Common task where small groups form to discuss a good question. Alternatively individuals can brainstorm individually first. After small group, a representative reports to the group.
Students experience what it is like to be an expert in a field by focusing their research and writing on a single fairy tale and its adaptations throughout the course of a semester.
Students are told to offer a “devastating” rejection to their peers’ written projects to help students learn to anticipate and address counterarguments.... Read more about The Devastation Game
Overview: In this activity, students read each other's outlines on their final course paper and then met in small groups to give each other constructive feedback.
Course: H156 Research Schools
Goals
1) To provide students with feedback on their outlines
2) To give students the opportunity to peer teach and to see how other students are structuring their outlines and arguments
Introduction/Background: Research supports that peer-to-peer teaching...
Introduction/Background: Matthew Chenoweth created an interactive activity for students to understand the concepts of atomic structure in a more comprehensive manner.
Objectives: In this assignment designed by J.M. Grenier, Students will be able to explain what is meant by a "virtual world" and the 3D web, as well as discuss the potential for the use of these tools and their impact to existing methods of communication on the web.
This activity, contributed by the Cornell Center for Teaching Excellence, was created for a graduate communications class to provide students with the opportunity to practice concise description of their graduate research projects. Students go on "speed dates" to practice giving eloquent blurbs of their research.... Read more about Speed Dating Elevator Talks
Benjamin Weber created an activity that spans across the entire class to help students understand the concept of “diaspora” through constant reiteration of concepts from some excerpts given to the class by the instructor. Students learned how to close-read excerpts, write reflections, and create their own ideas about the theme of the class.
Created by Kostia Bergman, Erin Cram, Wendy Smith, Scott Dobrin, Presque Isle, and Judith Roe, this lesson for an intermediate Cell Biology course encourages students to take a big-picture view of the cell by comparing cells to buildings in order to think about the dynamic processes within cells. The lesson utilizes a jigsaw and quick write.... Read more about Cells vs. Buildings
Created by Paul Ogg, Melissa Krebs, Vida Melvin, Amanda Charlesworth, and Melanie Badtke, this lesson teaches how cells regulate cell division using some lecture interspersed with interactive activities including clicker questions, pair/share, and class discussion, applying concepts to Angelina Jolie's BRCA1 mutation.
This lesson, created by Graciela Unguez, Erika Abel, Vanessa Castleberry, Rizalia Klausmeyer, Aaron Snead, Martina Rosenberg, William S. Garver, and Marcy Osgood for the National Academies Summer Institute for Undergraduate Education in Biology uses clickers, pair and share, and other exercises to help students "understand the effect of environmental pH on the ionization status of weak acids and weak bases."... Read more about Shakespeare on Acid: To ionize or not to ionize?
By describing periodicals from the 1840’s for the class, students in Elisa New’s seminar begin to understand the course material and find a voice in the classroom.
