Upload
jill-a-aguilar
View
152
Download
0
Embed Size (px)
Citation preview
Building Interactive Activities
Jill A. Aguilar, PhD
Mount St. Mary’s College
September 17, 2010
Adapted fromhttp://www.thirteen.org/edonline/concept2class/coopcollab/exploration.html
Steps to Building Interactive Activities
• Form a question.
• Identify goals.
• Create Rubrics.
• Assign a specific assessment task.
• Reflect to adjust.
Form a Question
• Excellent questions form the bedrock for motivating small groups.
• A good question motivates students to ask, wonder, and discover in order to know.
• A quick checklist for small-group questions can help you get started.
• Good group questions should:
Checklist for Small-Group Questions
• Work from the known to the unknown.
• Allow for distinctive roles for each student.
• Encourage additional queries.
• Vary the techniques used for moving toward answers.
• Allow students create visuals such as charts, boards, overheads, and diagrams to present their ideas.
Identify Goals
• Foggy goals mean wasted time and poor motivation to learn.
– Group objectives, clearly stated, motivate students and offer precise directions to progress through the activity.
– Identify one or two significant objectives for any group task. Time spent in identifying clear objectives is time saved from reteachingcontent.
Create Rubrics
• Rubrics provide a tool to guide students' expression of knowledge as they solve problems.
• They also help students and teachers to assess the group work accurately.
Assign Specific Assessment Task
• Match related learning approaches.
• Engage with desired content.
• Enable students to develop their interests and abilities.
• Involve authentic events.
• Create meaningful challenges for students.
Reflect to adjust
Reflect on questions about content:• What main goal did the group address today?
• What knowledge did each member contribute? How?
• What did the group not learn about the topic? Why?
• What can the group do differently to accomplish more?
• What content did members find interesting?
• Did members possess enough background knowledge?
• What will future group goals be to ensure completion of its goals?
Reflect to adjust
Reflect on questions about process:• How much time did each member spend talking?
• Who talked most? Why?
• Did members question each other and wait for responses?
• How do members motivate each other to participate?
• Did motivation efforts work? Why or why not?
Reflect to adjust
Reflect on questions about attitude:• What was I particularly good at during group work?
• How did I improve over the time we worked together?
• What do I still need to work on?
Reflect to adjust
Reflect on questions about work habits:• How would I describe my work and cooperation?
• Did I contribute regularly as we worked together?
• What learning goals did I set and which ones did I achieve during this time together?
Reflect to adjust
Reflect on questions about growth:• What three areas still need development most?
• What areas do I need help to improve?
• What advice would (or did) other group members give me?