Session strategies

This is a good way to start a session if no one suggests a topic they would like to cover. Bring in copies of an article or similar document relevant to your subject area, have the students read the article and then highlight any points the found of interest or that they didn’t understand/follow/agree with and then discuss the points raised.

There are also some great clips on YouTube and TED.com, which can provide a great opening to a session that encourages your group to see beyond just the material presented in class.

Ask each student to share with the group what he or she thought was the most important concept, idea or new information they learned during a particular lecture or even a session. “If you could only take one thing from the information present, what would it be?” Ask each student to offer a different “take home” concept/idea.

Students often feel overwhelmed by the sheer volume of information they have to deal with and this technique helps them identify and organise the information presented.  

Put students in groups of two or three and assign them the task of writing a question for a specific topic, ensuring that all topics have been covered.

Ask students to write their question on the board or on an overhead for discussion (would the professor ask this question?, what is the answer?, etc.).

Students will have the benefit of learning to think like the teacher and they’ll be able to see additional questions that other students have written. 

Have students predict the next lecture topic. Encourage them to make connections between the last lecture and the next one.

This technique helps students prepare for new material, especially if it can be connected to information they have just mastered in the SI-PASS session.

As a group, summarise the lecture from the previous class. You may have to provide prompts for the students.

For example, “The first concept discussed was Civil Liberties and Public Policy, what did the professor highlight regarding this?”

You may want to ask them to try summarising without looking at their notes; however, if they are having a difficult time remembering, tell them to refer to their notes.

This technique reviews the process of the learning that has taken place. It is important to cover how an answer was obtained rather than just making sure the answer was correct. This technique will ensure that they will be able to satisfactorily complete more of the same type of problems in their homework or on a test.

This is a good activity which can model an effective study technique that can be used by students when they study in small groups outside of SI-PASS. One person in the group is asked to present on a topic or review material for the group and then lead the discussion for the group. This person should not always be the regular group leader.

Hints

• When assigning a discussion topic to individual members of the group, you may need to be prepared to allow a little time for the person leading the discussion to prepare for the discussion. 
• In this activity the discussion leader is not being asked to teach the material to others in the group, rather they are being asked to lead a discussion. This involves coming up with thought‐provoking questions which encourage discussion and application of course concepts.
• This technique works best when everyone or nearly everyone in the group is given an assignment to be the “expert” on prior to the SI-PASS session.

In clusters, group participants are divided into smaller groups for discussion. They may also be allowed to self‐select the small group they want to be in. After discussing the assigned topic the cluster may report their findings to the large group.

Hints

• If possible, see that each group is provided a space on the board to record important points of their discussion.
• Allow time for each group to report back to the large group.
• Remind students prior to the activity that you will assign someone (chosen randomly after completing the activity) from each group to report back.

Good topics of discussion require that groups make a choice, defend an idea, or propose a solution. This helps to focus the discussion and encourages students to use course concepts rather than just memorize them.

Collaborative learning strategy aimed to review larger portions of course content.

How?

• Ask each student to prepare an index card where she/he explains or reviews a key concept/topic in the course.
• Students form two concentric circles facing each other.
• Both students in the formed pairs explain the concept to each other using the index cards. Limit the time to 1-2 minutes per person. The partners are encouraged to ask questions to make sure they understand the information.
• After completion, the students exchange index cards. The students in the outside circle move one step clockwise forming new pairs. The students must now explain the information described on the new card to each other. The process is repeated and students again move to get a new partner.

References and further reading

• Kletzien, S & L. Baloche (1994). The shifting muffled sound of the pick: facilitating student-to-student discussions. Journal of Reading, 37: 540-545
• Santa C.M., Havens, L.T. & Valdes B.J., (2004). Project Criss - Creating Independence through Student-owned Strategies. Helping teachers teach and learners learn. Third Edition. Kendall/Hunt Publishing Company. Dubuque, Iowa

Discussion Web helps students understand different points of view on a subject by actively involving everyone.

How?

