33
1/3
Active Learning
Strategies
Troy Wittmann
Active Learning Strategies
Troy Wittmann
© Copyright by
TROY WITTMANN
All Rights Reserved
2014
No part of this book may be reproduced or transferred in any form or by any means
graphic, electronic, or mechanical, including photocopying, recording, taping, or by any
information storage retrieval system, without the written permission of the author, except
in the case of brief quotations embodied in critical articles and reviews.
The active learning identified in this program involves physical movement.
Teachingrocks Time Machine™ LLC assumes no liability or responsibility for your
actions, or those of your students, while using active learning strategies.
The Teachingrocks Time Machine™ is designed to use strobes, lasers, and flashing lights.
If you, or your students, have any form of seizures, epilepsy, visual photosensitivity,
and/or wear a pacemaker, please do not observe, participate in, or use the Teachingrocks
Time Machine™.
I, Troy Wittmann, have chosen to alternate between using masculine (he/him) and
feminine (she/her) pronouns throughout the course of this book in an effort to emphasize
that all strategies are for all students. Regardless of which pronoun is used in a particular
section, the strategy is applicable to students of either gender.
Please note: All grammatical and content errors either in the book or within the videos,
whether written or spoken by me, another teacher, or by a student, are 100% my (Troy
Wittmann’s) responsibility.
ISBN: Pending
Patent Pending on the Teachingrocks Time Machine™
Teachingrocks Time Machine™ is a registered trademark owned by Troy Wittmann
DEDICATION
I wish to thank many people who made the writing of this book and the creation of the
videos a reality. First and foremost, I give credit to my Lord Jesus Christ who I believe
makes all things possible.
To my father, Andy, and my mother, Dorothy: I could not have asked for better parents.
Your unconditional love was a daily blessing. You instilled a love of learning in me and
for that I am eternally grateful.
To my father-in-law and my mother-in-law, Don and Sharon Thiede, thank you for
loving me like one of your very own children. I think of you as yet another blessing from
God.
Special thanks to the teachers, administrators, and support staff of the Menasha Joint
School District (many featured in the videos). All of you work so tirelessly to create a
quality education for each and every child. Words cannot sufficiently express the
gratitude I feel in my heart towards all of you and your charitable nature. If you had not
volunteered your time and talent, this project would not have been completed.
Most importantly, I wish to acknowledge the brilliant and gracious students featured in
the videos and entrusted to me by their loving parents. Thank you for the many hours of
selfless dedication as you made my dream a reality.
Acknowledgements
My sincere gratitude to my friend and mentor Gary Zurbuchen, a positive influence on
me both personally and professionally.
A special thanks to my colleague, Dirk Kermitz. My words cannot adequately express
how important your friendship is to me.
I am grateful to Darin and Jenny Maciolek for opening their hearts and home to me. I
admire both of you greatly.
Dr. Bev Sturke, my principal, has been a blessing to me. Thank you, Bev, for your
wholehearted support of my project.
My original title was going to be 100 Active Learning Strategies. Two individuals helped
me rethink my title and were continually supportive. Dr. Larry Haase suggested a
creative title using a fraction after the number and Jeff Cogswell suggested that I make
the project more manageable by using my favorite strategies. Thank you, Larry and Jeff,
for the perfect title: 33⅓ Active Learning Strategies.
My poker club was invaluable. I want to acknowledge Jamie Jacobs for his video
expertise, Brian French for his numerous legal suggestions, and Tim Kippenhan for his
ideas on the construction of a Teachingrocks Time Machine™. Mike, Kevin, and Paul,
I’ll be seeking your guidance in the next edition.
Kent Berger from Holt McDougal provided numerous books used in the DVDs. Thank
you for your willingness to always support me. Kent can be contacted at
[email protected].
Ken Tribolini graciously supplied all of the background harmonies and melodies. Please
visit whisperinghillsmusic.com for more information on Ken’s beautiful music.
To Carrie Paine, my wonderful and generous friend: Carrie will do anything for anyone
and expect nothing in return. Carrie, I appreciate your kindheartedness, your knowledge,
and your deep faith.
Thank you, Cyndi Morris, for your constant encouragement. I also appreciate the
numerous contacts you provided to me in the hopes of pushing my project along. You are
amazing.
Dan W. Krause, Cody Risso, and David Eisele provided the step-by-step plans for a
Teachingrocks Time Machine™. Dan, Cody, and David are exceptionally dignified and
completely selfless.
John Vander Wielen always supported me as I progressed through the creation of the
DVDs. His extreme kindness was greatly appreciated. John, we all miss you.
