Small-group activities to accompany the Classroom Learning Activities outline 10/15/2002

I A  "Is lecturing dead?"

Collect evidence and arguments to support the contention that lecturing is dead.  Try to anticipate counter-evidence and counter arguments.  Capture your results on paper.

I B "Is lecturing dead?"

Collect evidence and arguments to oppose the contention that lecturing is dead.  Try to anticipate counter-evidence and counter arguments.  Capture your results on paper.

I C "Is lecturing dead?"

Assume the answer is "lecturing is appropriate sometimes, and active learning is appropriate sometimes."  Come up with criteria for deciding which is best in any particular case.  Be as specific as possible.

II A 1 Discussion activities

It's quiz section.  On the previous day in lecture, students were introduced to sorting and have seen one sort example: Selection Sort.  Create and describe an appropriate discussion-based activity for the quiz section.

II A  2 Problem-solving activities

It's quiz section.  On the previous day in lecture, students were introduced to sorting and have seen one sort example: Selection Sort.  Create and describe an appropriate problem-solving activity for the quiz section.

II A 3 Role-playing and drama activities

It's quiz section.  On the previous day in lecture, students were introduced to sorting and have seen one sort example: Selection Sort.  Create and describe an appropriate role-playing or drama activity for the quiz section.

II B 1 Activity Management

Brainstorm about forming groups.  "Think outside the box" to come up with as many novel ideas as possible.

II B 2 Activity Management

Viewpoint A: "During a group activity, the instructor should circulate constantly and interact with the groups."

Viewpoint B: "During a group activity, the instructor should sit back and interfere as little as possible."

Divide your group into two teams, at random, and debate the issue.  Side-switching and fence-sitting are not allowed.

III C 1 Time management

Situation: The 6 groups in your quiz section have been working happily since you started the activity.  Suddenly you realize there is only five minutes left before the bell.  What do you do?

III C 2 Participation

Students are in groups of 4-5, happily engaged in an activity.  You notice that in most groups, there is someone who doesn't seem to be participating.  What would you do?

III C 3 Group Dynamics

An instructor decides that every group should choose a leader, and describes the selection procedure to be followed.

Come up with at least 3 selection procedures.  For each one, speculate how the procedure might affect the dynamics of the group, or vice-versa.

III C 4 Reflection and Critical Incident Report

Reflect silently for 1 minute about the best and worst group activities you can recall as a student.  Then spend 3 minutes each silently writing a short description of the incident.  Then read your descriptions aloud to one another, without significant comments.  In the time remaining, discuss what common features the stories have, if any, and what they might suggest about the use or conduct of group activities.