Student Learning Activities and Practice
All learning must be placed in the learner's context if it is to have meaning. In order to acquire new information, the brain must place it in the context of something that is already known. Students want to be engaged with the content, their peers, and their instructor. Step 3 of the Intentional Teaching Practices model is to choose activities that your students will do in and out of class to practice so they can develop a context in which to learn the content and skills from your class. Cooperative learning strategies are those that allow students to talk about the content and practice the skills with others. One of the most powerful practice activities you can set up for both you and your students is a formative assessment. These activities clearly demonstrate what content needs more practice time. Graphic organizers are wonderful measures of comprehension, and of course student success strategies need to be valued by professors, explicitly taught, and practiced regularly. Ask yourself the following questions as you work through Step 3 of this model.
If interested in using the peer evaluation rubric click on Step 4 to continue.
Click on any of the links in the chart to get a strategy card with a description, why and when to use it, and a link for more information.
Questions to consider:
- Which cooperative learning strategy best fits to practice each topic you teach?
- Which formative assessment strategy will allow you and your students to know immediately what content needs more practice?
- Which of these graphic organizers could enhance your students' ability to comprehend the content more clearly?
- Which student success skills will you add to your course to help your students learn better and save you time grading?
To access the activities click here: