Designing effective learning activities and experiences that are grounded in research-based principles of learning.
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Identify a concept that is often misunderstood in your discipline. Can you think of an analogy that can help make the concept make sense to students? Activity source “so misunderstood” flickr photo by SquirmyBeluga https://flickr.com/photos/squirmy21/8315536253 shared under a Creative Commons (BY) license
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Create a concept map of your course syllabus Activity Source image credit: “Concept Maps” flickr photo by Peter Morville https://flickr.com/photos/morville/3220108745 shared under a Creative Commons (BY) license
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Try watching a TED talk or conference keynote video yourself to practice your own note-taking skills using Cornell Notes. Activity Source image credit “Notepad Art” flickr photo by Dr Stephen Dann https://flickr.com/photos/stephendann/3237887371 shared under a Creative Commons (BY-SA) license
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Brainstorm a list of WIIFM (what’s in it for me?) from a student perspective. If you can’t think of more than “because you should know it,” then you need to talk to your students and get a better sense of where they are in their learning and where they are going. If you know your… Read more »
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What concept in your discipline is like driving a car? Can you identify the component skills required to master this concept or skill? Activity Source Photo by Daniel von Appen on Unsplash
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Create an introductory activity connected to your discipline to get to know your learners. For example: In a human geography class you could ask every student to describe their favourite place. For earth science the question could be “What mineral would you be based on hardness? Why?” For English literature, each student could discuss what… Read more »
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This activity is taken from the Thought Vectors course http://thoughtvectors.net/syllabus/, designed by Dr. Gardner Campbell. Nuggets: Check out the The Open Faculty Patchbook, and select an article that resonates with you. Take a passage from the article that grabs you in some way and make that passage as meaningful as possible. It could be a passage that puzzles… Read more »
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Throughout this module we’ve explored various types of metaphors for teaching and learning. Prior learning was baggage. Motivation was drive. Mastery and organization of knowledge are like component building blocks toward a cohesive structure. Self-direction and metacognition are like our own internal GPS signaling our own personal wayfinding. Now it’s time to put it together… Read more »
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Try Peg French’s Active Listening activity on her domain. The activity was originally created for a Foundations program at a community college. Extend: Teacher for Learning “Listen” flickr photo by sfllaw https://flickr.com/photos/sfllaw/509089704 shared under a Creative Commons (BY-SA) license
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Liberating Structures are a set of facilitation techniques that you can use to help make your teaching and learning (and meetings and other collaborations) more engaging and inclusive. There is a website, a book and an app all available as resources and, at press time, there were 33 ‘liberating structures’ available to either replace or… Read more »