{"id":238,"date":"2022-12-07T14:49:01","date_gmt":"2022-12-07T19:49:01","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/active-learning\/?post_type=chapter&#038;p=238"},"modified":"2023-10-05T09:26:04","modified_gmt":"2023-10-05T13:26:04","slug":"planning-an-active-learning-class","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/active-learning\/chapter\/planning-an-active-learning-class\/","title":{"raw":"Planning an active learning class","rendered":"Planning an active learning class"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">In brief<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Active learning techniques are easy to implement but still encourage students to think critically and independently.<\/li>\r\n \t<li>When designing an active learning activity in your course, first, it is important to carefully think about what you want your students to learn, then shape the activity to encourage this learning.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"fusion-text fusion-text-2\">\r\n<div class=\"textbox shaded\"><strong>On this page\r\n<\/strong>1. <a href=\"#organizing\">Organizing a lesson with active learning<\/a>\r\n2.\u00a0<a href=\"#interactive-lectures\">Interactive lectures<\/a>\r\n3. <a href=\"#active-learning-lessons\">Active learning with lessons<\/a><\/div>\r\n<h2 class=\"fusion-responsive-typography-calculated\" data-fontsize=\"36\" data-lineheight=\"54px\"><a id=\"organizing\"><\/a>Organizing a lesson with active learning<\/h2>\r\nIn order to make the most of active learning, you will ideally be teaching in a classroom that has been designed and optimized for this purpose.\u00a0 However, you can still use active learning techniques in a traditional classroom or auditorium by trying some of the more flexible active learning techniques such as think-pair-share and buzz groups. Strategies such as these can be used very easily in virtually any space. Refer to the part <a href=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/part\/active-learning-techniques\/\" data-bcup-haslogintext=\"no\"><u>active learning techniques<\/u><\/a> for a list and description of active learning techniques you can use in your classroom.\r\n\r\nResearch suggests that classes should be structured so that they are interspersed with activities instead of relying on the lecture alone. These activities should be varied and interactive. They should align with learning outcomes and assessments, and they must be\u00a0<em>student-centred<\/em>, meaning they require effortful work by students in class-leading to higher-order thinking. How often and for how long will depend on the kinds of activities you use and your learning outcomes. There is no \u201cright way\u201d to do active learning; every class will look different, but below are some examples of how a class incorporating active learning could be structured.\r\n<h2><a id=\"interactive-lectures\"><\/a>Interactive lectures<\/h2>\r\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\">\r\n<div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start\">\r\n<div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_1 1_1 fusion-flex-column\">\r\n<div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\">\r\n<div class=\"fusion-text fusion-text-3\">\r\n\r\nUsing active learning does not necessarily require you to change the way you teach completely. If you have found success in lecturing, there are several techniques that you can use to enhance your lecture that will not require too much planning but will improve student engagement and promote learning.\r\n\r\nOne of the easiest ways to start using active learning is to intersperse small, meaningful activities into your lectures to make your lecture more interactive.\r\n\r\nIn the diagrams below, the timelines show that the main pedagogical approach is lecturing, but specific active learning strategies have been interspersed throughout the lecture to help students consolidate content and increase engagement. These are only some examples of the way you can make your lectures more active, dynamic, and engaging.\r\n<div class=\"fusion-text fusion-text-4\">\r\n<h3 class=\"fusion-responsive-typography-calculated\" data-fontsize=\"28\" data-lineheight=\"42px\">Interactive lecture using note-taking pairs<\/h3>\r\n<\/div>\r\n<img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/interactive-lecture-using-note-taking-pairs-version3.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n<ol>\r\n \t<li><strong>Buzz Groups (5 - 10 minutes)<\/strong>Students discuss 1-2 questions to relate what they already know about the topic.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs A - Part 1 (5-10 min)<\/strong>\r\nStudent A shares notes with Student B for part 1 of the lecture.