Facilitating problem-solving active learning activities in physically-distanced learning spaces.
|Analytic Team||Students critically read an assignment, listen to a lecture, or watch a video by assuming a role (summarizer, connector, proponent, or critic) that guides their analysis.||Helping students understand the different perspectives and processes that constitute a critical analysis.|
|Case Studies||Students review a written study of a real-world scenario and develop a solution to the dilemma presented in the case.||Helping students engage in critical reflection by considering multiple alternatives to solving problems.|
|Group Investigations||Students plan and conduct a research project and report the results to a group.||Enhancing students’ understanding of the importance of discovery and helping students gain experience in giving and receiving constructive criticism.|
|Send-A-Problem||Students solve a problem as a group and pass the problem and solution to a nearby group who does the same, with the final group evaluating the solutions.||Helping students work together to practice the thinking skills required for effective problem-solving and for comparing and discriminating between multiple solutions.|
|Structured Problem-Solving||Students follow a structured process to solve problems.||Dividing problem-solving processes into manageable steps, so students don’t feel overwhelmed, and they learn to identify, analyze, and solve problems in an organized manner.|
|Think-Aloud Pair Problem-Solving||Students solve problems aloud and try out their reasoning on a listening peer.||Emphasizing the problem-solving process (rather than the product) while helping students identify logic and process errors.|
Barkley, Elizabeth F. et al. Collaborative Learning Techniques: A Handbook For College Faculty. Wiley, 2014. pp. 225.