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Session 3 – Group-based learning, games as
experiential learning, clickers
Teachable moments by design: Translating teaching
into learning workshop series
Fri. April 25, 2014
Tresha Dutton, Ph.D., Outcomes Assessment Coordinator
Anne Marie Karlberg, Ph.D., Director of Assessment and Institutional Research
Session 3 learning outcomes
After today’s session, faculty will be able to…
1. explain how rigor, relevance, and relationships are
represented in their teaching and learning strategies and
assessments.
2. map their teaching and learning strategies and assessments
to their course outcomes.
3. implement diverse teaching and learning strategies based
on course outcomes.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Today’s topics
1. Group-based learning
2. Games as experiential learning
3. Clickers
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
1. Group-based learning
Group-based learning
…is a teaching and learning strategy in which a defined number of
students (3+) work interdependently over a prolonged period of
time to complete a complex class assignment, project, or task.
What’s NOT group-based learning?
Asking students to talk to their neighbors for a few minutes when
breaking up a lecture.
Asking a group of 5 students to discuss a question or set of
questions.
Asking a group of students to role-play.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Group-based learning: When to select…
Help students see how their attitudes, beliefs, values, etc..
are different / similar to others.
Help students develop inquiry skills and view themselves
and peers as sources of knowledge.
Foster active problem solving, discovery, and contribution
(higher order thinking).
Develop higher stakes for class preparedness by creating
group expectations and responsibilities.
Develop interpersonal relationships and belonging in the
class.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Group-based learning: How to implement
1. Create a defined, stable group membership.
2. Create group-based learning assignment.
3. Create individual and group accountability.
4. Require regular meetings for collaboration.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Designed break – Group-based learning
Each person in the group who brought a group-based
learning activity should share his/her assignment.
Use the “group-based learning checklist” to determine the
extent to which the activity integrates the design elements.
The recorder should make notations on his/her checklist
capturing a couple of creative ways the assignment
addresses design elements on the checklist items.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Group-based learning checklist
Yes
No
Does the instructor assign groups of 3+ for this assignment?

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Does the assignment require a prolonged period of group work (e.g., 5-6 weeks)?
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Does the assignment have an ice-breaker component?

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2. Created a groupbased learning
assignment
Does the assignment explain why the students are engaged in a group–based learning
assignment?
Does the assignment description appear to engage the students in genuine learning
accomplished by a group (e.g., not doable by 1-2, can’t be divided and patched together
etc.)?



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3. Created individual
and group
accountability
Does the assignment address how group members are planning their collaborative work
(i.e. demonstrating interdependence)?

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Does it address how individual and group accountability will be assessed?


4. Required regular
meetings for
collaboration
Does the assignment address group meetings (e.g., where, when, how often)?
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Are there any requirements for documentation of meetings and progress?

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Design elements
1. Created a defined,
stable membership
Recorder: Identify 1-2 elements of the group-based learning activity that uniquely address a design element above.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
2. Games as experiential learning
Experiential learning
…is learning created through the transformation of
experience (Kolb, 1984).
Examples…service-learning, internships, role-play, labs, case
studies, games
Not all experiences lead to learning!
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Experiential learning: When to select
Develop observational abilities and reflective thought.
Test new ideas that emerge from practice.
Apply previous learning to new settings.
Develop adaptability by identify problems and
opportunities in unfamiliar settings.
Move students from viewing the instructor and text as
the sole authority to seeing self, peers, and community
as important sources of knowledge.
Tell me Spacing
and I'll forget;
show me and I may remember;
needed
involve me and I'll understand (Chinese proverb)
Games as experiential learning: How to implement
1. Explain the learning outcome(s).
2. Integrate aspects of reality into the game.
3. Explain roles and rules.
4. Embed reflection.
5. Include a final summary/wrap-up discussion.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Designed break – Games
Each person in the group who brought a game should share
his/her assignment.
Use the “Games as experiential learning checklist” to
determine the extent to which the game integrates the design
elements.
The recorder should make notations on his/her checklist
capturing a couple of creative ways the game addresses
design elements on the checklist.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Games checklist
Design element
1. Explain the
learning
outcome(s).
Yes No
Is the goal to be accomplished via playing the game clearly described (not just how one
“wins” the game)?
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Does the game match the intended learning outcome(s)?
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2. Integrate aspects
of reality into the
game.
Are aspects of the game modified to emphasize the desired skills?
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Is an explanation provided about how skills practiced in the game may be transferrable?
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3. Explain roles and
rules.
Is the role each student will assume during game specified?
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Is an explanation provided identifying how the rules “simulate” aspects of reality?
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Is there an explanation as to how the game has been modified?
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Is it clearly explained how students should keep track of their learning? (e.g., fill out chart)
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Is a template provided for recording experiences?
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Does the instructor debrief at the end of the game, connecting learning back to the learning
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outcomes? (e.g., Does the instructor ask students for specific examples from their experience
playing the game? Does the instructor use a formative assessment [e.g., CAT]?)