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs B - Part 2 (5-10 min)<\/strong>\r\nStudent B shares notes with Student A for part 2 of the lecture.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs A - Part 3 (5-10 min)<\/strong>\r\nStudent A shares notes with Student B for part 3 of the lecture.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs B - Part 4 (5-10 min)<\/strong>\r\nStudent B shares notes with Student A for part 4 of the lecture.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Lecture Wrapper (5-10 min)<\/strong>\r\nStudents write the 3 most important points of the lecture and compare them to the instructor\u2019s list.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<h3 class=\"fusion-text fusion-text-6\">Interactive lecture using peer instruction<\/h3>\r\n<div><img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/interactive-lecture-using-peer-instruction-v1.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/><\/div>\r\n<ol>\r\n \t<li id=\"toggle_9eebe618e516288fb\" class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Clicker Quiz (ungraded; 20 minutes)\r\n<\/strong>Students answer 5 clicker questions based on readings. Instructor reviews answers clarifying where needed.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong style=\"font-size: 1em\">Interspersed Clicker Questions Using Peer Instruction\r\n<\/strong>The Instructor uses the Peer Instruction Method to pause the lecture every 7 \u2013 15 minutes to ask students strategic conceptual questions. Depending on the number of correct answers to a question, the instructor may ask students to discuss the question with a partner and then vote again to see if their understanding has shifted.<\/li>\r\n \t<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Minute Paper (5 minutes)<\/strong>\r\nStudents write their biggest takeaways and 1 question from the lecture.<\/li>\r\n<\/ol>\r\n<h2 class=\"fusion-responsive-typography-calculated\" data-fontsize=\"28\" data-lineheight=\"42px\"><a id=\"active-learning-lessons\"><\/a>Active learning with lessons<\/h2>\r\nSome pedagogical approaches, such as the <em>flipped learning<\/em> approach, don\u2019t require as much lecturing. In this approach, the students spend more class time working through tasks while the instructor circulates and provides clarification when necessary. The students prepare for class in advance by reading or watching videos and come to class ready to consolidate and apply what they learned. Many instructors note the challenge of ensuring students prepare before class to be able to participate actively.\r\n\r\nAn alternative to the flipped approach would be a model where instructors alternate classes with lectures and an active learning lesson where students practice and apply content from the previous lecture.\r\n\r\nThe examples below provide examples of what a lesson with less lecturing might look like.\r\n<h3>1 \u2013 1.5 hour Active Learning lesson<\/h3>\r\n<img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/lesson-60-90-v1.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/>\r\n<ol>\r\n \t<li><strong>Clicker Quiz (5 minutes)<\/strong>\r\nStudents answer 5 clicker questions based on readings.<\/li>\r\n \t<li><strong>Interactive Lecture (20 minutes)<\/strong>\r\nThe instructor reviews quiz answers and delves more into frequently incorrect and troublesome concepts. The instructor may use techniques like Think-Pair-Share or In Plain English to engage students.<\/li>\r\n \t<li><strong>Task-based Activity (20 - 40 minutes)<\/strong>\r\nStudents form groups and work on a specific task related to the concept. They will need to provide an artifact to submit or present at the end that shows their work. The instructor can select a few groups to present to the class as time permits. Students can discuss\/vote on the best solution if appropriate.<\/li>\r\n \t<li><strong>Closing Activity (5 - 10 minutes)<\/strong>\r\nA short activity to tie all the ideas from the readings and activities together.<\/li>\r\n<\/ol>\r\n<h3>2 \u00bd \u2013 3 hours\u00a0Active Learning lesson<\/h3>\r\n<img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/lesson-150-180-v3.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/>\r\n<ol>\r\n \t<li><strong>Clicker Quiz (ungraded; 20 minutes)<\/strong>\r\nStudents answer 5 clicker questions based on readings. Instructor reviews answers clarifying where needed.<\/li>\r\n \t<li><strong>Interactive Lecture Topic A (20 minutes)<\/strong>\r\nThe instructor reviews quiz answers and delves more into frequently incorrect and troublesome concepts. The instructor may use techniques like Think-Pair-Share or in Plain English to engage students.