with snowball/pyramid groups. Conclude the small group activity with a plenary discussion in which the class comes to consensus about which criteria to use. Have small groups develop a list of assessment criteria that they think would be appropriate for a specific assignment (e.g., essay) or for a particular component of their course grade (e.g., participation). End the activity by answering the questions for which groups found no answer. Then hand out the syllabus, and give the groups time to find the answers to their questions. In the first class of the term, before handing out the syllabus, ask subgroups to generate a list of at least eight questions they have about the course (e.g., assignments, topics covered, grading policy). For more ideas, see Race (2000) and Silberman (1996). Or, if you’d like them to move around and meet many students, have them develop a list of ten things they would take with them to a deserted island and look for others who have similar items on their lists. Ask students in subgroups to share something about themselves, such as their names a personal triumph, trial, or challenge what is foremost on their minds at the moment or one reason they are taking the course. If you want significant student participation during your course, spend time at the beginning of the term helping students to get to know and develop trust in one another. Getting students involved early in the course Break the ice or build a team atmosphere For more information about the types of small groups (e.g., Buzz Groups, Snowball) discussed in this tip sheet, see our “ Group Work in the Classroom: Types of Small Groups” teaching tip. The following are some sample tasks that you can adapt to your discipline. Assigning tasks to small groups during class can have many benefits, such as involving students in their own learning, making course topics come to life, deepening students’ knowledge, and developing particular skills. Groups thrive most when their task is challenging and closely related to the course content, course objectives, and students’ experiences and interests.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |