Active Learning in a Flipped (Remote) Classroom

Webster University Teaching Resource Center

Active Learning

Below you will find a table of the suggestions from the following article: active_learning_activities.pdf Download active_learning_activities.pdf

STARTING A NEW TOPIC
Activity	Description	How to do in Flipped Learning
Preconception /Misconception Check	Focus is on uncovering prior knowledge or beliefs that hinder or block new learning; can be designed to uncover incorrect or incomplete knowledge, attitudes, or values
Learning Journal	Students are asked to reflect in writing about the learning experiences they have undergone. They are encouraged to become conscious, through language, of what is happening to them. A widely used technique in this regard is a learning journal, a reflective log or diary students keep over time.	Create an assignment in WCR for submission before class meeting.
SYNTHESIZING INFORMATION
Activity	Description	How to do in Flipped Learning
One Sentence Summary	Students answer the questions “Who does what to whom, when, where, how, and why?” about a given topic and then creates a single informative, grammatical, and long summary sentence.
Concept Maps	Students draw or diagram the mental connections they make between major concepts or other concepts they have learned.
Jigsaw	A general topic is divided into smaller, interrelated pieces; each member of a team is assigned to become an expert on (or read about) a single part. Members come back together to teach the other members their part of the topic.	Set up groups in WCR and have students work on this project, then present in live session.
Paired Annotations	Students read and take notes then pair with another student who read the same piece. In this pair, students discuss main ideas, discuss divergent and convergent thinking, and submit a composite annotation that summarizes the group ideas.	Use the Chat feature in WebEx to have pairs interact with each other and then all come back together in the live session to present.
Role Playing	Students are given a situation and a role to play of a character in the situation. Without practice, they act out the events in the situation.
PROBLEM SOLVING
Activity	Description	How to Do in Flipped Learning
Create Scenarios / Simulations	This presents cases, problems, scenarios, etc. in which the students must role play. A critical situation is discussed and analyzed and decisions are made about how to resolve the situation	Give students a case study and then assign roles to each member of the group. Can be done in a live situation or through text.
Case Study	These are real world descriptions of problems with all accompanying data. Groups are asked to resolve the problem within a given period of time. Each group makes recommendations while the instructor acts as moderator.	Ask students to meet with group members via any communication method agreed upon then come back to present to the class.
CHECKING FOR UNDERSTANDING
Activity	Description	How to do in Flipped Learning
Memory Matrix	Students complete a table about course content in which row and column headings are complete but cells are empty.	Set up a page in WCR that students can edit.
Muddiest Point	Considered by many as the simplest assessment, students respond to one question (What was the muddiest point in ___?); well suited to large, lower division courses but not to those which emphasize integration, synthesis and evaluation.	Set up as a discussion in WCR to be completed before the live session.
Think, Pair, Share	Students turn to someone near them to summarize what they’re learning, to answer a question posed, or to consider how and why and when they might apply a concept.	Use the WebEx chat feature
ENCOURAGING CRITICAL THINKING
Structured Controversy	Structured controversy is a systematic, and sequential method for stimulating critical and creative thinking, promoting student collaboration, and ensuring that students view an event or problem from multiple perspectives
Peer Review	Students review and comment on materials written by their classmates.	Use the Peer Review tool within WCR to let students comment on each other’s papers
In The News	An interesting way to get students involved and arouse their interest in the topic even before they attend the class. This approach will also result in a wealth of material and information that can be shared with all students.	Set up a current events discussion in WCR where students submit an article and write a summary
DISCUSSING VALUES AND ATTITUDES
Classroom Opinion Poll	Students indicate degree of agreement or disagreement with a statement or prompt.
The Silent Question	Students respond to the prompt “A question I still have about this topic but have been afraid to ask is…” Instructor then addresses questions if time permits, or at the next class.