Examining social presence in online courses in relation to students' perceived learning and satisfaction. Your lesson plan can be super simple, but please make some plan! Towards the start of a new topic or module, present to students the name of the topic, and/or some key words of relevance to the new module. (It may be useful to provide a visual clue for students identifying that after posing the question you would like to them to consider Using “Think Alouds” to Evaluate Deep Understanding, How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols with Descriptions and Explanations of Thinking, Using Think Alouds to Assess Comprehension, Think Alouds Shed Light on How Students Grapple with Content. Tell the class that the right end of the line represents the position “yes, I agree completely” and the left end of the line represents the position “no, I completely disagree.” Students should mingle and discuss their opinion on the issue, eventually finding and taking their appropriate position within the continuum. One way of accessing individual opinions on each of these alternatives in a non-threatening fashion is to write all of the options on large sheets of paper, and put these sheets of paper on the wall. Adaptable for Online Learning? Next select an example to learn more about it. if they are asked to interact with the material in some way, which is why it is useful to ask or invite questions, or include another activity type after every 5 or 15 minute 'chunk' of information. This is a great activity for students to work on the practical applications of more theoretical or abstract course material. Students have just participated in an experiential learning activity, returned from a field experience, or worked on a group project and you would like them to reflect on what they learned from the experience. Alternatively, students can use markers to add a checkmark or dot as their “Vote”. Stephen Brookfield has a number of useful publications about the use of reflection and reflective writing for learning and teaching which you may find useful, including: Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting (1987) ISBN 978-1-55542-055-0, and Teaching for Critical Thinking: Helping Students Question Their Assumptions (2011) ISBN 978-0-470-88934-3. If a student is delayed in responding/reacting/replying, the instructor can give “behind the scene” nudges. all contribute to a student's social presence in a unit. In this activity, it is important to structure how the students are to respond. Give students approximately 15 minutes to prepare an argument for their position. Then, the student replies to each of the reactions to their own response. Never forget that play is the highest form of learning our kids can do. What is the important take-away point? After 10 to 30 minutes, the groups switch (Group A observes while Group B performs the activity). Bring the class back together as a group. 1. The students must then analyse the case, and make recommendations to stakeholder(s), propose a solution, Each student should read their index card, and as a group pick one index card question they want to address. (e.g. Be sure to assign a deadline for giving feedback, and allow sufficient time for revisions. You may find John Savery's (2006) article Overview of Problem-based Learning: Definitions and Distinctions a valuable and useful read. What students are asked to do in relation to the case will depend on the discipline in which they are studying, and the unit's intended learning outcomes. situations they might encounter in the real world and other project-based assignments. The benefits of the 3 step process are two-fold: first, students are generally more comfortable presenting ideas to a group with the support of a partner; second, students’ ideas have become more refined through this three-step process. This activity is a way for the instructor to get a general sense of what sort of questions, concerns or ideas the students may have. These fun activities encourage learning in an interactive way. For another version of this activity, tape a circle in the center of the room. As needed, follow up on comments. (This process is awkward, and weird for most. I just made the printable images so you can save them to your phone if you would like. Need a digital exit slip template? Then bring students together as a large class for discussion. After students have completed a learning activity or assessment task, provide them with a set of criteria to use to assess the quality of their work. To generate possible paper topics, break students up to draft mini-papers that address one of the Quescussion questions. Students then post the post-its on the chalkboard or wall. Activities which involve student interaction with content can include listening to and/or watching a live or recorded talk, engaging with a written or visual text, engaging with multimedia, or a combination of these. The most common configuration is an "inner ring" (Group A), which is the discussion group, surrounded by an "outer ring" (Group B), which is the observation group. Activities that provide students with opportunities to think about or use knowledge and information in new and different ways will support their development of critical thinking skills - one of the main selling points of a university education. Absolutely! how long responses/reactions/replies should be, as well as the structure they should take; how this activity will be evaluated; reminders of classroom rules; etc.). The teacher may then pose questions for the groups to answer, ask groups to complete a task that demonstrates their understanding, provide their own summary, or take questions from the groups to help solidify understandings. these new groups, each 'expert' student shares their knowledge with the rest of the group who may ask questions to clarify meaning. When developing and selecting activities it often helps to use a series of If/Then statements (Wick, Pollock, Jefferson, Flanagan, 2006): 1. Be sure clear expectations and structure are provided to the students (e.g. Teaching strategies are among the most important ingredients for highly-effective learning environments.. Teach students how to give constructive, supportive feedback before this activity. The prompt can be a targeted question, written passage/text, or argument. Students then pass in their writing to the teacher. a news article, account of a decision or procedure, video, etc.). After students have had time to discuss, pick a few questions to discuss as a group. Peer learning and satisfaction to participate in list of learning activities writing to the question, student... Questions, in turn around the circle, provides a comment peer relationships, informal support structures, seeks... Apply, summarise, explain or identify etc. ) response with text. Perform, while group B performs the activity, a video separated into shorter clips it will... 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Turns shouting out questions as they think of them size groups understood concepts then come together their! Informal support structures, and try to facilitate discussion such that students connect the study...

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