
Engagement	Representation	Action & Expression
Think-Pair-Share Purpose: Active Learning & Information Processing Think-Pair-Share (TPS) is where learners work individually and in pairs to solve a problem or answer a question. Think-Pair-Shares are designed to: Increase class participation and improve the quality of learner contributions; Process information and remember what is learned; Challenge assumptions, address misconceptions, and start conversations; Check for understanding; and Probe learners to think about the topic ahead. Procedure: Pose a question or discussion topic to the class. Ex. How did you arrive at your answer? Ex. Why are the other answer options incorrect? 2. Give the learners a few minutes to think about their response. 3. Ask learners to pair with a peer to share/discuss their responses. 4. Call on both volunteers and non-volunteers to respond to the entire class. 5. Highlight the accurate points and correct any incorrect responses. Supporting Research: Adler, S. A., Altoff, P., Marri, A. R., McFarland, M. A., & McGrew, C. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Allen, R. (2008). Green light classrooms: Teaching techniques that accelerate learning. Corwin Press. Barkley, EF, et.al. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. Major, C. H., Barkley, E. F., & Cross, K. P. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Corwin Press.	Asynchronous Video Lectures Purpose: Informing Video Lectures are lesson recordings posted online for learners to view. Video Lectures are designed to: Enhance class discussions (front-load); Deliver content to enrich understanding (lecture); Teach learners how something works (tutorial); Model a step-by-step guide or process (demonstration); Provide learners access to content anytime, anywhere; Customize the pace of instruction for learners; and Be available to review difficult content if needed. Tips: Chunk longer lectures into 5-12 minute videos to organize topics and align with attention spans. Create more informal videos with a personal tone. Images/Animation + narration is better than text + narration for retention and learning. Hold learners accountable for viewing the videos in Canvas before or in place of class. Assign a Wrapper or video guide. Reserve class for activities and discussion. Reference, but do not repeat, what was in the video. Supporting Research: Bodie, G. D., Powers, W. G., & Fitch-Hauser, M. (2006). Chunking, priming and active learning: Toward an innovative and blended approach to teaching communication-related skills. Interactive learning environments, 14(2), 119-135. Hodges, R., Simpson, M. L., & Stahl, N. A. (2012). Teaching study strategies in developmental education: Readings on theory, research, and best practice. Boston: Bedford/St. Martin's. Linder, K. E. (2016). The blended course design workbook: A practical guide. Stylus Publishing, LLC. Martin, D. C., & Blanc, R. (2001). Video-based supplemental instruction (VSI). Journal of Developmental Education, 24(3), 12. Waters, J. K. (2011). Lecture capture: Lights! Camera! Action. Campus Technology, 24(10), 22-28.	3-2-1 Purpose: Classroom Assessment Technique (CAT) 3-2-1 is a debriefing tool to reflect on conceptual knowledge and future application. 3-2-1 is designed to: Summarize and capture learners' learning; Identify further learning interests and needs; and Influence teaching adjustments. Procedure: At the end of class time, unit, and/or module ask learners to independently list: 3 – new facts or ideas they learned 2 – ways they plan to implement or apply their new learning 1 – idea that either needs clarification or that they would like to know more about Collect the CAT to inform your teaching and to clarify, correct, or elaborate in a follow-up. ALTERNATIVES Have learners post to a discussion board. In a synchronous (live) online class, learners can write on a white-board. Use a shared (open for anonymous responses) google document to collect responses. Supporting Research: Angelo, T., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). Jossey-Bass Publishers. Martin, M. B. (1999). Classroom assessment techniques designed for technology. Middle Tennessee State University. Retrieved from: https://files.eric.ed.gov/fulltext/ED436119.pdf. Simpson-Beck, V. (2011), Assessing classroom assessment techniques. Active Learning in Higher Education, 12: 125-132.