<\/li>\r\n \t<li><strong>Task-based Activity Topics A (20 minutes)<\/strong>\r\nStudents form groups and work on a specific task related to the concept. They will need to provide an artifact to submit or present at the end that shows their work. The instructor can select a few groups to present to the class as time permits. Students can discuss\/vote on best solution if appropriate.<\/li>\r\n \t<li><strong>Interactive Lecture Topic B<\/strong>\r\nStudents form groups and work on a specific task related to the concept. They will need to provide an artifact to submit or present at the end that shows their work. The instructor can select a few groups to present to the class as time permits. Students can discuss\/vote on best solution if appropriate.<\/li>\r\n \t<li><strong>Closing Activity (5 - 10 minutes)<\/strong>\r\nA short activity to tie all the ideas from the readings and activities together.<\/li>\r\n<\/ol>\r\n<h3>Jigsaw lesson<\/h3>\r\n<img class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/jigsawlesson.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/>\r\n<ol>\r\n \t<li><strong>Opening Activity\/Warm up (5 minutes)<\/strong>\r\nStudents answer 5 clicker questions based on videos or readings.<\/li>\r\n \t<li><strong>Jigsaw Activity Part 1 (20 - 40 minutes each)<\/strong>\r\nStudents get together in their \u201cexpert\u201d groups. Each group explores &amp; masters a different topic until they are ready to teach it to their peers.<\/li>\r\n \t<li><strong>Instructor Regroups Students (5 minutes)<\/strong>\r\nInstructor regroups students so that each group member is an expert in a different concept.<\/li>\r\n \t<li><strong>Jigsaw Activity Part 2 (20 - 40 minutes each)<\/strong>\r\nIn their new groups, students teach each other their concepts, and do a consolidation activity. For example, an evaluation or problem-solving activity that requires use of all concepts.<\/li>\r\n \t<li><strong>Closing Activity (5 - 10 minutes)<\/strong>\r\nA short activity to tie all the ideas from the readings and activities together.<\/li>\r\n<\/ol>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">In brief<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Active learning techniques are easy to implement but still encourage students to think critically and independently.<\/li>\n<li>When designing an active learning activity in your course, first, it is important to carefully think about what you want your students to learn, then shape the activity to encourage this learning.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"fusion-text fusion-text-2\">\n<div class=\"textbox shaded\"><strong>On this page<br \/>\n<\/strong>1. <a href=\"#organizing\">Organizing a lesson with active learning<\/a><br \/>\n2.\u00a0<a href=\"#interactive-lectures\">Interactive lectures<\/a><br \/>\n3. <a href=\"#active-learning-lessons\">Active learning with lessons<\/a><\/div>\n<h2 class=\"fusion-responsive-typography-calculated\" data-fontsize=\"36\" data-lineheight=\"54px\"><a id=\"organizing\"><\/a>Organizing a lesson with active learning<\/h2>\n<p>In order to make the most of active learning, you will ideally be teaching in a classroom that has been designed and optimized for this purpose.\u00a0 However, you can still use active learning techniques in a traditional classroom or auditorium by trying some of the more flexible active learning techniques such as think-pair-share and buzz groups. Strategies such as these can be used very easily in virtually any space. Refer to the part <a href=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/part\/active-learning-techniques\/\" data-bcup-haslogintext=\"no\"><u>active learning techniques<\/u><\/a> for a list and description of active learning techniques you can use in your classroom.<\/p>\n<p>Research suggests that classes should be structured so that they are interspersed with activities instead of relying on the lecture alone. These activities should be varied and interactive. They should align with learning outcomes and assessments, and they must be\u00a0<em>student-centred<\/em>, meaning they require effortful work by students in class-leading to higher-order thinking. How often and for how long will depend on the kinds of activities you use and your learning outcomes. There is no \u201cright way\u201d to do active learning; every class will look different, but below are some examples of how a class incorporating active learning could be structured.