UMKC

Worn during SI sessions, lectures and in the ARC

5630

Create three columns of what the students know, what they want to learn and what they have learned.

Generate a list of problems and assign each group/individual a different problem. One group member will work on that problem for one minute and then pass their problem to the next member.

Dr, Deanna Martin

Due every Thursday at 12pm

#23721#

Ask the students to offer different take home points of the activity/concept

Divide the students into groups and give each group a problem/topic. Have each group come up and explain the problem in as much detail as they can. They need to show the thought process and methods used to finding a solution.

1973

Biweekly at 12pm

951-827-3721

Create stacks of blank sticky notes for each topic and have the students find the vocabulary words that go along with it. Once they do this, students must write the word on one sticky note and the definition on the other.

Put a problem on the board and have students solve it. Estimate how much time the students would have if this was on an exam and give them that amount of time to work on it. They will do the problem on their own and then group up to compare answers.

Redirecting questions, wait time, and checking for understanding

Sitting in the back with your cohort, if you have one :(

Call the front desk, email coordinators, and email your students

Give the students a list of key concepts and encourage them to write a description of the concepts. Each student will take turns providing their partner with clues as to what their concept it.

Each student generates ideas about a specific concept and writes each item on a sticky note. Then, in small groups, sort and organize the sticky notes into categories on the board to identify common themes. Have each group explain their categories.

2006

Content to cover, collaborative learning techniques, and Strategies to be Used

1 hour of lesson plan and 2 hours of check in

SIL will have an even number of note cards. Half of them have the vocabulary word, the other half have the definition. In pairs the students need to match the cards.

Students will develop a list of questions and answers about a topic. They will partner up and each student will take turns asking one of their questions. The other student will attempt to answer the question and be given feedback on their answer. This will go back and forth until all questions from both students’ lists are answered.