Tim Olson started me on a wonderful path in education. Mr. Olson, you are and always
will be an inspiration to me.
To my neighbor, Amy Hillesheim: Amy was an incredible help in the progression of this
project. I appreciate your numerous insights and suggestions.
My great friends Megan Potter and Nancy Theiler have been remarkable. Megan made
suggestions, proofed my numerous revisions, and encouraged me every step of the way.
Nancy checked and rechecked my bibliography and did so with a smile on her face.
Numerous college professors were instrumental in my personal and professional
development. I want to acknowledge Dr. Peter Jonas, Dr. Mike Dickmann, Dr. Nancy
Blair, Dr. Tony Middlebrooks, Dr. Steve Rose, Mike Derr, and Gene Britton.
My brother-in-law, Chad Thiede, helped me construct my very first Teachingrocks Time
Machine™. I am so appreciative of him and especially for a line he spoke during a
moment of personal crisis. Chad said simply, “If I could take away your pain, I would.”
I would like to express my gratitude to Rob Stumpf for inspiring me with your
knowledge, passion, and love of history. Every time I spend time with you, I learn.
Professor Michael O’Brien wrote the foreword to the book. His words are very kind and I
will work very hard to try and live up to them.
Special consideration to: Dr. Keith Fuchs, Dr. Bob Kobylski, Dr. Mike Thompson, Ben
Adams, Mark French, Chris VanderHeyden, Peter Pfundtner, Rick Carlson, Steve
Thompson, Dave Gundlach, Mary Jo Gehl, Alyssa Gullixon, Cheryl Myers, Erin Wallis,
John Kennedy, Lisa Thiede, William Schmolinske, Dale Wolfer, Cassie Payne, Tricia
Robinson, Mike & Diane Moreau, Wes & Missy Moreau, Kylie Moreau, Michelle
Vosters, Michelle Brightman, Jim Rauchle, Mimi Gottschalk, Kristie Fisher, Mark
Holewinski, Tom Gordon, Ryan & Sally Thiede, Wil Krautkramer, Ryan Gloudemans,
Cathy Augsburger, Phil & Rachael Graebel, Isaac Zimmermann, Nancy McCarry, Torrie
Rochon-Luft, Chez Raginiak, Gerald DeBoer, Chris McMillan, Fred Taylor, Lisa Grams,
Brandon Blahnik, Donna Young, Wendy & Danielle Kolasinski, Judy Johnson, Mark
Hillesheim, Dale Baird, Steve Grade, Richard Arent, Alex Poor, and the excellent
members of the Menasha Education Fund (MEF).
I would like to acknowledge my three wonderful and supportive brothers, Terry, Todd
and Ted as well as Tammy, Kathy, and Sharon.
Finally, I wish to thank my intelligent and beautiful wife, Dawn, for always being there
for me. Thank you for being so incredibly supportive through all that we face together.
Achieving this goal would be impossible if it were not for you. You are such a kind and
patient mother to our children. To my amazing boys, Riley and Parker, I love you
unconditionally and I am so very proud of you.
Table of Contents
Introduction and Research on Active Learning ---------------------------- Page 1
Chapter One: Moving and Learning ----------------------------------------- Page 17
1. In the Corner --------------------------------------------------------------------- Page 18
2. Across the Room ---------------------------------------------------------------- Page 22
3. Continuum ------------------------------------------------------------------------ Page 25
4. Fun Sheet Planner --------------------------------------------------------------- Page 29
5. Bull's Eye ------------------------------------------------------------------------- Page 36
6. Assembly Lines ------------------------------------------------------------------ Page 39
7. Learning the Ropes -------------------------------------------------------------- Page 42
8. Moving to Music ---------------------------------------------------------------- Page 45
9. Crossword Puzzles -------------------------------------------------------------- Page 48
10. Daisywheel --------------------------------------------------------------------- Page 52
11. The Mixer ----------------------------------------------------------------------- Page 56
12. Colorful Round Stickers ------------------------------------------------------ Page 59
13. Terms in the Corner ----------------------------------------------------------- Page 63
14. Fishbowl ------------------------------------------------------------------------ Page 66
15. Do You Know What I Know ------------------------------------------------- Page 70
Chapter Two: Role-Plays -------------------------------------------------------- Page 75
16. Vignettes ------------------------------------------------------------------------ Page 76
17. Talk Show ----------------------------------------------------------------------- Page 80
18. Substitution --------------------------------------------------------------------- Page 85
19. Open Debates ------------------------------------------------------------------- Page 89
20. Rap Star ------------------------------------------------------------------------- Page 94
21. Make a Scene ------------------------------------------------------------------- Page 100
Chapter Three: Games ----------------------------------------------------------- Page 105
22. Do You Remember -----------------------------------------------------------23. Show Me -----------------------------------------------------------------------24. Colorful Board Games -------------------------------------------------------25. Bingo ---------------------------------------------------------------------------26. Quick Draw ---------------------------------------------------------------------
