Teaching speed dating

Posted by / 06-Nov-2017 20:47

Teaching speed dating

These are all affiliate links, which means that Amazon gives me a small percentage of each sale. Poetry for Young People: Lewis Carroll Poetry for Young People: American Poetry Poetry for Young People: Walt Whitman Poetry for Young People: Animal Poems Poetry 180 (collected by Billy Collins) A Poke in the I by Chris Raschka Where the Sidewalk Ends by Shel Silverstein Blue Lipstick by John Grandits Poems to Learn By Heart (collected by Caroline Kennedy) You can also download this lesson and booklist as a PDF here. I can’t wait to hear how Poetry Speed-dating goes in your classroom!

What else do you do to hook students’ interest in poetry? Don’t forget to subscribe to the Newsletter to get monthly updates, book recommendations, and freebies!

Successful collaborative learning is typically marked by both positive interdependence and individual accountability.

Some students resist peer learning and may even see it as an abdication of a faculty member's responsibility to teach.

One student in each group has two minutes to explain the obstacle he/she has encountered.

During this time no one is allowed to interrupt with comments or questions.

Introductions and icebreakers; helping students cover a lot of material (e.g., sharing what they learned from readings); starting class discussion¬; allowing all students to speak without taking a lot of class time. Each person interviews the other, with questions provided by the instructor. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis.

Then the pair finds another couple and forms a quad.

Ideally students will not skip turns, but if one gets stuck, he or she may “pass.”Divide students into small groups. Meta-analyses of research on collaborative learning show largely positive effects across age levels and disciplinary fields (Johnson , 1981; Natasi and Clements, 1991; Slavin, 1995). W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. In their review of the research, Barkley, Cross and Majorx report that "cooperative arrangements were found superior to either competitive or individualistic structures on a variety of outcome measures, generally showing higher achievement, higher-level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned in one situation to another" (18). Collaborative learning techniques: A handbook for college faculty. The quotes students select could represent central points from the piece, aspects of the article they found confusing and want to discuss more, or provocative statements they’d like to hear others’ take on. Then during class, randomly select a student or two to lead discussion.

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It is often helpful to introduce new learning activities by talking about why you're including it in the course.