Below are links to articles, books in the CCP library, and websites with more information about learning activities:
“Continuity and interaction in their active union with each other provide the measure of the educative significance and value of an experience. The immediate and direct concern of an educator is then with the situations in which the interaction takes place.”
--John Dewey, Experience and Education (1938)
As Dewey suggests, part of our role as good educators is to create and curate situations that engage students in (inter)active learning experiences that encourage exploration and independent thinking. Collected here are a list of analog (no tech) and digital activities. Kahoot and Socratic offer educators an exciting and interactive way of organizing class discussion and evaluating student learning, while Storyboard, Easel.ly, and MemeGenerator provide students with templates for organizing ideas visually.
There are dozens of different learning activities that can be incorporated into a classroom. Click on the word cloud to the right for more information about these activities from Educause, along with some citations for further reading.
"Create a fun learning game in minutes (we call these ‘kahoots’), made from a series of multiple choice questions. Add videos, images and diagrams to your questions to amplify engagement [...] Kahoots are best played in a group setting, like a classroom. Players answer on their own devices, while games are displayed on a shared screen to unite the lesson – creating a ‘campfire moment’ – encouraging players to look up."
Comics and storyboards can appeal to a broad range of learners.
"Infographics will force you to extract the most important features of your lesson or course, and similarly, they can encourage students to summarize the information they’ve learned. In addition, infographics are engaging, creative, and are easily shareable. They can be a great tool for students to keep track of your class content or for them to express the knowledge they’ve acquired.
Davis & Quinn (2013) recommend that initially, a carefully selected infographic can serve as an example with which the educator can model reading and interpretation practices. Students can then work in groups to examine and create infographics for practice, which could then become part of their assessment in the course."
Gretter, Sarah. "Using Infographics for Teaching and Learning." Chittenden Commons at the Graduate School. Michigan State University, 23 Aug. 2016. Web. 15 Sept. 2016. http://commons.grd.msu.edu/index.php/2015/11/using-infographics-for-teaching-and-learning/
"Memes, of course, have been around forever. According to Memes in English Language Learning the 'most important point about a meme is that it propagates'. Smithsonian Magazine likens memes to human genes, since 'ideas can replicate, mutate and evolve.' Colin Lankshear and Michele Knobel report in New Literacies: Changing Knowledge in the Classroom that geneticist Richard Dawkins even believed that memes cause actual biological changes in our brains. Memes are part of the collective consciousness, part of our vocabulary, and they seem to arise spontaneously and simultaneously, filtering through our email, our Facebook pages, and even on commercial TV shows and advertisements like a contagion.
Memes have also been described as 'the product of every teenager’s desire for self-expression, sarcasm, and humor, combined with the pervasiveness of technology and this generation’s unique, slightly quirky culture, stemming from the fact that geeks are becoming slightly more mainstream'."
Bruder, Patricia. "Ermahgerd – Memes in the Classroom?" NJEA.org. New Jersey Education Association, Feb. 2013. Web. 15 Sept. 2016. https://www.njea.org/news-and-publications/njea-review/february-2013/ermahgerd-memes-in-the-classroom