<\/p>\n<h2><a id=\"interactive-lectures\"><\/a>Interactive lectures<\/h2>\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\">\n<div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start\">\n<div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_1 1_1 fusion-flex-column\">\n<div class=\"fusion-column-wrapper fusion-flex-justify-content-flex-start fusion-content-layout-column\">\n<div class=\"fusion-text fusion-text-3\">\n<p>Using active learning does not necessarily require you to change the way you teach completely. If you have found success in lecturing, there are several techniques that you can use to enhance your lecture that will not require too much planning but will improve student engagement and promote learning.<\/p>\n<p>One of the easiest ways to start using active learning is to intersperse small, meaningful activities into your lectures to make your lecture more interactive.<\/p>\n<p>In the diagrams below, the timelines show that the main pedagogical approach is lecturing, but specific active learning strategies have been interspersed throughout the lecture to help students consolidate content and increase engagement. These are only some examples of the way you can make your lectures more active, dynamic, and engaging.<\/p>\n<div class=\"fusion-text fusion-text-4\">\n<h3 class=\"fusion-responsive-typography-calculated\" data-fontsize=\"28\" data-lineheight=\"42px\">Interactive lecture using note-taking pairs<\/h3>\n<\/div>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/interactive-lecture-using-note-taking-pairs-version3.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<ol>\n<li><strong>Buzz Groups (5 &#8211; 10 minutes)<\/strong>Students discuss 1-2 questions to relate what they already know about the topic.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs A &#8211; Part 1 (5-10 min)<\/strong><br \/>\nStudent A shares notes with Student B for part 1 of the lecture.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs B &#8211; Part 2 (5-10 min)<\/strong><br \/>\nStudent B shares notes with Student A for part 2 of the lecture.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs A &#8211; Part 3 (5-10 min)<\/strong><br \/>\nStudent A shares notes with Student B for part 3 of the lecture.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Note-taking Pairs B &#8211; Part 4 (5-10 min)<\/strong><br \/>\nStudent B shares notes with Student A for part 4 of the lecture.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Lecture Wrapper (5-10 min)<\/strong><br \/>\nStudents write the 3 most important points of the lecture and compare them to the instructor\u2019s list.<\/li>\n<\/ol>\n<\/div>\n<h3 class=\"fusion-text fusion-text-6\">Interactive lecture using peer instruction<\/h3>\n<div><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/interactive-lecture-using-peer-instruction-v1.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/><\/div>\n<ol>\n<li id=\"toggle_9eebe618e516288fb\" class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Clicker Quiz (ungraded; 20 minutes)<br \/>\n<\/strong>Students answer 5 clicker questions based on readings. Instructor reviews answers clarifying where needed.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong style=\"font-size: 1em\">Interspersed Clicker Questions Using Peer Instruction<br \/>\n<\/strong>The Instructor uses the Peer Instruction Method to pause the lecture every 7 \u2013 15 minutes to ask students strategic conceptual questions. Depending on the number of correct answers to a question, the instructor may ask students to discuss the question with a partner and then vote again to see if their understanding has shifted.<\/li>\n<li class=\"panel-title toggle fusion-responsive-typography-calculated\" data-fontsize=\"16\" data-lineheight=\"22.08px\"><strong>Minute Paper (5 minutes)<\/strong><br \/>\nStudents write their biggest takeaways and 1 question from the lecture.<\/li>\n<\/ol>\n<h2 class=\"fusion-responsive-typography-calculated\" data-fontsize=\"28\" data-lineheight=\"42px\"><a id=\"active-learning-lessons\"><\/a>Active learning with lessons<\/h2>\n<p>Some pedagogical approaches, such as the <em>flipped learning<\/em> approach, don\u2019t require as much lecturing. In this approach, the students spend more class time working through tasks while the instructor circulates and provides clarification when necessary. The students prepare for class in advance by reading or watching videos and come to class ready to consolidate and apply what they learned. Many instructors note the challenge of ensuring students prepare before class to be able to participate actively.<\/p>\n<p>An alternative to the flipped approach would be a model where instructors alternate classes with lectures and an active learning lesson where students practice and apply content from the previous lecture.<\/p>\n<p>The examples below provide examples of what a lesson with less lecturing might look like.