Type of activity
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Purpose
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Tips
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Springboard activity
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Specific and direct use of outcomes of before class activity.
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- For whole of class discussions: use online tools for sharing individuals’ insights with the whole class; i.e. what tool will assist individuals to share.
- For paired/group activities: use a jigsaw approach so the group relies on input from all participants.
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Reading activity or Watching Video
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Very useful for cognitively challenging concepts, difficult to master skills or ambiguous topics.
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- Allocate sections for in-class ‘specialist’ contributions to group tasks
- Schedule activity to follow Academic-led Presentations as a further base from which to apply / practice new material / skills.
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‘Application of learning’ activity
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See how well students have understood concepts, how to follow processes or apply techniques. Suits individuals, pairs or small groups.
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- Structure activity to uncover commonly-observed student misunderstandings.
- Use to determine when the class is ready to move to the next concept.
- Use a variety of reporting/ debriefing strategies and online tools to make the learning visible to the whole class.
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Assessment-related activity
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Helps to ensure that students are on-target with their efforts
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- Schedule time for students to progress assessment tasks. Even 15 minutes per session is an active prompt to maintain progress on assessment tasks.
- Encourage groups to focus on collaborative aspects of the tasks to reduce the need to schedule mutually convenient times outside of class.
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Wrap-up activity
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Helps to identify what students thought was significant learning
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- Be attentive to the student perspective and re-visit topics later if warranted.
- Fill in gaps in key learning that have been overlooked by the class.
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