From Diversifying Economic Quality: A Wiki for Instructors and Departments
1. Establish cooperative learning groups by assigning four students into the same group based upon seat number and letter (e.g. 1A, 1B, 1C, 1D, 2A, 2B...). Within each group roles should be rotated every class period (reporter, materials gather, recorder, ect.).
2. Organize the class time into three segments, an engagement period, an exploration/explanation period, and an evaluation/quiz period.
3. For the engagement period pose an economic question which presents the class theme and draws on student interest and/or prior knowledge.
4. Allow students 30 - 60 seconds to think about possible solutions to the economic question.
5. Allow students 3-5 minutes to discuss the question within their cooperative learning group.
6. Choose 3-5 groups where the reporter from each group will present their solution to the class (use handheld microphones).
7. A 15 minute lecture should follow highlighting ideas in the engagement period.
8. For the exploration period present another question to the class which builds from the engagement question and which builds student discussion.
9. Repeat steps 4 and 5
10. Written answers to the exploration period should be collected from each group to evaluate understanding.
11. Another 15 minute lecture highlighting ideas from the exploration period should follow.
12. A quiz either for individuals or for groups, should be provided and collected. Groups should be allotted 1-5 minutes to discuss the major concepts from the class.
Innovation in Large Lectures: Teaching for Active Learning Diane Ebert-May, Carol Brewer and Sylvester Allred BioScience , Vol. 47, No. 9 (Oct., 1997), pp. 601-607 Published by: University of California Press on behalf of the American Institute of Biological Sciences Article Stable URL: http://www.jstor.org/stable/1313166