3. What are some practical strategies for teaching
productive collaborative skills?
 |
 | Students diversify according to age, race, gender, GPA, personality,
degrees held, and ability.
 | Ask students to line up geographically according to where they
were born [e.g. east to west, or birth dates throughout the year
(not by age)]. |
| Ask students to tell 2 true things about themselves and 1 false;
ask partnered students to guess which statement is false. |
| Assess learning styles or have students assess their own, e.g.
by using online tools like such as those listed at this
MRCTE page. |
|
| Use contemporary articles, especially local, to relate to the
course. [For instance, Hugh Rooney and other biology faculty ask
students to find examples of course concepts in newspaper or magazine
articles. Reporting findings in some way is a part of the weekly
or chapter test.] |
| Find ways for older and younger students to barter knowledge. |
| Help students to "chunk" their prior knowledge and
experience with course concepts. |
| See each person as an individual [and help them to see you as an
individual] and not as a stereotype. |
| Dr. Eison noted the following book for relevant reading-- |
 Raymond
J. Wlodkowski and Margery B. Ginsberg, Diversity and Motivation:
Culturally Responsive Teaching (New York: Wiley, 1995). ISBN:
0-787-90126-1 $39 in 2002.
|
| Above
A group of participants (far table) confers about their question on
practical strategies. Facing the camera are Hugh Rooney (JSRCC,
Biology) and Nancy O'Donnell (JSRCC, Nursing). Part of another group
is in the foreground, with Pam Lamb (JSRCC,
Mathematics) facing the camera. |
 
|
1999