• As a Leader, compose closed questions/statements (yes or no/true or false) on central topics in the covered course material that will generate interest and different views.
• Write down the first question/statement on the white-board/flip-chart, allowing for affirmative or disagreeing arguments on each side of the question/statement.
• Appoint a scribe and let the students brainstorm - coming upp with arguments for and against. See to that the scribe have time to write down all arguments on appropriate sides.
• Then ask the students to work in pairs and decide which conclusion that seems most valid. Let each pair vote and come to a whole-group conclusion. Repeat with the other questions/statements.
• Conclude with a discussion about the strategy: Did this strategy help you to see both sides of an issue? Did the strategy allow you to have an active role in the discussion?

References and further reading

• Alvermann, D (1991). The Discussion Web: a graphic aid for learning across the curriculum. The Reading Teacher, 45, 92-99; Buehl, D (2001). Classroom Strategies for Interactive Learning. Newark, DE: International Reading Association
• Santa C.M., Havens, L.T. & Valdes B.J., (2004). Project Criss - Creating Independence through Student-owned Strategies. Helping teachers teach and learners learn. Third Edition. Kendall/Hunt Publishing Company. Dubuque, Iowa)

This strategy is designed to conquer a difficult reading assignment.

How?

• The assignment should be divided up into meaningful sections and each student (or group) should be assigned one section.
• Ask the students to read and summarize their section.
• After they have all read the material, have each student read their summary aloud. Encourage students to ask questions and be prepared to emphasize areas other students may have overlooked.
• Lastly, discuss the article as a whole.

References

• Alternative description of divide and conquer approach on emints.org
• Examples of collaborative learning through a divide and conquer strategy on Wikiversity´s website

Each group member is surveyed to discover their position (opinion, viewpoint, decision, solution) on an issue, problem or question relevant to course concepts. Clickers or colored A‐E index cards could be used for this initial survey. This process insures that each member of the group is allowed to offer or state their point of view.

Individuals then confidentially write a brief (minute paper) which justifies their viewpoint. These are given to the SI-PASS Leader. While students are working on another SI-PASS activity, which address concepts related to the opening problem, the SI-PASS Leader can pull diverse viewpoint justifications from the session attendees and offer them up to discussion towards the end of the session.

Hint

• A survey works best when the problem/issue or question is something that is relevant to student’s personal experiences, or challenges common misconceptions (i.e. opinions or views are briefly stated, and anonymous. Be sure to keep track of the results of the survey

Similar to divide and conquer, this is a method of making the group, as a whole, dependent on subgroups.

How

• A large group is divided into 2 or more groups (3-4/group) and each group is assigned a topic/task/step in problem etc. becoming an “expert”.
• Students then move from their expert group to a new jigsaw group in which each student acts as the only expert in their specific topic and teaches the material to the rest of the group. 
• Each new jigsaw group consists of 3-4 students prepared to teach the subject to their peers.

Reference

EF Barkley, KP Cross, CH Major (2014). Collaborative learning techniques: A handbook for college faculty, John Wiley & Sons

To engage students in thinking about the content, encourage them to generate thought provoking questions and check for understanding.

How?

1. Students develop a list of questions & answers over course material
2. Form pairs
3. Student A asks the first question and student B answers
4. Student A offers corrections, clarification, additional info if needed
5. Student B asks next question and student A answers
6. Process continues until all questions are answered.

Encourage students to ask more open ended questions and to vary the types of questions.

Reference

EF Barkley, KP Cross, CH Major (2014). Collaborative learning techniques: A handbook for college faculty, John Wiley & Sons

Students work in pairs to extract what they know about a topic or learnt from a lecture.

How it works

Student A talks for a minute about the topic/lecture while Student B listens and encourages Student A. Thereafter the roles reverse.

Mind streaming is preferably used as a component of think-pair-share.

Reference

Santa C.M., Havens, L.T. & Valdes B.J., (2004). Project Criss - Creating Independence through Student-owned Strategies. Helping teachers teach and learners learn. Third Edition. Kendall/Hunt Publishing Company. Dubuque, Iowa

The method provides help for students to hold their own discussions when reading text/reviewing course material or lecture notes.