Page 106
Page 110
Page 114
Page 121
Page 127
Chapter Four: Icebreakers & Alternative Approaches ------------------- Page 133
27. Be My Guest -------------------------------------------------------------------- Page 134
28. Circle the Wagons -------------------------------------------------------------- Page 138
29. Greetings ------------------------------------------------------------------------ Page 141
30. The Inner Circle ---------------------------------------------------------------- Page 149
Chapter Five: Teachingrocks Time Machine™ ------------------------------ Page 153
31. Teachingrocks Time Machine™ --------------------------------------------- Page 154
32. Creating & Operating a Teachingrocks Time Machine™ ---------------- Page 158
33. Putting It All Together -------------------------------------------------------- Page 199
33⅓. The Unfinished --------------------------------------------------------------- Page 214
Appendices -------------------------------------------------------------------------- Page 215
Appendix A: Sample Rubrics and Assessment Resources -------------------- Page 215
Appendix B: Dialogue in a Teachingrocks Time Machine™ performance - Page 218
Appendix C: Reaching for Excellence requirements --------------------------- Page 222
Appendix D: Five Paragraph Essay requirements ------------------------------ Page 231
References, Resources, and Books Cited in the Video Series ------------- Page 235
www.teachingrocks.com
Foreword
“Tell me and I will forget,” so the saying goes. “Show me and I may not remember. Involve me
and I will understand.” By involving them, Troy Wittmann gets his students to understand.
After an early period of conventional teaching that didn’t seem to inspire his students, Troy asked
himself how he could excite and engage them. How could he inspire a love of learning in every
child? How could he encourage curiosity, cooperation, and concern for all students in all
academic areas? His solution was to adopt active learning strategies, and they have been his
passion for the last two decades. His program brings the curriculum to life, and his strategies
work at all levels, disciplines, and content areas.
Troy’s excellent credentials include a doctoral degree in education, many years of teaching
experience, leadership positions on panels, seminar presentations, workshop facilitation, teaching
awards, and pioneering efforts in the area of active learning.
Besides his impressive book, the most fascinating aspect of his project on active learning is the
accompanying video series. The 33⅓ excellently prepared videos demonstrate for teachers how to
effortlessly incorporate numerous strategies into their daily instruction. Each video directly
relates to a particular strategy explained in the book. Teachers read about the active learning
strategy and then view the corresponding video. The videos use actual students, in a step-by-step
process, personally demonstrating these effective strategies. All the videos incorporate the most
advanced technological methods; his unique Teachingrocks Time Machine™ even uses strobes,
lasers, and flashing lights.
Beautifully organized, each strategy has a title and a series of questions printed in bold type.
What is the duration of this strategy? What do I need? How do I engage my students with this
strategy? When does this strategy end? Additional options?
I am also impressed with the challenging questions he asks and the statements he puts forth for
his students to ponder:
¥ In an effort to expand our scientific knowledge, should our government spend
billions of dollars to send a person to Mars?
¥ Does reading allow an individual to learn more effectively than television?
¥ Beyond basic adding, subtracting, multiplying, and dividing, more advanced
math is necessary for everyday survival.
¥ It is important in a republic to follow our leaders, even if we do not agree with them.
In summary, 33⅓ Active Learning Strategies and the companion video series is for every teacher
who really cares about students and who really cares about learning.
Michael O’Brien
July 2013
Michael O’Brien, PhD, is Emeritus Professor of History at the University of Wisconsin-Fox
Valley and the author of nine nonfiction books.
-8-
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
“What time is it?”
“When will this be over?”
“Why is this class so boring?”
“How come all you do is talk?”
As an educator, have you heard questions like this? I definitely have. Do you ever
feel like you are teaching rocks? Literally, do you feel like you are teaching to rocks
and boulders? Do your students sit in their seats, motionless, emotionless,
disinterested, and disengaged? It reminds me of a joke a friend shared with me. He
asked if you could teach a frog to multiply. As I pondered this silly notion, he quickly
added, “You can try, but youʼre going to get frustrated and the frog will probably be
annoyed.” Please understand that I am not equating our students to frogs. I must
admit, though, that it makes me laugh to think of a frog sitting on a lily pad as I try to
explain some abstract concept. The frog would probably have that blank look in his
eye as if to say, “Are you kidding me?”
