Traditional Classroom Activities

These resources present guidance on ways of facilitating active learning in the classroom. These resources are organized around four types of learning activities that support:

• Prior Knowledge activities assess students' learning of facts and principles. They measure how well students are learning the content they are studying and reveal how they are managing the accumulation of knowledge into their already established structures. Using these approaches, instructors can gauge how well the content is being or has been learned. 
• Analysis and Critical Thinking activities assess students' skills at breaking down information, questions, or problems in order to understand them more fully and solve them more efficiently. Using these approaches, instructors can measure how well students are able to interpret or analyze information and arrive at an informed decision or judgment.
• Problem-Solving activities assess how well students can analyze, evaluate, and apply information toward the goal of solving a problem or drawing a conclusion based on available evidence or information. Using these approaches, instructors can evaluate how well students can work within a given framework to come to a solution individually or collaboratively.
• Discussion activities assess how well students can formulate their ideas and communicate them clearly. Unlike large classroom discussions, these approaches place students in smaller groups with the goal of providing them a structure for participation, and opportunities to formulate and gather their thoughts, share and develop ideas with others, and rehearse their thoughts within a safer environment. Using these approaches, instructors can evaluate how well students recall, synthesize, and apply information in responding to a discussion prompt.

Sources/Citations

These activities are taken from the books Classroom Assessment Techniques: A Handbook For College Teachers by Thomas Angelo and K. Patricia Cross, and Collaborative Learning Techniques: A Handbook For College Faculty by Elizabeth F. Barkley, Claire Howell Major, and K. Patricia Cross — which presents activities you can use to address specific learning outcomes. Each approach includes a basic description and overview of its outcomes, along with steps to guide its use in your course. Each technique in this resource was selected based on three criteria: ease of design, ease of implementation, and time needed to respond to the activity.

• Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 159-180.
• Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 152.