How it works

1. Divide the students in groups of four. Each student reads through the text and marks one important thing ("seed") they want to discuss further with a sticky note. Begin the discussion by introducing one seed. Have all other students say something about the seed before the next seed is introduced.
2. Beforehand within groups: Define what may constitute a seed (for instance, information you don't understand; things that seem interesting or surprising; topics you want to know more about; things that remind me of other things I know; etc.
3. Provide roles to each group member:
   • Leader - responsible for calling on each person to share their discussion seed
   • Manager - makes sure everybody has material for the discussion (books, notes, sticky notes)
   • Checker - makes sure everybody in the group comments on each seed
   • Communicator - lets the SI-PASS Leader know when the discussion is complete.

References and further reading

• S Vallaume, , T Worden, S Williams, L Hopkins & C Rosenblatt (1994). Five teachers in search of a discussion. The Reading Teacher, 47, 480-487
• Santa C.M., Havens, L.T. & Valdes B.J., (2004). Project Criss - Creating Independence through Student-owned Strategies. Helping teachers teach and learners learn. Third Edition. Kendall/Hunt Publishing Company. Dubuque, Iowa

Three stages

This collaborative learning strategy has three stages.

1. The students should be given a question, concept, or problem and then encouraged to think about it alone for a (short) designated time period.
2. Then, they pair with another student and discuss what they found individually for an additional time period.
3. Lastly, the pairs join the large group and discuss(share) their conclusions as a whole.

This strategy was first proposed by Frank Lyman of the University of Maryland in 1981 (according to wikipedia, see https://en.wikipedia.org/wiki/Think-pair-share)

Reference

Santa C.M., Havens, L.T. & Valdes B.J., (2004). Project Criss - Creating Independence through Student-owned Strategies. Helping teachers teach and learners learn. Third Edition. Kendall/Hunt Publishing Company. Dubuque, Iowa)

This activity can help students break down a topic to identify and classify its parts.

How?

• First each student generates ideas about a specific concept and writes each item on a sticky note.
• Then in small groups or one large group depending on number of attendees, sort and organize slips into categories on board or wall to identify common themes.
• Have students create a heading for each grouping.
• If using small groups have each group review each other’s or have them explain their categories.
• Make sure students are only writing one idea per sticky note.

This strategy will look like a big spider web on the board when you are finished. Have the students break into small groups and encourage them to identify the central word, concept, or question around which to build the map.

How?

• Start with a circle in the middle of the board and include the main idea within.
• Extend branches out from the central circle that includes all the subtopics from the main idea.
• Continue to add additional branches with related topics and circle groups of branches that are linked.

This mapping encourages students to see the overall picture and helps bring focus away from minute details and back to the main ideas. End with an overall discussion of the topic.

This is a method that structures course material in time and relates to general events during the same time period.

How?

• Construct a very general time line of events pertaining to the same time as the dates presented in the lecture.
• Present this general time line to the group and have them construct a duplicate time line pertaining to the lecture material directly below the one you have previously constructed.

Forming hierarchies is a method to organize information which utilizes different levels. The levels are based on whether a piece of information fits into a specific group, where higher level groups are much more inclusive and lower level groups are much more exclusive.

This technique helps students to activate prior knowledge and link to new information to make connections with what is already known.

How?

• Title 3 columns: What I Know; What I Want to know and What I Learned.
• Ask students to fill out the first two columns individually, if there is any over lap then this can be the base for discussion.
• Towards the end of the session, have students go back to the K column to see if any info needs to be corrected, then see if there are any questions left unanswered and then complete the L column.
• K.W.L. can also be used over a longer term to track development across sessions. Can be used to help focus the session on particular concepts that students are having difficulties with.

Reference

The article K-W-L: A Teaching Model That Develops Active Reading of Expository Text – jstor.org

Information presented during lectures and in set texts are usually related to other topics. A matrix (another word for a comparison table) is an excellent way for students to see the relationships between different topics throughout the course.

Reference your Leader folder for an example and exact directions for constructing a matrix. The SI-PASS leader can initially provide the framework and a few clues for completing the matrix, but eventually the students should be responsible for designing the framework and completing the entire matrix.

This technique utilises visual representation to improve the processing of material.

How?

• Begin with a horizontal line that represents the continuum of time.
• Important events are inserted relative to each other, creating points on the line.
• Each point that denotes an event should be marked with the date, a brief description of the event, and significant person(s) involved.

