Brainstorming — various techniques Brainstorming

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interactive games (2)

CITATION/SOURCE

IN-CLASS

□	Give students a blank handout at the start of class for the beginning, or middle, or end of the class session.
□	Direct students to provide the information needed to fill in the cells. Tell them how they should complete the table (individually or in groups) and how much time they have to complete it. Ask them to write only words or brief phrases. Set a realistic limit for the number of items you expect them to insert into each cell.
□	Collect the matrices.

POST-CLASS
□	Review matrices and assess the correctness and completeness of the information given.
□	Provide feedback/grade based on the quality of the matrices.
□	Discuss the results of the activity at the next class meeting.

CITATION/SOURCE

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 142-147.

88. Categorizing Grid – Hand out rectangles divided into cells and a jumbled listing of terms that need to be categorized by row and column.

89. Defining Features Matrix – Hand out a simple table where students decide if a defining feature is PRESENT or ABSENT. For instance, they might have to read through several descriptions of theories and decide if each refers to behaviorist or constructivist models of learning.
90. What/How/Why Outlines – Write brief notes answering the what / how / why questions when analyzing a message or text.
91. Approximate Analogies – Students provide the second half of an analogy (A is to B as X is to Y).
92. Problem Recognition Tasks – Offer case studies with different types of problems and ask students to identify the TYPE of problem (which is different from solving it)
93. Switch it up! – Ask students to work on one problem for a few minutes and intentionally move to a second problem without debriefing the first one, then solve the second one and only then return to the first one for more work. A carefully chosen second problem can shed light on the first problem, but this also works well if the problems are not directly related to each other.
94. Reading Rating Sheets – Students fill out a ratings sheet on the course readings, on how clear, useful, and interesting it was.
95. Assignment Assessments – Students give feedback on their homework assignments,and evaluate them as learning tools.
96. Exam Evaluations – Students explain what they are learning from exams, and evaluate the fairness, usefulness, and quality of tests.
97. Group-Work Evaluations – Questionnaires asking how effective groupwork has been in the class.
98. Teacher-Designed Feedback Forms – Rather than use standardized evaluation forms, teachers create ones tailored for their needs and their classes. Especially useful midway through the term.
99. Writing Fables – Students write an animal fable (or at least sketch its outline) that will lead to a one-sentence moral matching the current concept discussed in class. May be done verbally instead.

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