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You want to get rid of the low-level disruption the keeps happening in your session,

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You want to support all learners, even though they are working at very different levels.

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You want to encourage more interaction / participation in your lectures.

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You want to get rid of the low-level disruption the keeps happening in your session,

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You want to break down barriers between different groups of students who don't typically work together.

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View of knowledge:  Knowledge constitutes a key ingredient of human dignity, freedom and potential

View of learning:  Learning is a personal act to fulfil one’s potential.  It is a way for people to assume a new identity and self-image

View of motivation:  Intrinsic.  People act with intentionality and values (in contrast to behaviourism, where people act to gain rewards or avoid punishments.)

Implications for Teaching:  Teaching as facilitation, taking account of the person as a whole and the propensities and barriers to learning that they carry into the classroom.

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View of knowledge:  Knowledge is a repertoire of behavioural responses to environmental stimuli.

View of learning:  Passive absorption of a predefined body of knowledge by the learner. Promoted by repetition and positive reinforcement.

View of motivation:  Extrinsic motivation involving positive and negative reinforcement.

Implications for Teaching:  Correct behavioural responses are transmitted by the teacher and absorbed by the students.  Learning is in small chunks with rapid feedback, that rewards ‘correct’ behaviour discourages ‘incorrect.

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View of knowledge:  Learners actively construct knowledge systems based on pre-existing cognitive structures in the brain.
View of learning:  Active assimilation and accommodation of new information to existing cognitive structures. Discovery by learners.
View of motivation:  Intrinsic; learners set their own goals and motivate themselves to learn.
Implications for Teaching:  The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation.

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View of knowledge:  Knowledge is constructed within social contexts through interactions with a knowledge community.

View of learning:  Integration of students into a knowledge community. Collaborative assimilation and accommodation of new information.

View of motivation:  Intrinsic and extrinsic. Learning goals and motives are determined both by learners and extrinsic rewards provided by the knowledge community.

Implications for Teaching:  Collaborative learning is facilitated and guided by the teacher. Group work.”

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When you complete a topic, you ask learners to create a mind map of its key features for homework and bring it to the next session.  In that session, you ask them to compare similarities and differences of their maps with a neighbour, making any changes to their own map that they desire.  You invite them all to contribute to a collaborative, online mind map at http://mind42.com asking them to build a group mind map for their next homework.  You review this as a group in the next session for any final amendments.

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You ask learners to think creatively about a metaphor or simile for a key idea they have covered in class.  What is the idea ‘like?’  Can they represent it diagrammatically or through a drawing or a table?  In what ways is the idea like its simile?  In what ways is it dissimilar, i.e. at what point does the metaphor break down?

Learners share their metaphors with each other in class and vote on whose is the best.

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Every week you start the session with a pop quiz about their previous week’s learning.  Students swap and mark each other’s answers.  You count backwards from the top score asking those who obtained that score to raise their hands.  You offer praise to those who achieve the highest scores

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You issue all of the learners in the group with a mini-whiteboard and dry wipe marker.  You regularly ask them to write down their answer to a question and then the whole class to hold it up for you to see.  You ask a selection of learners with different answers to explain their answer.  You give an opportunity for people to change their answer if they want to and ask them to hold up their answers again.  Then you confirm the correct answer to your question.

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The instructor poses a question. Students are given time (30 seconds or one minute) to think of a response. Each student then pairs with another and both discuss their responses to the question. The instructor invites pairs to share their responses with the class as a whole.

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Ask students to hand in a first draft of a writing assignment. Photocopy each paper and identify it with a number instead of the student’s name. Give each student in the class an anonymous paper to edit. It is helpful to give the students verbal and written guidelines for editing criteria. After the students edit a paper, each student receives the anonymous feedback from his or her unknown peer editor. It is often useful to have a class discussion about how this process worked for everyone.

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The whole group gets chance to share their ‘freshest thinking’ about a topic, whatever it may be.  The rules of the circle are:

•    You’re not fully present until you speak

•    Be present as yourself

•    Lay aside every distraction

•    Ask ‘what’s your freshest thinking?’

•    Everyone has a turn

•    It’s OK to pass

•    When someone is speaking, look at their eyes (they can look anywhere)

•    Nobody interrupts

•    Take as long as you need

•    You are the judge of how long is too long but remember how your colleagues may feel if you go on too long

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Instructor or students identify a number of significant articles on a topic. Each student individually outside of class annotates and makes notes on one article. In class, students are randomly paired with another student who has written notes and annotations on the same article. The two partners read each other’s notes and annotations, comparing similarities and differences to their own response. Then the two students team-write a commentary based on a synthesis of both their sets of notes.