Students watch an excerpt of a foreign language film without sound and work in groups to craft a sample dialogue utilizing new vocabulary and grammar concepts.
In this "murder mystery" activity, a beloved professor has been murdered in his mansion. The students have to take on the roles of different characters and, using Portuguese past verb tenses and relevant vocabulary, solve the mystery.
Should anabolic steroids remain banned? What about research cloning? In this activity, students work on constructing clear argumentative moral arguments using bioethical prompts.
This group discussion format can be used in a week that covers several big concepts, each of which can be discussed along a similar ("parallel") sequence of discussion questions. The concepts in this particular class are: Wisdom of crowds, Heuristic decision-making, Groupthink, and Cooperation.
Assigned debates work well for weeks where several competing theoretical approaches are covered. This debate involves competing theories on approaches to explaining political attitudes.
Are people predisposed to favor their own groups at the expense of others, even when the group distinction is completely arbitrary? This activity replicates, more or less, the exact experiment used by Henri Tajfel to demonstrate the "minimal group paradigm" used in Social Identity Theory.
Each student is assigned to a country and asked to represent that country's views in a simulated debate to represent the War Guilt Clause negotiations at Versailles.
Every aspect of Math 121 is highly interactive: Students spend most of class time working in groups on problems and they then present their work and discuss as a class. Each student is responsible for some part of the in-class problems.
In this activity students work together in groups or as individuals on computers to understand how we can use photometric observations of stars to discover exoplanets.
Students compare chronologies of different historians of the French Revolution to understand how it has been interpreted and understood by generations of scholars.
In this activity, Jerusha Acterberg has students respond to a scenario where somebody is making a scientific assertion and then use the information from the readings to evaluate that assertion.
For the third paper of the semester, Jerusha Achterberg has her students do small-group workshops where they read and provide feedback for each other in groups of 2-3.
In her Expos section, Jerusha Achterberg teaches how to clearly describe the methods that will be used in a subsequent paper. This activity was motivated by the fact that students were having trouble writing the methods section in their final paper proposals.