A Venn Diagram can be used to compare the similarities and differences between two concepts, systems or theories.

How?

• Two overlapping circles are drawn on the board with each circle labeled as one of the two concepts.
• Students will then write the similarities in the overlapping portion and the differences in the outer portion of the circles. This is a good visual technique for reviewing similar yet contrasting concepts.

Don’t forget the importance of using visual study aids to emphasise important points. Visuals should be used to help students grasp the “big picture.” The key idea is to visualise the information and use as few words as possible.

This is a method of organizing board work in order to facilitate an understanding of problem-solving strategies.

How?

• The board should be divided into 4 sections:
  1. prerequisite knowledge,
  2. mathematical steps,
  3. narrative of the steps,
  4. additional sample problem.
• Encourage one student to fill out section 1 on the board.
• Then, encourage two students to simultaneously complete section 2 and 3 on the board.
• Lastly, have another student complete the 4th section.

Encourage students to use this model when studying outside of the SI-PASS session.

Learn more board work for learning mathematics on The Learning Center Newsletter

Problem‐solving courses, particularly in the Sciences, are often perceived as major obstacles for many students. Frequently, students do not know where to commence or approach a problem.

The First Line Only Strategy is particularly useful for students who need to be encouraged “to take the first step” towards finding the solution. In order to complete this exercise, the following is recommended:

• Firstly, you need to present a variety of types of problems so that the learner builds confidence in addressing the first level of the problem.
• Secondly, you will also need to give a strict time limit so that only the first step towards the solution is addressed.

You may want to follow this exercise with a matrix or Board Work Model that assists them in further categorizing how to solve problems.

This started out as a language grab bag where each student had to pull out a magazine, a paper, or a textbook, and reference it properly as if they were writing a theme paper. Other leaders realised that this idea could be adapted to objects that have to be identified and explained in a Biology session or word problems on cards in a hat for Math sessions. The options are bound only by your imagination. The intrigue, of course, is in not knowing which one you will pull out.

This strategy requires students to verbalise what they are thinking about as they read a passage or solve a problem.

How?

• Start by pairing the students into groups, one student should be the thinker/problem solver while the other student is the listener.
• The thinker must vocalise every step in the reasoning process and the listener must listen and understand every step the thinker is making. The pair should be working together.
• Be sure the listener continually encourages the thinker to vocalise. The listener should also point out any errors.
• After the problem is solved, the groups should rejoin the large group and share the problem-solving process with the group.

How?

• Select several problems over related material. Divide the students into 4–5 groups.
• Give each group one problem and have them write out the solution, using their textbook and class notes, on an overhead projector or on the board.
• Have each group come up and explain the problem in as much detail as they can.
• Have them show their thought processes and methods used in finding the solution.

The SI-PASS leader questions any processes they feel is necessary.

How?

Divide the participants into groups and give each group a problem to solve on a flip-chart paper. Once they completed their problem and ensured that all members understood, have them display the posters on the wall. Select randomly a member of each group to present their solution during the following gallery walk with all participants. The posters and gallery walk strategy can be used for other categories like big idea and recall and review.

How?

• Generate a list of problems and assign each student/person/group a different problem.
• Have students complete Step 1.
• After a minute, have them pass their problem to the right and then complete Step 2.
• Continue the process until all steps are complete.
• Can work in pairs or individually depending on size of group.

Works well in Math and Chemistry after a new concept has been taught to check for understanding.

Reference

EF Barkley, KP Cross, CH Major (2014). Collaborative learning techniques: A handbook for college faculty, John Wiley & Sons

This strategy is most helpful for larger multi step problems.

How?

• Identify the steps in solving the particular problem, and separate the students into groups. Because the steps for solving the problem are given, it is easier for the students to handle large complex problems and they have greater confidence.
• Assign them a sample problem and give them a specific time period, at the end of which the group must have reached a consensus for the answer.
• Have students report their solution and explain how each step was used in the context of the problem.

This strategy can be very useful before an exam.

How?

• Have each student come up with:
  • 3 topics that they know well enough to “teach” to the other students,
  • 2 topics that they do not understand and need further assistance with, and
  • 1 possible test question.
• Then have each student write their 3:2:1 topics on the board. Most of the time, the students’ topics will overlap allowing students to “teach” the other students who need additional assistance.
• Follow up with a discussion of the possible test questions.

