some students resist peer learning and may even see it as an abdication of a faculty member’s responsibility to teach. to address misconceptions like these, it is often helpful to introduce new learning activities by talking about why you’re including it in the course. make sure you explain how the activities you’ve planned are linked with the course learning objectives. in their review of the research, barkley, cross and majorx report that “cooperative arrangements were found superior to either competitive or individualistic structures on a variety of outcome measures, generally showing higher achievement, higher-level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned in one situation to another” (18). according to constructivist theories of learning, the multiplicity of views inherent in collaborative learning can generate cognitive conflicts, which in turn allow new ideas to be accommodated and incorporated in the cognitive system. under vygotsky’s theories of cognitive development, collaborative learning creates opportunities for peers to learn from more competent others. see also the wisconsin center for educational research’s answer to the question, “does collaborative learning work?
” and their explanation for why. collaborative learning techniques: a handbook for college faculty. johnson, d.w., maruyama, g., johnson, r., nelson, d., & skon, l. (1981). effects of cooperative, competitive, and individualistic goal structures on achievement: a meta-analysis. research on cooperative learning: implications for practice. (1994) learning from peers: beyond the rhetoric of positive results. effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: a meta-analysis. pp 21-51. download a guide with more than 70 collaborative learning activities for you and your students.
after they are finished, have them reflect on the following questions: students are asked to identify the different roles that they occupy in their lives and how these compare with relative importance to their career and work lives. students are asked to reflect on events, experiences, and surprises that have happened in their lives—from birth to the present day—that have impacted their development and their identity. students are asked to reflect on five values that have been the most important to them throughout their lives and work.
instructions: have students reflect on a specific goal that they set out to accomplish in the past and have them fill in the table based on the following prompts: students are asked to reflect on their understanding of the “common good” and its place in both personal and societal contexts. nb: kata holos is a greek term meaning catholic, or “toward a larger whole” or “from the whole” or “throughout the whole.” recognizing the human tendency to constantly look toward the lofty future for a sense of fulfillment, students are asked to consider the roles that they fill in their current lives and how these can offer them a sense of purpose now. students are asked to reflect on a provided list of values and to select the ones that mean the most to them, ultimately narrowing down the list to their top five values. instructions: have students read the provided list of 42 values and draw a star next to the ten that are most important to them.
activities which involve student interaction with content can include listening to and/or watching a live or recorded talk, engaging with a written or visual make sure you explain how the activities you’ve planned are linked with the course learning objectives. you might also consider asking students why they think learning activities for purpose exploration. main content. colored pencils the following activities have been developed to foster intentional purpose, learning activities for kids, learning activities for kids, learning activities for adults, learning activities pdf, classroom activities.
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