1. Group discussion in EDU 497 to solve a problem, like Fish activity, and desert activity, the active learning strategy used here is group discussion to solve a problem (Collaborative learning), and it was very interesting, and it has a valuable impact in our learning , as The active problem-solving nature of the activity promoted critical thinking skills, allowing students to analyze information and develop logical solutions, in addition to improving the communication skills among the group members, and a deep understanding of the learning objectives behind this activity

2. alternating the roles as a teacher and as a learner in EDU497 course, as I played the role as a teacher in the first week and in the 2nd week as a learner, and it is a very good experience, the active learning strategy used here is: Peer instruction, and this experience has a great impact in my learning experience as I have the chance to work with my group in creating a module from all its aspect, as we started to apply what we learned from this course, like applying the high leverage practice, in addition to good experience in working in the blackboard with proper instructions to the students, and as a learner, I learned a different new learning activities may be I will use it in the future

1) Jigsaw Learning - in another course, EDE424 (Simulation in Health Professions Education), the students are divided to read different types of debriefing techniques, and share them during class. This is an efficient method to ensure students are contributing actively into learning process at the classroom. This activity also induced sense of responsibility of students towards the group and also implementing peer learning. I attempted my best to explain the allocated materials so that all my classmates could learn from it without misunderstanding. Of course, there was a discussion opportunity for QnA and clarifications from both students and instructor after each presentation.

2) Peyton's Four Step Approach - I use this approach when teaching clinical/procedural skills to undergraduate medical students. In a traditional approach, maybe only 1-2 students will demonstrate at a time while others are watching. Using this Peyton's model, there will students performing, probing, reading, and provide feedback at a time, and then rotate and change roles. This way, all students are participating actively in most of the session/class time with different roles.

-Tama-

1. Being a clinical instructor and teaching skills to my group of students. At the beginning of this semester, I was teaching skills to first semester nursing students at Fisher. For two weeks in a row, I would go to campus and have the group of students be hands on with performing specific skills. During those days, I had limited time to be a "teacher" but instead was facilitate their learning by going over how to perform a skill, then breaking them up into groups to either role-play or complete the skills amongst their group members. During this time, I may not have been the learner but I did create active learning for the students while I was the facilitator.

2. While in undergraduate school, I took form in a debate class for an elective. The professor of the class set up the class in a way where there were maybe 10 controversial topics at that time, would then have us choose topics that were interesting, then break us up into for or against the topics. When it came time to debate, the professor was not involved in the slightest but instead was an outsider looking in. It was up to the students to be involved with the discussion and present the information developed. It was one of the best learning experiences I have had to date because as uncomfortable it was to not know everything about a specific topic (even if you think you do), you develop an understanding from both sides of a topic and find a way to find common ground to have a professional, mature debate.

Jordan Holik =)

Rima :)

I cannot help but choose the beloved fish activity from this class as my second example. In this active learning exercise, we first tried our own strategies independently, then broke into small groups, and finally came back for a full class discussion. The structure of this exercise allowed us to explore what we already knew as individuals coming in to the activity, then allowed us to expand on our own knowledge by hearing the strategies used by others. While at first the exercise felt a little intimidating and awkward, it was certainly engaging and motivated us to solve the puzzle. Some of us were so invested in this project, that we were quite frustrated when no "correct" answer was offered at the end!

Amy :)

2. The other experience that comes to mind is from my class last fall in NLX 417: Teaching and Learning in Nursing. I gave a presentation on Gagne's nine events of instruction, which is a sequence of events that is supposed to enhance learning and acquisition of skills. After teaching about the nine events, I presented a mini lesson in which I used Gagne's events to teach the other students how to play the "cup game" (from the movie Pitch Perfect). I thought it was a great way to show how this teaching framework could be applied to any topic, while actively involving each of the learners. Although I was not the student, I thought it was a good example of active learning.

   Bailea :)

2.) In EDE 486, we built on line courses and shared our work with a small cohort we worked with for several weeks. It was helpful to get feedback from my peers who also had some experience teaching online. They provided immediate feedback, suggestions and ideas for my course. We learned from each other and had an instructor that was very active with each cohort. The instructor was invested in our topics and learning. We all learned from each other in a supportive and nurturing environment.

Mary

- Breanna Ange

The second active learning technique would be simulation participation, observation and debrief. All three roles roles within a simulation are extremely beneficial to the deeper learning processes. By actively participating you are performing hands on skills and adapting in the moment as the simulation progresses. As an observer, you're given the ability to "look in from outside the fishbowl." This allows you critically think but also assess others as they physically perform the simulation. Debriefing from both sides creates that open discussion for critique and positive feedback.

-- Rachel