I have received my share of blank stares over the years as well. It seemed like I
was working pretty hard, filling up the room with a lot of words, but my students
were not really learning. I needed to reflect on what was developmentally
appropriate and what was not. Then, I began to ask some important questions. So
how do we excite and engage our students? How do we inspire a love of learning in
every child? How do we encourage curiosity, cooperation and concern for all
students in all academic areas?
Through two decades of teaching, I feel I have discovered one absolute truth. This
is what I have come to believe: students want to be active participants in the
learning process. Fortunately, the days of “chalk and talk” or the teacher being the
lone “sage on the stage” are becoming less prevalent. Today students want and
deserve more. An old Native American expression captures this sentiment perfectly:
“Tell me and I will forget. Show me and I may not remember. Involve me and I will
understand.”
By means of actively involving our students and differentiating our instruction, we
can excite and engage all learners. In their book Pyramid Response to Intervention:
RTI, Professional Learning Communities, and How to Respond When Kids Donʼt
Learn, Buffum, Mattos, and Weber describe the vital nature of differentiation this
way: “The most important step a school can take to improve its core program is
differentiating instruction and providing small group activities” (p. 74). I agree.
1
-1-
www.teachingrocks.com
Furthermore, in their book, Learning by Doing (2006), Richard DuFour and his
colleagues state:
Our profession also attests to the importance and power of learning by
doing when it comes to educating our students. We want students to be
actively engaged in hands-on authentic exercises that promote
experiential learning. How odd then that a profession that pays such
homage to the importance of learning by doing is so reluctant to apply
that principle when it comes to developing its collective capacity to meet
the needs of students. … Why have we been so reluctant to learn by
doing? (p. 1)
This is an excellent question. Why have we been so reluctant to learn by doing? It is
my hope the active learning strategies outlined in this book (as well as the video
series) will, in some way, continue to address this thought-provoking question.
The Video Series
The most exciting aspect of this project on active learning is the accompanying
video series. The videos will show and inform classroom teachers how to
effortlessly incorporate numerous strategies into their daily instruction. Each
video ties directly to a particular strategy outlined in this book. Educators may
choose to read about an active learning strategy and then view the
corresponding video, or watch the video first and subsequently read the detailed
description.
Each video has three distinct components. These include Helpful Hints,
Additional Options, and Making Connections. The various parts are designed to
make implementation easier. Helpful Hints assists the viewer in understanding
how to set up and introduce the strategy. Additional Options gives the viewer
numerous other suggestions on how to use the strategy. Suddenly one idea can
be expanded into several more possibilities. Suggestions are also made on
incorporating more distractible and difficult students. The active learning strategy
ends with a segment I call Making Connections. Here I provide a short story,
idea, or observation that speaks directly to the larger importance of teaching and
learning.
The Purpose Behind These Strategies
This book was not designed to be a research manual. To that end, I, as most
educators, have read my share of journal articles, educational studies, and other
books on effective classroom procedures; a few of these resources are listed in
the bibliography pages and I encourage the willing participant to review these
resources for additional insights into effective instruction. The purpose behind
2
-2-
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
33⅓ Active Learning Strategies is to provide educators with another set of
valuable methods for imparting knowledge, developing critical thinking skills, and
building self-confidence amongst their students.
My greatest fear as I wrote this book was insulting another educatorʼs intellect. If
you are using a fair amount of active learning, then maybe these strategies
simply reaffirm the excellent work you are already doing. If you are reminded of a
strategy or two you once utilized, but have forgotten along the way, maybe this
book will prompt your memory. Perhaps you are a beginning teacher or a
seasoned veteran looking for a few strategies to help enrich your curriculum.
Whatever your level of experience or subject matter, I hope every reader will
incorporate numerous active learning strategies that will excite and engage
students from the moment they step into your room. Robert Marzano and his
colleagues (1992) explained, “When students walk into a classroom, their first
concerns are seldom, if ever, about the actual subject of the class. Uppermost in
their minds are concerns about the feel of the class and what the teacher expects
of them” (p. 5).
This is not the first book on active learning, nor will it be the last. Some of the
strategies, such as Across the Room, Continuum, and In the Corner, as well as
many other forms of engagement, have been around for generations, albeit by
many different names. Case in point: many decades ago, in the picture featured
below, my father, Andy Wittmann, prepares one of his students for a role-play
performance.
Andy Wittmann helps a student with a costume
3
-3-
www.teachingrocks.com
My dad spent 40 years in education and began to introduce me to these
techniques when I started my teaching career. He, in turn, would credit friends
and colleagues from previous generations with inspiring him with these
strategies. My dad always found a little humor in the teachers that insisted they
“invented” a brand-new educational technique. A typical conversation with my
father would go something like this.
