Group Activities and Simulations Breakout Session August 20, 2007
Breakout Session Agenda:1. Introduction of small group activities and simulations
2. Introduce attendees – who you are, what you teach, how long have you been teaching
3. Briefly review attendee’s questions and thoughts about the use of groups and simulations
4. Provide examples offered by session contributors:
a. Ann Woldt
b. Steve Shafer
c. Jennifer Grandgeorge
d. Del Shepard
e. Eugene Fracek
f. Paul Castleberry
5. Round table discussion of other examples and questions from attendees
Random thoughts and comments collected from contributors:Simulations are “hooks” to get a student’s attention.
Simulations provide unique sets of data which can be used for individualized student learning.
Alternate 30 minutes of learning (traditional lecture, problem solutions, etc) with a group activity or simulation.
Design simulations to be “like” or “similar to” the instructional objective, but don’t use the actual course material. By separating the material from the learning objective, you remove the tendency of students to focus on the learned material and, instead, focus on discovering a key objective or learning outcome.
Having students hear their own voices and be a part of the teaching process is important in a four (4) hour class.
Activities and simulations get students involved in more than just note taking. Smaller group activities help students who don’t otherwise participate feel more comfortable in sharing their ideas.
Group activities reinforce learning by getting students actively involved in the process.
Don’t give up on simulations or activities that don’t work the first time. Use student input to determine how the activity might work better in the future and give the re-designed activity another try.
Group Activities and Simulations Breakout Session August 20, 2007
From Steve Shafer:
I have used a variety of simulations in my accounting classes. The most popular of these has been to incorporate the MONOPOLY game into my Principles of Accounting class. I use this activity to create a data set of financial accounting information that is unique to each student. While the game is being played, each participant keeps a record of all the financial transactions they complete. The student is then required to process the transactional information into an accounting system and produce financial reports about how their “business” performed.
The playing of the monopoly game provides a well received break from the hum-drum of problem solutions and other classroom activities. The uniquely created data set for each participant challenges students to produce their own accounting system and reports that can’t be copied by other students. The whole process does a great job of illustrating the entire accounting process for a small business.
Another example of a class activity that proves of interest to students is one that I incorporate into my cost accounting classes. This activity involves organizing students into several small groups (3-5 students) and asking them to analyze the COST of a FOUR YEAR college education. I ask each group to approach it from a different perspective. I.E.: one group creates a PER YEAR COST, one group creates a PER COURSE COST, and another group creates a PER CREDIT HOUR COST, etc. As the groups prepare their estimates, they must make ASSUMPTIONS about variables involved in the cost of their education. The learning objective that I am illustrating, unknown to the students, is not to identify the cost of their education particularly, but to understand the importance that assumptions play in the accounting process. The costs that each group develops are generally quite different, depending on what assumptions they have made about their student, how they attend school, etc. After each group presents their cost, we then have a discussion of the importance of their assumptions in their analysis.
When I design a simulation or group activity, I try to first identify the LEARNING OBJECTIVE that I want to illustrate, and then create an activity that will allow students to discover this objective through the activity or simulation. The first time I try a new simulation, it might not work exactly as I had intended, but by adjusting instructions and requirements, and learning from the students who are involved in the activity, I can refine it to the point where it works well to illustrate the learning objective. The old adage, “if at first you don’t succeed – try, try again”, works well with simulations. Don’t give up even if your first attempt doesn’t go the way you had intended.
Group Activities and Simulations Breakout Session August 20, 2007
From Paul Castleberry:
Basically my offering of Geol 102 "Oceans and Atmosphere" is built around weather forecasting. Since everyone has some interest in the weather I incorporate weather forecasting as a means of introducing and applying physical concepts related to the atmosphere and oceans.
Concepts in physics related to radiation, heat transfer, energy budgets, etc. are introduced via lecture, labs and in-class exercises; the caveat here is that the student is "forced" to apply these principles if they are to be successful with their weather forecasts. The "bait" is a student's interest in weather forecasting and I use "hooks" such as the following simulations:
Mountain Sim: Mountain Sim is tied to two concepts: Atmospheric Moisture (i.e. how clouds form, precipitation processes) and Thermodynamics (i.e. specifically the adiabatic case of the first law of thermodynamics---latent and sensible heat release)
Understanding of this simulation will allow the student to apply the concepts learned to forecast for the presence of clouds, precipitation, moisture content of the atmosphere, etc.
Budget Sim Budget Sim is related to seasons and how energy imbalances into and out of the system contribute to the changing seasons and Global Climate change
Advection Sim: Advection Sim is related to forecasting changes in temperature by looking at the wind and temperature patterns in the atmosphere.
Radiation Sim: Radiation Sim is related to temperature forecasting and atmospheric instability---which can lead to severe weather
During my first 2 semesters at DAL students have really enjoyed Mountain Sim and Budget Sim; I have noticed they do struggle quite a bit with Radiation Sim but it keeps them pondering this concept throughout the semester.
The laboratories that I have built into the course consist of the above Sims, Weather Forecasting, Severe Weather Forecasting, etc.
Attached is an assignment and a graphic of the weather forecasting utility that they use to make their forecasts. Their forecasts are automatically verified/graded by a computer program run at ISU that ingests live data and compares against their forecasts of temperature, cloud cover, precipitation, instability, wind direction and speed, etc.
If you are interested, the following links discuss the pedagogy behind these particular simulations:
http://www.pals.iastate.edu/simulations/library/Mtnsim/instructions.html
http://www.pals.iastate.edu/simulations/library/budgetsim/instructions.html
http://www.pals.iastate.edu/simulations/library/advectionsim/index.html
http://www.pals.iastate.edu/simulations/library/radiationsim/instructions.html
Group Activities and Simulations Breakout Session August 20, 2007
From Eugene Fracek:
I do one major simulation in my class Anth 310 -Indians of the Americas on land allotment.
