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2.  The activities described in the following slides have no specific discipline restriction. They can be used or applied to most of our courses in the Department.  There will be separate powerpoints for individual categories of activities.  Further information can be found in Penn State World Campus site.Penn State World Campus  Additional sources will be added wherever necessary. 2

3. Source: Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato.  Developing critical thinking  Using examples  Everyday life  Reflective journal assessments  Create thinking time and space  Collaborative learning  Creating dissonance  Reading skills [can be adapted to other applications]  Problem-posing  Framing  Question-generating  Believing and doubting  Evidence-finding  Case  Norming session  “Rough draft workshop”  Metacognitive 3

4.  A separate file for this topic  Sources  Chippewa Valley Technical College (CVTC)CVTC  Michigan State University (MSU)MSU  The University of New South Wales (UNSW)UNSW  Tracy Penny Light from the University of Waterloo in 2004 4

5.  Course Beginning [Please refer to Penn State World Campus] Penn State World Campus  Students’ self- introduction (brief biography  Personal home page  Representation or collages 5

6.  Problem-based Learning [Please refer to Penn State World Campus]Penn State World Campus  Case studies  Problem-based activity  Interactive case studies using “Quandry” 6

7.  Communication  [Please refer to Penn State World Campus] Penn State World Campus  Examples from Michigan State University (MSU)MSU  A separate file for an activity from MSU  Guided discussion forums  Interview  Guest lecturer  Pen pals  “Ask an expert”  Open forum  Students-as-teachers  Polling, debates, and fishbowls using “course talk” 7

8.  Foster interaction  Examples from Michigan State University (MSU)MSU  Examples from Chippewa Valley Technical College (CVTC)CVTC  Instructor – Students  Students – Content  Student - Student 8

9.  Projects [Please refer to Penn State World Campus]Penn State World Campus  Design projects and prototypes  Simulations  Build-as-you-go project  Modifying graphics 9

10.  Foster participation  Techniques from Michigan State University (MSU)MSU 10

11.  Collaboration 11

12.  Experiential learning  [A separate powerpoint on experiential learning] 12

13.  Self assessment  [A separate powerpoint on self assessment as a learning activity] 13

14.  Conceptual learning [University of Maryland University College (UMUC)  A separate file for this activity  Professional development learning activity [The Institute of Chartered Accountants of Nova Scotia (ICANS)]  A separate file for this activity 14

15.  Creating an individual learning contract [California State University at Chico, School of Social Work (CSUC_SW)]CSUCSW  A separate file for this activity  Pizza Explorer [Purdue University (PU)]PU  A separate file for this activity 15

16.  A number of activities from MERLOT  A separate file for this activity  Communication [Examples of netiquette in MSU can be modified to meet course’s requirement]MSU  A separate file for this activity 16

17.  Active learning activities from the Centre for Teaching Excellence of the University of Waterloo in Canada  Spiller, D. (2009). Teaching strategies to promote the development of student’s learning skills. NZ: Teaching Development Unit, University of Waikato. 17

18.  Beard, C. & Wilson, J. P. (2002). The power of experiential learning: A handbook for trainers and educators. London: Kogan Page.  Boud, D. (1995). Enhancing learning through self assessment. London: Kogan Page.  Brooks-Harris, J. E. & Stock-Ward, S. R. (1999). Workshops: Designing and facilitating experiential learning. Thousand Oaks, CA: Sage.  Sampson J. & Cohen, R. (2001). Strategies for peer learning: Some examples. In Boud, D., Cohen, R., & Sampson, J. (Eds.), Peer learning in higher education: Learning from & with each other (pp. 35-49). London: Kogan Page. 18