Active learning speed dating

Will be very helpful during revision, project discussion, group studies etc. What if we learned about our students differently? You are commenting using your WordPress.

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Steps for using the method in class: Use speed learning in cases where each student has something unique to share, it could be workshopping their project ideas or sharing a news article they were asked to being in. Students arrange themselves so that each person is sitting across from one other person. Place a visible countdown timer so that students are able to manage their time well.

Math Speed Dating: A Cooperative Learning Activity

Use a graphic organizer to focus the listener and facilitate active participation. Among other reasons students may cite, active learning often Meta-analyses of research on collaborative learning show largely positive effects across age levels and disciplinary fields Johnson et.

Active Learning Activities

In their review of the research, Barkley, Cross and Majorx report that "cooperative arrangements were found superior to either competitive or individualistic structures on a variety of outcome measures, generally showing higher achievement, higher-level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned in one situation to another" There are several explanations for the effectiveness of collaborative learning. According to constructivist theories of learning , the multiplicity of views inherent in collaborative learning can generate cognitive conflicts, which in turn allow new ideas to be accommodated and incorporated in the cognitive system.

And recent studies in cognitive science suggest that collaborative structures may deepen learning by giving students the opportunity to rehearse, manipulate, and elaborate on knowledge. See also the Wisconsin Center for Educational Research's answer to the question, " Does collaborative learning work? A handbook for college faculty.

Speed Dating in the Classroom

Effects of cooperative, competitive, and individualistic goal structures on achievement: Psychological Bulletin, 89 1 , Active learning strategies in face-to-face courses. Research on cooperative learning: School Psychology Review, 20 1 , Beyond the rhetoric of positive results.

Speed Dating: Teaching Strategy for the Classroom

Educational Psychology Review, 6 4 , Theory, research and practice. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: Review of Educational Research. Center for Teaching and Learning 25 E.

References and Further Reading

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In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise. As the instructor and panel moderator, one has to manage the questions from the class as well as rein in the excitement and enthusiasm of the panel participants to impart their wisdom.

Using the "Speed Dating" Model to Enhance Student Learning

A large panel makes that difficult. I asked the class for feedback following the inclusion of two panel discussions. They loved the panel but wanted to have time to ask more questions and hear more from each person than time allowed. In reflecting upon their feedback, I had an epiphany: Then you can decide whether you want to pursue that person… or not! Employing a speed dating model in the classroom in place of a panel can be an effective way for students to learn a variety of perspectives in a short amount of time.

The design should be intentional and well-thought-out. Twelve pairs of students asked the same questions to twelve different practitioners, essentially receiving twelve different insights on one particular issue in the same amount of time used in a traditional panel discussion. Each pair turned in a list of three-five questions ranked by their specific interests.

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As the instructor, I assigned one-two questions per pair.