In Soc 43: Social Interaction, students design and act out interactional scenes to help them understand the concepts learned that week. Generally the students are divided into pairs or groups of three for these acting "games," which vary from week to week.
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 the course "Stories of Slavery and Freedom," a History and Literature seminar, Professor McCarthy has students lead the class, starting with close readings, then short presentations, and finally co-teaching the seminar.
Professor McCarthy's class has student "provocations" in discussion sections each week. Students have to provoke the discussion in some way (debate, video analysis, commentary from contemporary news linked to week's readings, etc.) Students are paired before section to plan the provocation and how they would moderate the debate/discussion. They also meet as a pair with their TF. In class, they moderate the discussion/debate, often involving audio-video materials.
The purpose of this activity is for students to present a complicated academic debate within their own debate. Asher Orkaby assigned students to a position in the debate and had them prepare their arguments before class. The students were paired together and asked to debate JFK's performance during the Cuban Missile Crisis. They based their arguments on readings assigned for the week. After presenting their arguments, the students fielded questions from their classmates.
In this activity, David Weimer used different articles on "segregation academies" following Brown v. Board of Education in order to teach students how to evaluate information from a source and consider the origin of the information.
In SPU 14, Professor Charles Langmuir has a unique office hours policy where he holds office hours for three hours a week and goves students one extra credit point for every time they come and ask a question.
In her classes, Professor Judith Ryan uses (or encourages her TFs to use) little strips of paper with words from a literary text in order to get students to explore the functions of individual words in text.
The purpose of this activity is for students learn more about "Problem Oriented Policing" (P.O.P.) methods, in contrast with traditional and community approaches to policing, and it was meant to especially drive home the challenges and complexities of the Scanning, Analysis, Response, and Assessment (SARA) model of police work.