# data[].attributes.body
I love this discussion activity called "Spurious Correlations" for my statistics class. Students to go this website containing data on random things found to be related. Then they are asked to attempt to explain the correlation.  Since these are called "spurious correlations" and may not have a serious explanation, students are encouraged to go for the absurd.  The more elaborate and strange the story, the better! They then read each other's posts and have a laugh with some very creative stories their classmates come up with.

Monica Chen

# data[].attributes.attachment_link.readable_text
Quick note: I am updating this project to make it more engaging and more useful in classrooms. If you are a teacher or a student using this in class, I'd appreciate it if you would shoot me a quick note describing how you use it and what might make it more helpful: vigentyler@gmail.com. You can also email me if you're willing to test out the new features to provide feedback before they are released, or if you just want me to let you know when it is done.

The update will be released in 2024. Thanks! -Tyler

Other spurious things

Something totally different: The Mystery of the Bloomfield Bridge - a long-form over-the-top article about the history of one specific bridge in Minnesota. Published August 28, 2023.

Discover a correlation: find new correlations. Note from Tyler: This is not working, but I am in the process of fixing it. Shoot me an email if you'd like an update when I fix it.

View the sources of every statistic in the book.

# data[].attributes.attachment_link.description
Quick note: I am updating this project to make it more engaging and more useful in classrooms. If you are a teacher or a student using this in class, I'd appreciate it if you would shoot me a quick note describing how you use it and what might make it more helpful: vigentyler@gmail.com.

# data[].attributes.body
I have always enjoyed using a jeopardy-like game for students as an end of module or end of course review. It allows students to recall the material in a fun and engaging way.

# data[].attributes.attachment_caption
Awards presentations and acceptance speeches

# data[].attributes.body
Students present and receive awards to assigned classmates via video posts in a discussion at the end of the semester. Many students are touched by the awards they receive and they can begin to see their MC (Master of Ceremonies) skills emerge.

# data[].attributes.headline
I have students post Practice Speeches. They focus on developing the elements of public speaking without the stress of a rubric and a grade. The prompts are usually fun and help to develop the classroom community. 

# data[].attributes.subject
I have students post Practice Speeches. They focus on developing the elements of public speaking without the stress of a rubric and a grade. The prompts are usually fun and help to develop the classroom community. 

# data[].attributes.body
I have developed Peer Review Forms for the major essay assignments in my course. The form serves as a checklist for what students should be including in their essays. Students are paired up, drafts are exchanged, and the form is used to evaluate the drafts. In addition, students offer two suggestions as to how their peer can improve the draft and share two lessons that they learnt from reviewing the draft. Once students have completed the form, they return the form to their peer and have a discussion. This provides an excellent opportunity for students to interact with each other and to learn from each other.

# data[].attributes.body
I use discussion boards to encourage students to share thoughts and opinions. I try to use this as a place to ask questions about a related news article to gauge all view points.

# data[].attributes.headline
Nursing Case Studies - Unfolding Case Studies are great group assignments to get the students engaged. 

# data[].attributes.subject
Nursing Case Studies - Unfolding Case Studies are great group assignments to get the students engaged. 

# data[].attributes.body
Aha Slides - I post voice over PowerPoints for students to listen to prior to class. Then during class I recently discovered Aha slides where I discuss the main points and embed NCLEX style questions for the students to answer.

# data[].attributes.body
When teaching developmental reading students the critical reading skill inferences, I have them find a comic strip and explain what makes the comic strip funny or what is the message that is not directly stated.

# data[].attributes.body
Applying psychological concepts to real-world examples is a great way to get students to see beyond the course constructs.  I have used this activity a number of different ways.   Students are asked to search news and social media for examples of concepts (e.g., conformity, obedience, prejudice, discrimination, relational aggression, etc.) and post the link with a short description and discussion if the depiction is accurate compared to course materials.   This is posted in discussions or using padlet.   I use this also to discuss the role of the media in persuasion and ask students to analyze what makes the samples more or less credible using concepts from the course.

# data[].attributes.body
Have students fill in a survey with different information about themselves (results only seen by me). Later in the semester, provide the data (with any identifying information removed) and have students use statistical software to create a graph and post in a discussion. Have them comment on each other's graphs -- gives a way to use real, meaningful data to explore quantitative and qualitative graphs.