Learn more on Facing history & ourselves's website

To play a game of "Around the World" is a fun and simple activity, and is especially good for exam reviews and large groups.

How?

• Before the session, the SI-PASS leader should make up a number of questions with simple answers (one word or a short phrase).
• The fun begins when you have two students stand up next to each other and ask a question; the first person to answer correctly moves on to the next student to try another question against a new opponent, while the other sits back down.
• To win the game, a student must travel "Around the World," or win against every other student in the classroom.
• If no one succeeds in going completely "Around the World," the winner is whoever went around the furthest from their original seat.

How?

• Write down some challenging topics on covered course material on flip-chart paper. One topic as a heading for each paper. The topics can be suggested by you and confirmed by participants or suggested directly by participants.
• Divide the participants into the same number of groups that you have topics.
• Place each group at different flip-chart papers and tell them to write down all they know about the topic during a couple of minutes.
• Then let the groups change topic and add items on the paper or correct items already written.
• Continue by letting all groups visit each topic in the same manner until all topics have been visited.
• The final part of the excersise is to go through each flip-chart paper together and discuss the result and identify challenging parts that need further clarification by returning to course material or asking the teacher.

Further reading

Santa C.M., Havens, L.T. & Valdes B.J., (2004). Project Criss - Creating Independence through Student-owned Strategies. Helping teachers teach and learners learn. Third Edition. Kendall/Hunt Publishing Company. Dubuque, Iowa

This is a fun way to check to see if students know the material well enough for a test or quiz. The key is being well prepared with about 20–30 questions at different levels of difficulty (conceptual/ application/synthetic) and in different categories.

How?

• Form small groups and let them know the rules:
  • No books or notes.
  • All teams start with 10 points.
  • Team leader raises their hand when ALL members of the team are prepared to explain the answer. 
• Randomly assign a person to answer each question after the team discusses the concept before giving the answer.
• Have the reporter “wager” points depending on how confident they are that they can explain the answer.
• If the answer is correct, the team gets the points they wagered; if incorrect, the team loses the points they wagered.
• If the question is missed, the team that raised their hand 2nd can steal, and try to answer the question.

This activity is a fun way to get students to explain certain module/subject-specific words to the rest of the group or to make connections and links. This activity obviously requires a little more planning, and will involve baking cupcakes (recipes for which can easily be found on the internet) as well as icing the cupcakes with the chosen words/topics!

To prepare the Leader will need to identify difficult key words or concepts which, if the students can explain them correctly means they can eat the relevant cupcake!  

As an extension, students could be encouraged to create links of cupcakes (e.g. Life Science Leaders made cupcakes (iced with ‘proteins’) and encouraged students in the group to combine the cupcakes into an amino acid chain!)

Why?

To allow the SI-PASS leader to use diversity in perspectives to form heterogeneous groups for discussions. The statements/questions created and used by the SI-PASS leader should take into account that the participants have sufficient knowledge from covered course material to be able to substantiate their take/opinion on the statement/question.

How?

• The SI-PASS leader reads out statements/questions that likely yields various responses.
• The participants place themselves on a line to show their level of agreement.
• Thereafter the participants talk to the the one closest to share and solidify their arguments.
• Then the SI-PASS leader form groups having a variety of opinions for further discussion on the topic.
• As a final step the groups summarize their collective take on the topic on a flip-chart or whiteboard and share with the other groups.

How?

• The quiz should consist of 5–7 questions that are read aloud by the leader.
• The questions should require short multiple answers and focus on particulars of major points.
• The students should be encouraged not to talk or share answers; however, they can refer to notes or textbooks.
• If they do not have the answer they can write down the question.
• The quiz should be followed by a debriefing where the short answers to the questions are expanded upon through discussion.
• Allow the students to answer the questions in order.
• Have the student restate the question and give their answer.
• Allow time for other students to concur or disagree and encourage discussion.

This is a fun way to check to see if students know the material well enough for a test or quiz. The key is being well prepared with about 30-35 “answers” at different levels of difficulty and in different categories.

How?

