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LC Module: Brainwaves

“Brainstorming can be used as an effective method to activate prior knowledge. Available research evidence also supports the general effectiveness of brainstorming techniques compared with the traditional lecture method. Brainstorming elicits higher levels of reflective thinking and creative problem solving, including synthesis, application and evaluation." (Kapel,1988 as stated Keshwan, 2014).
“Collaboration increases understanding and improves quality of output. In the classroom, collaboration dramatically increases opportunities for the body and brain partnership to play an active rather than passive role in learning, thus spurring physiological change in the brain” (Kovalik, n.d. as stated in Cercone, 2006)
“Collaboration has powerful effects on student learning. These effects are seen in the form of higher scores on work completed collaboratively, even when students turn in separate products. In addition, evidence suggests that learning that occurs during collaboration persists. In other words, after collaborating with others, a student’s performance on subsequent, related tasks completed individually tends to be higher than the performance of similar-ability students who only work alone.”(Pearson, Inc., 2011)
There is also evidence that information learned through active discussion is generally retained better than material learned through lecture. Moreover, students often prefer to participate in discussion rather than to be passive learners in a lecture.” (Kapel,1988 as stated Keshwan, 2014).
For collaboration to occur, interaction must occur. Interaction is vital to creating a sense of community, both in the classroom and online. Interaction develops a sense of community, and can promote deeper and richer learning in the learner.” (Cercone, 2006)

20 MIN

GC103 – Brainwave – In Your Corner Brainstorming Tool (Journal Entry)

GC103-S3-7 – In Your Corner – At the beginning of class, Alexa or Instructor will lead students in several brief steps to establish their own opinions on topics related to today’s lesson. All students with the same opinion will join together in small groups in established corners of the classroom to write their position statement and provide evidence for their thoughts. After listening to each small group’s report and the actual lesson, individual students will proceed to write their final opinion.

30 MIN

GC102 – Brainwave – Initial Listing Generator Tool

GC102-S3 – Initial Listing Generator – To determine current knowledge, Alexa or Instructor will direct students to participate in a Listing Generator Tour. The Listing Generator Stations, large posters located in each corner of the classroom, will request a list response of components, steps or processes related to the upcoming lesson. From their desk, each student will complete at least three responses on individual post-it notes for each Listing Station. Then, add to each station, when directed. A Student Passcode may be used to ensure anonymity of the student’s response. Last, after completion of the Listing Generator Tour by all students, small groups will be assigned to each station to select the best responses and share with the class.

30 MIN

GC101 – Brainwave – Initial Question Gallery Walk

GC101-S3 – Initial Question Gallery Walk – To determine their current knowledge, Alexa or Instructor will direct students to participate in a Question Gallery Walk. The Gallery Walk Question Stations are large posters located in each corner of the classroom displaying open-ended questions or scenarios related to the upcoming lessons. At their desk, each student will complete a response for each station on a post-it note. Then, add to each Gallery Station, when directed. A Student Passcode may be used to ensure anonymity of the student’s response. Last, after completion of the Gallery Walk Tour by all students, small groups may be assigned to select the best responses and share with the class.

20 MIN

GC100 – Brainwave – Scenario Reflection Pad (Journal Entry)

GC100-S4 – Scenario Reflection Pad – Alexa or Instructor will guide students, individually, with a partner or small group, in solving a lesson-related scenario to introduce the lesson and access prior knowledge. First, students will be instructed to write out the actual scenario question or challenge statement on their Reflection Pad. Next, they will be directed to write three possible solutions to the scenario question. Last, they will select and star the best solution.

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.