# data[].attributes.body
I give students, as part of their orientation week, the Barsch Learning Styles Inventory to help them and me find out what their learning styles are so that they can learn how they learn best and apply to the materials and concepts. I review the styles and give suggestions on way to maximize their study efficiency.

# data[].attributes.headline
Critical analysis and applicable situations

# data[].attributes.subject
Critical analysis and applicable situations

# data[].attributes.body
I use discussions and videos based on real life situations. I pose a specific question at the start of a video. The video is a demonstration of a person interviewing for an internship. The question is "how is this public speaking course relevant to interviewing for an internship?" The more applicable the discussions or videos, the more engagement from the students.

# data[].attributes.headline
Socratic Seminars about the short stories we're reading using Discussion Boards

# data[].attributes.subject
Socratic Seminars about the short stories we're reading using Discussion Boards

# data[].attributes.body
I use several discussions for students to have an opportunity to connect with each other, share a bit about themselves, and share suggestions with each other on how to be successful in the class. Since I give my students the opportunity to work with others on quizzes and access to MS Teams to form study groups, this kicks this off for them.

# data[].attributes.body
I enjoy low stakes assignments that build confidence without fear of failure.

# data[].attributes.headline
I like having teams discussions with students asking what type of music covered in class is their favorite, and then trying to find similar characteristics in the popular music they listen to--as almost all of the music covered in class was "pop" music at one time.

# data[].attributes.subject
I like having teams discussions with students asking what type of music covered in class is their favorite, and then trying to find similar characteristics in the popular music they listen to--as almost all of the music covered in class was "pop" music at one time.

# data[].attributes.body
I like when students contribute to Google Jamboards. I start them off with the categories or questions, and they use stickies to respond.

# data[].attributes.headline
Practice pulling apart sentence grammar with famous movie lines!

# data[].attributes.subject
Practice pulling apart sentence grammar with famous movie lines!

# data[].attributes.body
I like using discussions and/or videos based on real-life situations that have occurred. Students have to write their own analysis of the story or question posed then two other students have to respond to the analysis. For example, Should a person who is texting while driving be punished the same as a person who is drinking while driving?

# data[].attributes.body
This capstone project encourages to apply rhetorical writing and argumentation skills in a real-world scenario. Students develop a business plan and product pitch that includes elements of each course learning outcome.

# data[].attributes.body
I like presenting technology based ethical dilemmas and asking my students to first think about how they might approach the dilemma, then to do some research on the topic.

# data[].attributes.body
Quote from extensive reading selection:
"We all have our own Outback experiences to grow through; mine just happened to be literally in the Outback...
In the tradition of the desert people, I have (also) taken another new name to reflect a new talent.

Sincerely,

Traveling Tongue"

You are at the end of your EAP program, so now it is time for you to reflect.

It's time to give yourself a new name to reflect a new talent or self-discovery.

How has learning English for Academic Purposes changed you or helped you get closer to your goals?  In which area do you feel more confident than you did before you started the program?  What strength can and should you be proud of!?

Share your new name here in discussions and explain it.  Then, comment on 2 of your classmates' new names for full credit.

# data[].attributes.headline
Video Analysis---My classes usually conclude with a relevant video that highlights the content and then we break into small groups to discuss.  Creates community throughout the term.

# data[].attributes.subject
Video Analysis---My classes usually conclude with a relevant video that highlights the content and then we break into small groups to discuss.  Creates community throughout the term.

# data[].attributes.headline
I like using clinical cases for my microbiology course. 

# data[].attributes.subject
I like using clinical cases for my microbiology course. 

# data[].attributes.body
I have students examine and analyze the legal issues in cases involving famous people or major events.

For instance, in my probate class students are provided with the wills and court filings for the estates of Robin Williams, Prince, Jimi Hendrix, etc... After discussing the problems and remedies in those cases, they are given hypothetical client scenarios and must apply the knowledge to the new fact patterns.

# data[].attributes.headline
Group discussions that require students to apply their opinions and review reading content.  Students start with a slightly controversial prompt such as wars are beneficial.  Then, students must evaluate their reading content for examples to either support or oppose the prompt. 

# data[].attributes.subject
Group discussions that require students to apply their opinions and review reading content.  Students start with a slightly controversial prompt such as wars are beneficial.  Then, students must evaluate their reading content for examples to either support or oppose the prompt. 

