Classroom Group Activities for Spanish Class

The MCDB Science Education Initiative group has included the work of 4 science teaching fellows and 7 faculty members. A single science teaching fellow currently continues this work. The fellows and faculty working group regularly meet together to discuss educational research and issues. The group also works in coordination with a faculty committee for undergraduate affairs (UGCOM). Currently our projects primarily focus on two introductory courses: Introduction to Molecular and Cellular Biology, and Genetics. These courses serve primarily biology majors (70-90% of the students), are large (150-350 students), and have previously been taught in a traditional lecture format. For these courses, we have developed materials for in-class group activities, optional recitation/group work sessions led by upper-level undergraduates who have an interest in teaching, and conceptual homework assignments. We have also helped integrate clicker use into these courses to help make lectures more interactive. For both courses, we have also developed learning goals to guide the students, and pre-post assessment tools to measure learning gains. In addition, we have been working on modifying the physics attitude survey (C-LASS) for biology, which has included interviewing students and experts about their attitudes towards biology.

come together for storytime and other classroom group activities

classroom management group work a funny class group work activity

The HUB: Creating Classroom Group Activities at Austin HS

Learning in groups takes place in many ways, from the simple shortin-class activity to the semester-long project. Instructors will wantto consider simple replacements for in-class group activities, such asposting examples to group discussion forums. For semester-longprojects, instructors may consider setting up or for each team.

In-class group activities; group project

In two upper-division courses (Physical Chemistry and senior-level Developmental Biology). Learning Assistants have been used to facilitate in-class group activities. Facilitation is similar to the out-of-class co-seminars (above) except that (a) all students are present because the activity happens in class, and (b) the activity comprises just part of a 50- or 75-minute lecture period. Thus, the activity should be well-integrated with the lecture material for that day.

In-Class Group Activities
7 The setting is a university established as a land grant research institution located in a rural area of the northwesternUnited States with an enrollment of 11,000. Each semester the classmet in 50-minute sessions on Monday, Wednesday, and Friday. Thesame text () was used each term. Tests, which were based on material covered in class, were similarin content and difficulty and scored using a key that predeterminedthe basis for the awarding of full and partial credit. The course requirements included two papers, two exams, and a comprehensive final exam. Weekly quizzes counted as part of thegrade in the traditional semester and group activities counted aspart of the grade in the cooperative learning semesters. Studentscooperated on in-class group activities and on homework, but wereindividually responsible for the two papers, exams, and final.The value of doing group activities during class is common sense. For example, to learn to play the piano, it is not sufficient to watch a good pianist; one must practice as well. Similarly, to become good at sports, it is not sufficient just to watch good athletes; one must get out onto the field and play. It works the same in the classroom: watching the professor solve physics problems on the blackboard does not make students good at solving problems. The in-class group activities provide the student with coached problem-solving, where they can raise their hand and get immediate help if they fail to work out the solution on their own. Many students were very positive about this in the survey.
Learning Assistants have been used to facilitate in-class group activities

6 Awesome Cooperative Classroom Games | TeachHUB

Second, the instructor needs to reinforce listening skills and the proper methods to give and receive constructive criticism. These skills can be discussed in class and modeled during class activities. Some faculty use various exercises that are geared toward helping students gain skills to work in groups (Fiechtner & Davis, 1992). Small in-class group activities help reinforce cohesion and group unity.

missed and unused for in-class group activities under an ar- gument of diminishing returns

Classroom Icebreaker Games and Team Building Activities

Things to think about while designing in-class group activities and practical tips on their design, implementation, and follow-up. (2 pages)

can also note the type of seating and how it will affect in-class group activities

Department of Chemistry and Biochemistry; ..

In this Education article, we describe two pencil-and-paper in-class group activities designed to test alternative hypotheses about how best to teach experimental design in a large introductory biology classroom. We describe the relative effectiveness of these activities in the improvement of students’ experimental design ability and discuss specific accurate and inaccurate conceptions that we identified from student responses to the in-class activities. To determine whether inaccurate conceptions persist as students progress through the undergraduate biology curriculum, we have also assessed students enrolled in upper-level biology courses on their understanding of two key elements of experimental design: sample size and repeating an experiment.