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When I teach computer science, I will make up a program that, for instance, performs the wrong arithmetic, and have students find the bug. In a particularly quiet or disengaged class, you can incentivize students with five points on the next exam, or something similar. One of my colleagues devised a great exercise: First, give students about half of their class time to write instructions that an imaginary robot can understand to draw a recognizable picture, like a corporate logo, without telling students what will happen later.
After a few minutes, introduce a specific student who can share their results with the class, then ask their partner to share the initial instructions. This exercise teaches computer science students the difficulty and importance of writing clear instructions. I have seen this exercise not only teach pairs of such students meaningful lessons but encourage friendships that extended beyond my classroom.
Specifically, if you leave the review in the hands of your students, you can get an easy and thorough assessment of what is being absorbed, and what is being left by the wayside. Students will have a tendency to pick the terms that they are most comfortable speaking about and those left consistently untouched will give you a clear assessment of the subjects in which your class is struggling, and where comprehension is lacking.
Once your class has narrowed down the list to just a few terms, you can switch gears into a more classic review session. Bringing a bit of interaction and fun into a review can help loosen things up during exam time, when students and teachers alike are really starting to feel the pressure.
Monika Semma: Do you remember the pure and utter joy you felt upon seeing your professor wheel in the giant VHS machine into class?
Technology has certainly changed—but the awesome powers of visual media have not. Making your students smile can be a difficult task, but by channeling your inner Bill Nye the Science Guy you can make university learning fun again. A large part of meaningful learning is finding interactive classroom activities that are relevant to daily life—and I can think of no technology more relevant to current students than YouTube.
A crafty YouTube search can yield a video relevant to almost anything in your curriculum and paired with an essay or academic journal, a slightly silly video can go a long way in helping your students contextualize what they are learning. Even if your comedic attempts plunge into failure, at the very least, a short clip will get the class discussion ball rolling.
Watch the video as a class and then break up into smaller groups to discuss it. Monika Semma: In the humanities, we all know the benefits of close reading activities—they get classroom discussion rolling and students engaging with the material and open up the floor for social and combination learners to shine.
It is particularly effective in getting students to move away from the general and engage more with specific details or ideas. And while this technique is often employed in the humanities, classroom activities like this can be easily transferred to any discipline. A physics student will benefit from having an opportunity to break down a complicated equation in the same way that a biology student can better understand a cell by looking at it through a microscope.
In any case, evaluating what kinds of textbooks, lesson plans and pedagogy we are asking our students to connect with is always a good idea.
Group size: 10 students minimum. Course type: Online synchronous , in-person. This activity helps build rapport and respect in your classroom. After you tackle a complex lecture topic, give students time to individually reflect on their learnings.
This can be accomplished through guided prompts or left as an open-ended exercise. Once students have gathered their thoughts, encourage them to share their views either through an online discussion thread or a conversation with peers during class time. Collaborative concept mapping is the process of visually organizing concepts and ideas and understanding how they relate to each other.
This exercise is a great way for students to look outside of their individual experiences and perspectives. Groups can use this tactic to review previous work or to help them map ideas for projects and assignments. For in-person classes, you can ask students to cover classroom walls with sticky notes and chart paper.
For online classes, there are many online tools that make it simple to map out connections between ideas, like Google Docs or the digital whiteboard feature in Zoom. Group size: Groups of 5—10 students. Propose a topic or issue to your class. Ask the groups of students to come up with a few arguments or examples to support their position.
A natural next step is to debate the strengths and weaknesses of each argument, to help students improve their critical thinking and analysis skills. Ask your students to focus on a specific chapter in your textbook.
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