Difference between revisions of "Neighbor sharing"

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(Created page with "1. Deliver a 15 minute lecture. 2. Pose a multiple choice question to the class. 3. Direct students to answer the question individually. 4. Allow students to turn to their neighb...")
 
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1. Deliver a 15 minute lecture.
 
1. Deliver a 15 minute lecture.
 +
 
2. Pose a multiple choice question to the class.
 
2. Pose a multiple choice question to the class.
 +
 
3. Direct students to answer the question individually.
 
3. Direct students to answer the question individually.
 +
 
4. Allow students to turn to their neighbor in order to share and compare answers for 2-3 minutes.
 
4. Allow students to turn to their neighbor in order to share and compare answers for 2-3 minutes.
 +
 
5. Ask students to raise hand in order to answer the question.
 
5. Ask students to raise hand in order to answer the question.
 +
 
6. If a significant number of students answer the question incorrectly, allot more time to the lecture concept for clarification, if not continue to the next concept.
 
6. If a significant number of students answer the question incorrectly, allot more time to the lecture concept for clarification, if not continue to the next concept.
  

Revision as of 16:58, 17 June 2011

1. Deliver a 15 minute lecture.

2. Pose a multiple choice question to the class.

3. Direct students to answer the question individually.

4. Allow students to turn to their neighbor in order to share and compare answers for 2-3 minutes.

5. Ask students to raise hand in order to answer the question.

6. If a significant number of students answer the question incorrectly, allot more time to the lecture concept for clarification, if not continue to the next concept.


Source

Why Isn't Cooperative Learning Used to Teach Science? Clyde Freeman Herreid BioScience Vol. 48, No. 7 (Jul., 1998), pp. 553-559 Published by: University of California Press on behalf of the American Institute of Biological Sciences Article Stable URL: http://www.jstor.org/stable/1313317