It is done in pairs and consistently has results that enhance understanding of the complexities of land ownership and its effect on economic development and Tribal history, and, on the imposition of legal standing on individual identity and cultural stereotypes.
The simulation takes approximately 30-45 minutes and has always yielded highly engaged learners during this time period.
From Del Shepard:
I make use of in-class small group activities a great deal in my classes. These activities include using case studies (either from the textbook or from an outside source), video case studies available from the publisher, activities I have developed for use in the class, etc. When I teach a four hour night class, these activities are used to provide short breaks of activity between the materials being presented and discussed that relate to each unit of instruction.
I make every effort to make the learning experience both interesting and challenging to the students. Each activity is designed to get the students involved in more than just note taking. It is especially helpful for those students who don’t feel comfortable discussing issues in the larger group. They can provide input in a small group and then as they gain more confidence, they are encouraged to present the ideas from the group to the larger group.
Attached is one of the small group activities I use in my Marketing class to demonstrate the importance of generating a high number of product ideas before considering any product introduction into the marketplace. I use this type of activity several times during this particular course.
Directions: In your group, brainstorm new product ideas that you might consider developing. Decide on one (1) idea only and complete the questions below:
1. List all possible product ideas you brainstormed:
2. Describe the product idea you settled on for this exercise:
3. Name your product (this should be unique in the market):
4. What makes your new product idea different than any other existing product?
5. Where will you market your product?
6. Who will you market your product to (be specific regarding demographics)?
7. How will you market your product (what forms of media will you use)?
8. What price will you use on this new product idea? Why?
Group Activities and Simulations Breakout Session August 20, 2007
From Jennifer Grandgeorge:
I use groups all of the time in my classroom. I try to do about 30 minutes of learning and then a team activity of some sort.
One group activity that I like to do that is really simple is to take a section of the material that is easily broken into 4-6 smaller sections and separate the large group into smaller groups and then give the smaller groups time to come up with a way to teach back the information to the larger group. This creates more comprehension of the material, I think. I try to do this at some point in every class - especially when the classes are 4 hours long -- it gives students a chance to hear their own voices and it shake things up a bit. The key to this being successful, I believe, is the opportunity for them to work with everyone in class at some point in time, so I find different ways to break them up -- i.e. put pairs on note cards and they have to find the other half of their pair to work with i.e. bert/ernie, peanut butter/jelly, ben/jerry, etc. Or I break them up by birthday month, or using a deck of cards, etc.
I also do some smaller group teambuilding activities earlier in the course -- i.e. get to know your classmates bingo -- I use this website to make Bingo cards,
http://www.teach-nology.com/web_tools/materials/bingo/
using things like "I was born in Iowa", "I've traveled overseas", "I know at least one foreign language", "I was born in April", etc.
Another activity I use is two truths and a lie where everyone tells 3 things about themselves - 2 that are true, one that is false and everyone has to guess which is which.
I also use small group activities to reinforce the learning. For example when we discuss "Listening" as a topic, we do an activity where two - three students have to sit with their backs to each other. One of them has a drawing of something abstract and they have to get the other person in their pair/threesome to draw the same thing on their piece of paper - but it is one-sided communication -- only the person giving the directions can talk. Then we do the same activity with a different picture and two way communication. It reinforces what we've discussed or offers a preview of what we are going to talk about. When we talk about Problem Solving I do a "Lost on the Moon" activity where they have 15 items they have to prioritize how they would use - they do it individually and then as a small group and see how they did better.
Ann Woldt: Assistant Professor- Theatre – Team Building Exercise***This is not an original idea- it is a variation on a well known exercise*** Class: Discovering Theatre Objective: A “hands on” activity which demonstrates the nature of collaboration. Building a Play-doh structure: Materials needed: (2-4) 3 packs of play-doh. In an area unseen to the participants, sculpture(s) made of Play-doh should be previously constructed by the facilitator. These are the structures that the participants will need to re-construct (within the given guidelines) in their groups. I use one 3 pack of Play-doh to build the sculpture and the other 3-pack is for the group to build with. This is a team exercise for larger groups and most groups will have six people—however, I have done this with a class of five! Each group will be told to choose one “Seer,” three “Runners,” one “Builder” and one “Observer”—the instructor can serve as this if needed. In a separate room (or space) place the sculpture. Place the “seer” with the sculpture. Seer: Only person allowed tosee the structure. Unlimited opportunities. Must communicate what structure looks like to the “runners.” Runners: Carry messages from the Seer to the Builder. Runners may not ask questions of Seers. Only one Runner at a time may take direction from the Seer. Nonverbal signals are ok, but only the Seer can talk to the Runner. Runners may only talk to the Builder and then only one at a time. Builders: Will be in a separate space where they cannot see the Seer or observe the instructions being given. Builders are provided with building supplies. Builders may not face each other or look at each other’s work. They may not speak to anyone. Once a Runner has received instruction, he/she will go to the Builder. The Runners may then (one at a time) relay the instructions to the Builder, using words only. Runners my not touch or respond to what Builders are doing. The Builder may only listen, with asking questions or responding. Observer: Observe the group’s process without visibly reacting to them or interacting with them. Observations and comments will be a crucial part of the discussion at the end of the activity. There is a time limit of 25-30 minutes. At the end of the time, compare each of the sculptures to the original(s). How close did everybody get? Colors count!