Techniques Video Library

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.

Students look for recent events or developments in the real world that are related to their coursework, then analyze these current affairs to identify the connections to course material in entries that they write in a journal.

In Jigsaw, students work in small groups to develop knowledge about a given topic before teaching what they have learned to another group.

Team Jeopardy is a game in which student teams take turns selecting a square from a grid that is organized vertically by category and horizontally by difficulty. Each square shows the number of points the team can earn if they answer a question correctly, and more challenging questions have the potential to earn more points. Download example slides here: Google

3-Minute Messages are modeled on the Three-Minute Thesis (3MT) academic competition, in which students have three minutes to present a compelling argument and to support it with convincing details and examples.

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.

In Test-Taking Teams, students work in groups to prepare for a test. They then take the test, first individually and next as a group.

A Role Play is a created situation in which students deliberately act out or assume characters or identities they would not normally assume.

With Case Studies, student teams review a real-life problem scenario in depth. Team members apply course concepts to identify and evaluate alternative approaches to solving the problem.

A Triple-Jump is a three-step technique that requires students to think through and attempt to solve a real-world problem.

In Dyadic Interviews, student pairs take turns asking each other questions that tap into values, attitudes, beliefs, and prior experiences that are relevant to course content or learning goals.