| Approach | Description | Outcome |
|---|
| Buzz Group | Students discuss course-related questions informally in small groups of peers. | Generating lots of information and ideas in a short period in preparation for and improvement of class discussions. |
|---|
| Round Robin | Students generate ideas and speak in order, moving from one student to the next. | Providing students a structure to engage in brainstorming sessions and ensuring all students participate equally in a discussion. |
|---|
| Talking Chips | Students participate in a group discussion and surrender a token each time they speak. | Ensuring equitable participation during class or group discussions. |
|---|
| Think/Pair/Share | Students think individually for a few minutes, then discuss and compare their responses with a partner, and finally, share their results with the entire class. | Preparing students to participate more fully and effectively in whole-class discussions. |
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| Three-Step Interview | Students interview each other and report what they learn to another pair. | Helping students network and improve listening, questioning, and communication skills. |
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| Fishbowl Discussion* | Student groups take turns discussing a given topic while being observed by the other groups. | Encouraging all students to participate, reflecting on qualities of good discussions, and encouraging strong discussion and listening skills. |
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| Small-Group Discussion* | Students share ideas or opinions related to course content in groups of 3-5 people. | Providing a way for students to share ideas without having to address the entire class and improving the quality of whole-class discussions by giving students a way to practice. |
|---|
Sources/Citations
Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 152.
*Louisiana State University. Active Learning While Physical Distancing. URL: https://go.wisc.edu/03oyks.
Fishbowl Discussion (online)