In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. This is usually done by having the students redistribute into new groups with one expert from each topic present in each of the new groups. The new group then takes turns teaching each other the materials for which each individual is an expert.
Students are given a topic on which to find an expert to interview or they are given a type of person to interview. An alternative is the ‘pretend’ interview in which the student writes up what an interview with a particular interview might be like, such as interviewing a signer of the U.S. Constitution or more philosophical such as from the perspective of a bat.
Inductive reasoning involves finding the path that leads to a known solution. Inductive reasoning is the ability to combine pieces of information that may seem unrelated to form general rules or relationships. It is a primary attribute in scientific theory formulation. As an example of inductive reasoning, in a crime, you have the evidence, the goal is to use inductive reasoning to determine how the evidence came to be as it is.
All. Often used in Mathematics, Physics, Chemistry, and Forensics to name a few.
Ice-breakers are an introductory activity during which students can come to know one another. They help set the tone for the course or unit of activity. In an ice-breaker, an activity is given to the students, which helps guide then to disclose information to other students and create a proper learning set.
Students are posed a hypothetical situation to analyze. Active communication among the group of students on all of the issues is conducted to enable everyone to see arguments more clearly and from various viewpoints. In general, the right or wrong value of the situation is in question or a need for action must be proposed.
In group reports, students in groups of 3-5 collectively research a topic and then present that topic to the instructor or class in some way, usually in text. The topic difficulty is such that a group of students is needed to effectively report on the varied information sources. The topic complexity may also benefit from group synergy of thinking.
Students are given a problem to solve. This problem can be just about anything from esoteric philosophical issues to mathematics. The goal is to come up with a solution to the problem. In some cases, the solution will be tested and reported on.
Stern, M. (1995). Visions for a sustainable city: Owings Mills, MD. http://www3.iath.virginia.edu/stern/
One common technique in computer science is to debug a faulty computer program. In distance education, students can be brought together using a synchronous tool and by sharing a screen, work collaboratively to debug a computer program, just as they might in a real world situation.
Primarily computer science, but it could be modified to group problem solving using online application sharing.
Although still somewhat controversial, gaming involves the use of interactive feedback generating computerized gaming programs in order to educate. Interactive and immersive virtual worlds are a key.
Usually used in elementary education, but can be adapted to higher levels. Useful in management, business, military, and social science education as examples.
The core components of educational gaming reflect the following objectives.
Fishbowl activities allow a student to practice a skill under peer review and audience. In the fishbowl activity, a group of students are chosen to discuss a given topic. The rest of the class watches, listens, or reads the transcript of the discussion. A secondary discussion occurs concerning the outcomes and process of the first. Another technique is to remove one student from a discussion who is then responsible for providing a summary.