In this repeating activity, clickers are used in lecture to test for understanding and encourage participation. Professor David Harrington uses "clicker questions" 3 times per lecture to engage students directly with material.
Emily Russell designed this for Physics 95: Topics in Current Research aimed towards junior and senior concentrators in Physics. Students were encouraged to develop their skills in explaining complicated physics topics in layman’s terms through a short video presentation. This project incorporates public speaking skills and video technology like Final Cut Pro.
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.
In Physics 11b, students engage in peer instruction by discussing the answers to questions posed in class. Before the activity, students need to have completed the reading and reviewed the concept questions. In class, students are given questions that they answer using an online system similar to clickers. Afterwards, students discuss the question with their neighbors and then enter their responses again. The answer to the question is given and discussed if a large portion of the class still has trouble with the question. This teaching style is used throughout the semester.
For History 97, the sophomore tutorial, students peer review each other's work. Each student writes a primary source based paper, which is based on a shared source base that all of the students have read. Students have to provide detailed written and oral feedback on each of their peers' papers. To guide their responses, the instructors provide a list of questions or points to consider. Students are to identify the argument and evaluate the extent to which it is supported by evidence, the organization of the paper, and the quality of the prose.