# data[].attributes.attachment_caption
On the first discussion board, I make sure to include this image to show students how to insert an image into their posts.

# data[].attributes.headline
(Module Level Discussions) "Take a Penny, Leave a Penny - Chapter # 💭"

# data[].attributes.subject
(Module Level Discussions) "Take a Penny, Leave a Penny - Chapter # 💭"

# data[].attributes.body
I've started adding regular discussions at the end of each module (or weekly/biweekly) topic in my online courses where students can post almost anything they want and have to reply. I encourage them to ask questions or even just post a meme. By the end of the semester, almost everyone is actively participating and communicating with each other, sharing tips, encouragement, and frustrations. It's been the closest thing I can find that somewhat mimics the interactions I get between students in a real classroom.

This is the basic structure:

Initial Post

Based on the lessons from this module, please reply to this post by including at least one of the following as it relates to confidence intervals or any other topic related to this chapter:

1. Share a thing that you learned.

2. Share a resource you found that was helpful.

3. Ask a question.

4. Post a relevant or encouraging meme.

Response

After you write your initial post, follow up with at least one classmate by replying to their post.

-Wendy Pogoda

# data[].attributes.headline
I use the discussion board as a forum for debate on a controversial environmental issue.  They have to post their opinion backing it up with scientific facts and sources and respond to 2 other students with an opposing viewpoint.

# data[].attributes.subject
I use the discussion board as a forum for debate on a controversial environmental issue.  They have to post their opinion backing it up with scientific facts and sources and respond to 2 other students with an opposing viewpoint.

# data[].attributes.body
- Denise

# data[].attributes.headline
For public speaking, my favorite activity would be the first video discussion board where they introduce themselves as their favorite food. 

# data[].attributes.subject
For public speaking, my favorite activity would be the first video discussion board where they introduce themselves as their favorite food. 

# data[].attributes.body
For the serial killer course, my favorite would be an interactive case study; however, I love someone's idea of the Escape Room as well.

# data[].attributes.attachment_caption
We build systems like this for our ornamental fish!  This incorporates both theory from class and practical design using skills taught in lab.

# data[].attributes.headline
Designing functional mechanical systems for fish production.

# data[].attributes.subject
Designing functional mechanical systems for fish production.

# data[].attributes.body
I am a big fan of our end-of-the-semester project.  Students have the opportunity to showcase what they've learned in Excel while also flexing their accounting and creativity skills!

- Shelby Moore

# data[].attributes.body
Send the students out to take pictures of different input, output, and storage devices and they have to be able to identify them from a list.

# data[].attributes.headline
I use a modified Gallery Walk for diagrams, graphs, etc.. to teach observation.  In my online class I call it "gallery surfing"  in a discussion board.

# data[].attributes.subject
I use a modified Gallery Walk for diagrams, graphs, etc.. to teach observation.  In my online class I call it "gallery surfing"  in a discussion board.

# data[].attributes.body
-Denise

# data[].attributes.body
To free students of blank page syndrome (the fear of starting a writing assignment), I implement free writes throughout the semester. We take five minutes at the beginning of class to write whatever comes to mind about certain topics. For example, they might write about a chapter we read for homework (instead of taking a quiz) or reflect on part of the writing process they recently completed. The farther into the semester we get, I see less hesitation and longer free writes!

# data[].attributes.body
group discussions

# data[].attributes.body
Draw or label a diagram

# data[].attributes.body
Group presentations.

# data[].attributes.headline
Escape the Room where they have to interact with course material to escape.

# data[].attributes.subject
Escape the Room where they have to interact with course material to escape.

# data[].attributes.body
Most students taking BSC 2086 are pursuing a career in healthcare. Case studies are a great opportunity to reinforce concepts because students apply their knowledge in context, analyze and interpret data, and solve real-world problems.

# data[].attributes.headline
Personal Dissection Videos: Warning Dissected Cat Reproductive Anatomy

# data[].attributes.subject
Personal Dissection Videos: Warning Dissected Cat Reproductive Anatomy

# data[].attributes.body
I have a Professor Facebook Page & my own YouTube channel where I post videos. When I am on campus dissecting, I almost always make videos.  I was going to include the link here in the comments to one of my actual videos hoping the thumbnail wouldn't appear as it might be disturbing to some of you, but it showed up and I apologize but I do not see a way to edit it. So no link.