• Form small groups and let them know the rules: No books or notes.
• Designate a different person to answer each question but the team can discuss the concept before giving the answer.
• If the question is missed, other teams can steal.
• Teams keep control of the board with correct “questions” or alternate from group to group.

How?

• Divide the students into two or more groups.
• Instruct each group to make a practice quiz for another group and provide answers to their own quiz on a separate piece of paper. Be sure to provide examples but allow them to be creative.
• Ask the groups to exchange quizzes and give them time to complete the other group’s quiz.
• Then, have each group compare their answers with the answers that the other group previously composed. Be sure to allow for time to discuss questions that remain unclear.

This strategy works as a great opener for an SI-PASS session.

How?

• The leader should prepare between 12-24 note cards. Half of the note cards should have vocabulary terms and the other half should have corresponding definitions (feel free to be creative).
• At the session, the SI-PASS leader should shuffle the note cards and place them face down.
• Allow the first student to turn over 2 cards at a time until a match is found.
• Once a match is found, have the student remove that pair of cards and allow another student to take a turn finding a match.
• Allow the students to continue taking turns until all the cards have been paired together.

The one-minute paper is designed to help students realise what they know or do not know i.e. ‘check for understanding’.

How?

• The leader should ask the students to take out a piece of paper and write on the topic presented by the leader.
• Remind them that it is important that they put their thoughts on paper in their own words, not that they produce a polished piece of writing.
• Then, have each student share their response with the group. Additionally, the leader may choose to encourage conversation regarding similarities and differences between students’ ideas.

This strategy improves students’ reading and understanding skills by leading the students through a process of questioning the text.

How?

• The leader should pre-read the text/topic that the students will be covering and identify areas that may prove difficult.
• Once at the session, ask the students to read or review the assigned material.
• Then ask questions to clarify areas you thought might be troublesome/go over the text and make sure everyone has a basic understanding.
• Ask the students to try and predict the direction of the next lecture/paragraph/topic based on what they have learned from this article or lecture, encourage them to try and make predictions as they read.
• Then double-check the group’s understanding, ask them to explain their thought process and encourage them to continue doing this to themselves as they read.
• Finally, work with the students to build a summary of the text/topic.

This strategy can be very useful before an exam.

How?

• The SI-PASS leader should prepare multiple note cards with vocabulary or identification words and one additional related word or term.
• Once at the session, ask the students to divide into groups and split the note cards amongst the groups.
• One person in the group must explain the vocabulary term to the other group members without using any of the words written on the note card. The group members must then guess the vocabulary word based on the student’s explanation. Have each student take a turn explaining.
• Once the group has guessed correctly, have them add 2 additional words to the card to make it more challenging for the next group. After all the words have been guessed, have the groups switch cards.
• The SI-PASS leader can sporadically join the groups and play along.

How it works

• The leader prepares two false statements about a topic and one true statement.
• These statements are then read aloud to the students, and they are asked to identify the true statement.
• The false statements are then discussed to determine why they are false, and how they could be made true.

(This strategy works well to present, "Which of the following statements are true?" questions from old exams).

This is a good opener or closing activity for reviewing class material. It can engage all learners in the review and work with large or small groups.

How?

• In pairs, students will review as many key concepts from class as they can remember.
• Student A will shout out any concept, idea or issue covered in class (make sure student explains idea), followed by Student B.
• Students will continue volleying concepts back and forth until they run out of ideas.
• They cannot repeat something said by their partner. Spend approx. 8–10 min doing this.
• Once in the large group, ask students for 1 concept/ idea and explain it.
• Once all have shared, the leader can list any concept that may have been missed or needs further discussion.

Reference

Lucas, Robert W (2007). Creative LEARNING—Activities and games that REALLY engage people. Pfeiffer (San Francisco & Wiley worldwide)

Grouping related terms into meaningful groups can be more helpful than drilling students on exact definitions.

How?

• Compose a list of key terms from the lecture ranging in levels of specificity.
• Scramble the terms and then encourage pairs of students to organise the terms into several categories that are meaningful to them.
• Then have them define or give an example of terms where appropriate.
• Finally, have each pair discuss their categories with the entire group.
• Get the students to check the spelling!