Students use computer-based tools, such as video, audio, graphics, and web publishing, to tell personal or academic stories about life experiences relevant to course themes.
In the 3-2-1 technique, students write about 3 things they learned in the lecture, 2 things they found particularly interesting from the lecture, and 1 question they still have about the lecture content.
Lecture Engagement Logs are records that students keep to document the various academic activities they engage in for a particular class.
A PLE is a set of people and digital resources an individual can access for the specific intent of learning. Students illustrate the potential connections through a visible network of the set.
A Lecture Wrapper is a tool for teaching students self-monitoring behavior as they identify key points from a lecture and then compare their points to the instructor’s list of points.
A Post-Test Analysis is a two-stage process that is divided into several steps designed to help students develop greater awareness of their test-preparing and test-taking skills.
In Comprehensive Factors List, students write all the relevant factors they can think of about a specific topic, drawing from course content and personal experiences.
During a Punctuated Lecture, students listen to the lecture for approximately 15 to 20 minutes. At the end of the lecture segment, the teacher pauses and asks students to answer a question about what they are doing at that particular moment.
In What? So What? Now What? Journals, students reflect on their recent course-related activities as they respond to each prompt in a journal entry.
In Sentence Stem Predictions (SSP), the professor presents a partial sentence that is structured to prompt students to predict select aspects of the upcoming lecture.