# data[].attributes.body
Nothing incredible here. When the course is Freshman Composition I and/or II, all there is is writing--and demonstrating a mastery of the rules of grammar and composition (which tell us that the double verb is correct and there is no comma separating the "is is" structure). Maybe that is incredible.

# data[].attributes.body
Picture Prompts are a good way to move students beyond the generic ENC 1101 prompts. I do tend, for copyright reasons, to develop my own picture rather than use NYT, but the article linked here does a good job of exemplifying the activity.

# data[].attributes.attachment_link.readable_text
We've been publishing our Picture Prompts series four days a week since 2016. These short, accessible, image-driven prompts invite students to create short stories, poems and memoirs; share experiences from their lives; analyze illustrations, graphs and charts; and weigh in on hot-button issues.

Here, we've rounded up all the Picture Prompts we published for the 2019-20 school year and organized them by the type of writing they ask students to do. You can find even more in our roundups for the 2016-17, 2017-18 and 2018-19 school years. That's over 600 prompts in all. And many are still open for comment by students 13 and up.

To learn how you can use Picture Prompts to build literacy skills, promote critical thinking, spark discussion and foster creativity in your classroom - physical or virtual - watch our on-demand webinar, " A Picture Prompt Is Worth a Thousand Words." For dozens more ideas, see our lesson plan, " How to Teach With Our Picture Prompts (and Other Times Images)."

If you use this feature with your students, or if you have other ideas for how to use photos, illustrations and graphics to encourage writing, let us know in the comments.

# data[].attributes.attachment_link.title
144 Picture Prompts to Inspire Student Writing (Published 2020)

# data[].attributes.attachment_link.description
We've been publishing our Picture Prompts series four days a week since 2016. These short, accessible, image-driven prompts invite students to create short stories, poems and memoirs; share experiences from their lives; analyze illustrations, graphs and charts; and weigh in on hot-button issues.

# data[].attributes.body
Case studies using RISE

# data[].attributes.body
simulations

# data[].attributes.attachment_link.readable_text
Developed by Barbara Tewksbury, Hamilton College

"When efforts are structured cooperatively, there is considerable evidence that students will exert more effort to achieve - learn more, use higher-level reasoning strategies more frequently, build more complete and complex conceptual structures, and retain information learned more accurately" (Johnson and Johnson, 1999, Making Cooperative Learning Work).

Over the years, the jigsaw technique has been the most popular cooperative learning strategy among faculty who have participated in On the Cutting Edge Course Design workshops. The jigsaw technique is a simple, well-structured cooperative learning structure that emphasizes both individual accountability and achievement of group goals, both of which are critical for improved student learning in cooperative settings.

What are jigsaws?

In a jigsaw, the class is divided into several teams, with each team preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group. Each person in the group teaches the rest of the group what he/she knows, and the group then tackles an assignment together that pulls all of the pieces together to form the full picture, hence the name jigsaw.

Learn more about jigsaws

Why use jigsaws?

The jigsaw is an effective way of engaging students both with course material and with each other. The peer teaching aspect requires that each student understands the material well enough to teach it to others (individual accountability), and each student is required to contribute meaningfully to a group problem-solving component (group goals). Research on this and other cooperative learning techniques shows significant benefits for students not only in terms of level of learning but also in terms of positive social and attitudinal gains.
Learn more about why jigsaws are effective

How to use jigsaws

Designing an effective jigsaw requires different, but overlapping, team assignments and a meaningful group task, plus attention both to how students will prepare effectively for peer teaching and how the instructor will evaluate what individual students have learned.
Learn more about how to design effective jigsaws See the Jijgsaw FAQs
Examples of jigsaws

The jigsaw is a hugely versatile structure that can be used in class, in the field, or in lab. Team assignments can be based on samples, data sets, field exposures, graphs, equations, maps, photographs, articles from the literature, and more.
See a variety of examples of jigsaw activities

See a variety of examples of jigsaw activities in the geosciences
Browse the full collection of jigsaw activities
References

See a list of related books and articles

# data[].attributes.attachment_link.description
Developed by Barbara Tewksbury, Hamilton College "When efforts are structured cooperatively, there is considerable evidence that students will exert more effort to achieve - learn more, use higher-level reasoning strategies more frequently, build more complete and complex conceptual structures, and retain information learned more accurately" (Johnson and Johnson, 1999, Making Cooperative Learning Work).