<\/p>\n<h3>1 \u2013 1.5 hour Active Learning lesson<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/lesson-60-90-v1.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/><\/p>\n<ol>\n<li><strong>Clicker Quiz (5 minutes)<\/strong><br \/>\nStudents answer 5 clicker questions based on readings.<\/li>\n<li><strong>Interactive Lecture (20 minutes)<\/strong><br \/>\nThe instructor reviews quiz answers and delves more into frequently incorrect and troublesome concepts. The instructor may use techniques like Think-Pair-Share or In Plain English to engage students.<\/li>\n<li><strong>Task-based Activity (20 &#8211; 40 minutes)<\/strong><br \/>\nStudents form groups and work on a specific task related to the concept. They will need to provide an artifact to submit or present at the end that shows their work. The instructor can select a few groups to present to the class as time permits. Students can discuss\/vote on the best solution if appropriate.<\/li>\n<li><strong>Closing Activity (5 &#8211; 10 minutes)<\/strong><br \/>\nA short activity to tie all the ideas from the readings and activities together.<\/li>\n<\/ol>\n<h3>2 \u00bd \u2013 3 hours\u00a0Active Learning lesson<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/lesson-150-180-v3.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/><\/p>\n<ol>\n<li><strong>Clicker Quiz (ungraded; 20 minutes)<\/strong><br \/>\nStudents answer 5 clicker questions based on readings. Instructor reviews answers clarifying where needed.<\/li>\n<li><strong>Interactive Lecture Topic A (20 minutes)<\/strong><br \/>\nThe instructor reviews quiz answers and delves more into frequently incorrect and troublesome concepts. The instructor may use techniques like Think-Pair-Share or in Plain English to engage students.<\/li>\n<li><strong>Task-based Activity Topics A (20 minutes)<\/strong><br \/>\nStudents form groups and work on a specific task related to the concept. They will need to provide an artifact to submit or present at the end that shows their work. The instructor can select a few groups to present to the class as time permits. Students can discuss\/vote on best solution if appropriate.<\/li>\n<li><strong>Interactive Lecture Topic B<\/strong><br \/>\nStudents form groups and work on a specific task related to the concept. They will need to provide an artifact to submit or present at the end that shows their work. The instructor can select a few groups to present to the class as time permits. Students can discuss\/vote on best solution if appropriate.<\/li>\n<li><strong>Closing Activity (5 &#8211; 10 minutes)<\/strong><br \/>\nA short activity to tie all the ideas from the readings and activities together.<\/li>\n<\/ol>\n<h3>Jigsaw lesson<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/12\/jigsawlesson.png\" alt=\"&quot;&quot;\" width=\"1920\" height=\"1080\" \/><\/p>\n<ol>\n<li><strong>Opening Activity\/Warm up (5 minutes)<\/strong><br \/>\nStudents answer 5 clicker questions based on videos or readings.<\/li>\n<li><strong>Jigsaw Activity Part 1 (20 &#8211; 40 minutes each)<\/strong><br \/>\nStudents get together in their \u201cexpert\u201d groups. Each group explores &amp; masters a different topic until they are ready to teach it to their peers.<\/li>\n<li><strong>Instructor Regroups Students (5 minutes)<\/strong><br \/>\nInstructor regroups students so that each group member is an expert in a different concept.<\/li>\n<li><strong>Jigsaw Activity Part 2 (20 &#8211; 40 minutes each)<\/strong><br \/>\nIn their new groups, students teach each other their concepts, and do a consolidation activity. For example, an evaluation or problem-solving activity that requires use of all concepts.<\/li>\n<li><strong>Closing Activity (5 &#8211; 10 minutes)<\/strong><br \/>\nA short activity to tie all the ideas from the readings and activities together.<\/li>\n<\/ol>\n","protected":false},"author":64,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-238","chapter","type-chapter","status-publish","hentry"],"part":254,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/238","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":7,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/238\/revisions"}],"predecessor-version":[{"id":427,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/238\/revisions\/427"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/parts\/254"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/238\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/media?parent=238"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=238"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/contributor?post=238"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/license?post=238"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}