4. Embed reflection.
5. Include a final
summary/wrapup discussion.
Recorder: Identify 1-2 elements of the game that uniquely address a design element above.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
3. Clickers
Clicker options (free)
1. Socrative.com
2. GoSoapBox.com
3. PollEverywhere.com
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Socrative – students’ instructions
1. Go to m.socrative.com.
2. Enter the room number: tresha
3. Click on “Join room”.
4. You should see the message, “Please wait for teacher
to start next activity”…wait patiently.
AM
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Quiz-based activities
Assignment quiz
Space race
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Teacher’s perspective – instructions
1. Go to t.socrative.com.
2. Enter email address and password.
3. Click on “login”.
4. You will be at the main screen where you can...
Pose single spontaneous questions.
Conduct a quiz, exit ticket, or space race.
Create, edit, delete quizzes and races.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Which of these is a benefit of using clickers?
A. Clickers can help instructors provide prompt feedback to
student questions.
B. Clickers can help assess student understanding of material.
C. Clickers can actively engage students.
D. Clickers can promote discussion.
E. All of the above.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
True or false?
Clickers can efficiently deliver and grade in-class quizzes,
to hold students accountable for readings and lecture
material and assess basic factual knowledge.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Short answer
What lingering question do you have about using
clickers?
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Exit ticket – canned
1. Name
2. How well did you understand today’s material?
(multiple choice)
3. What did you learn today?
4. Please solve the problem on the board.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Review single question activities
Multiple choice
True/false
Short answer
Assignment quiz
Exit ticket
Space race
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Series assignments (required for full-time faculty)
1. Course outcomes plan and report – Step 1 
2. Teaching and learning strategies report (1-2)
3. Classroom observation report (1-2)
3 total
4. Course outcomes plan and report – Step 2
Assignments 2-4 are due electronically to Tresha on or before
June 30, 2014.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Homework
A. Continue working on series assignments 2-4.
B. Readings…will be emailed to you (and posted on the
assessment website)
International students (Kelly Kester): International students
in the classroom, Awareness points for interacting with
international students
Access and disability support services (Keri Holferty)
First year experience (Tawny Townsend)
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Next session: Fri. May 9, 1:30 pm, in BKR 101
Support for our students:
1. Kelly Kester: International students
2. Kerri Holferty: Access and disability support
3. Tawny Townsend: First year experience
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
The end
Group-based learning
Group-based learning: How to implement
1. Create a defined, stable group membership.
2. Create group-based learning assignment.
3. Create individual and group accountability
4. Require regular meetings for collaboration.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
1. Create a defined, stable group membership
Strategies
Faculty assign groups.
Groups work for a prolonged period of time (e.g., 4+ weeks)
Groups have at least 3 members, no more than 5-6.
Ice-breaker group formation assignment (e.g., class introduction, group
name).
Reduces problems of…
Peer selected groups with performance problems.
Poor group performance due to low cohesion
Social loafing due to large group size.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
2. Create a group-based learning assignment
Strategies
Assignment scope isn’t doable by 1-2 students.
Cant be divided and patched together at end of quarter.
Doesn’t have one clear “right” answer., requires diverse opinions
and skills.
Reduces problems of…
Independent learning instead of group-based learning.
Missed opportunity to learn from one another (e.g., other’s insights
and comments).
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
3. Create individual and group accountability
Strategies
Individual & group-graded evaluations (e.g., quizzes, project).
Rotate spokespersons (e.g., oral updates at end of classes).
Project proposal identifying individual assignments and deadlines.
Jigsaw and have external group members assess information by
speaker.
Self and peer assessments.
Reduces problems of…
Social loafing or dominance.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
4. Require regular meetings for collaboration
Strategies
Set aside class time at end of many (most) periods.
Have groups establish timeline of standing meetings.
Have groups identify how they will communicate outside of
class (e.g., Facebook, google docs, emails, text).
Require minutes, briefings, journals.
Reduces problems of…
Complaints about inability to find time to work as a group.
Hastily pulling project together at last minute.
Differing expectations creating problems throughout the
quarter.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
Games as experiential learning
1. Identify the learning outcomes
Strategies
Select a game that matches intended learning outcome(s).
Describe to students the goal (i.e., learning outcome) to be
accomplished, not just how to “win”.
Reduces problems of…
Selecting a game that is not related to intended outcomes.
Students losing track of why they’re playing the game.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
2. Integrate aspects of reality into the game
Strategies
Modify game to emphasize desired skills.
Explain how skills for the game may be transferrable.
Reduces problems of…
Lack of transferability.
Students not clear why they’re learning via the game.
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
3. Explain roles & rules
Strategies
Specify role each student will assume during game.
Explain how rules “simulate” aspects of reality.
Identify how game has been modified.
Reduces problems of…
Confusion
Time wasted by game not fulfilling learning outcomes
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
4. Embed reflection
Strategies
Explain how you want students to keep track of their
learning.
Provide template for recording experiences.
Reduces problems of…
Game overshadowing learning
Poor summary/wrap-up
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
5. Include a final summary/wrap-up discussion
Strategies
Connect back to learning outcomes.
Ask for specific experiential examples from students.
Use a formative assessment (e.g., CAT).
Reduces problems of…
Missing connection between game and learning outcomes.
Students missing chance to see transferability.
Tell me and I'll forget; show me and I may remember;
Tell me and I'll forget; show me and I may remember;
involve me and I'll understand (Chinese proverb)
involve me and I'll understand (Chinese proverb)