My father: “So whatʼs new in education today?”
Me: “Inquiry-based learning.”
My father: “What does that mean?”
Me: “Students seeking information through questioning.”
My father would then provide me with some historical context of my “new”
method: “Oh, you mean the Socratic method, developed by Socrates in
Ancient Greece around 2,500 years ago.”
Then, I would laugh because my fatherʼs common sense approach to
education proved, yet again, there is probably nothing new under the sun,
just new names for tried and true methods.
One tried and true method of instruction is role-play, and this technique can be
traced back to the Ancient Greeks as well. Their famous theaters represent a
civilization which historians view as a rich period in role-play (Mead, 1934). It is
hard to deny the lasting and important impact this approach has had over the
years. Fortunately, educators are increasingly incorporating more diverse,
powerful, and memorable methods, such as various forms of role-play, into their
classroom instruction.
Game shows, television programs, and family board games inspired other
strategies found within this book. You will find educational versions of debates,
crossword puzzles, and even late night talk shows. Once you begin to use these
techniques in the classroom, you will find inspiration in all aspects of life.
Numerous authors have written books on active learning. John Dewey (1859 1952), an educational reformer and prolific writer, inspired my thinking
concerning direct student involvement in the educational process. John Dewey
stated:
I believe that much of the time and attention now given to the preparation
and presentation of lessons might be more wisely and profitably
expended in training the child's power of imagery and in seeing to it that
he was continually forming definite, vivid, & growing images of the various
subjects with which he comes in contact in his experience. (p. 233)
4
-4-
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
As I began my career in education, one of the first books to inspire my thinking
about teaching and learning was Living History In The Classroom: Integrative
Arts Activities for Making Social Studies Meaningful (1993) by Douglas Selwyn.
This book tackles research, varied learning styles, and several active methods
for bringing the curriculum to life. Throughout my years of teaching many different
subjects and substitute teaching in almost every possible discipline, I quickly
realized these active approaches work effectively at all levels and in all areas.
Many of these strategies I devised with my friends and colleagues in the hope
that they would inspire my students to learn, remember, and understand
important concepts and specific facts. Finally, my students deserve a
tremendous amount of credit. The more active strategies we used within the
classroom, the more innovative my students became. I began with a handful of
strategies and thanks to their gifted and generous nature, the possibilities of
directly involving my students quickly grew exponentially.
My personal experiences have made me a strong believer and proponent of
student engagement. I know these strategies are beneficial because I have been
using many of them for over two decades. Continually, I am amazed and
reminded of the successful and enjoyable nature of active learning. I am also
delighted by the amount of knowledge the students acquire when they are
empowered in the learning process.
Assessment Possibilities
Cris Tovani is an excellent author and presenter on effective assessments
5
-5-
www.teachingrocks.com
Assessment certainly plays a vital role in education today. However, I deliberately
did not spend much time on this particular topic. Our current academic culture
and the increasing demand from politicians in regards to “high stakes testing”
limited my desire to explore it further in this text. Instead, I wanted the thrust of
this book to be about meaningful strategies that will increase student learning. As
for the amount of testing, quizzes, and assessments, I am reminded of several
thoughtful conversations with my father on this issue. I recall him asking me, “Do
students learn simply for the sake of learning anymore? Does everything need to
be tested?” My father, who seemed to have a complete monopoly on common
sense, made me think again – like he always did.
I infrequently assess my active learning strategies. My desire not to evaluate
every little thing stems from the belief I would be taking the life out of my
curriculum. Imagine the reaction of your students if you were to slap a quiz, test,
rubric, questionnaire, or some other type of parchment meant to determine what
they have learned at the conclusion of each activity. No thanks.
So how do I know my students are learning? Well, I do periodically give quizzes
and tests. These more traditional types of assessments are utilized at the end of
a chapter or unit of study. However, I prefer being a “guide on the side” as
opposed to the “sage on the stage.” Providing helpful insights to my students as
they learn is more beneficial. When learning does improve, I reflect on what
helped my students gain their new knowledge. Usually, I find I was incorporating
numerous active learning strategies along the way.
In their book, Classroom Assessment for Student Learning: Doing It Right –
Using It Well, Stiggins and his colleagues (2006) state:
We can use other assessment methods to determine if students possess
the knowledge required to perform skillfully, but the only way to determine
whether students can actually perform skillfully is to watch them do it and
then judge their level of achievement. For example, we can ask students
to answer selected responses or oral questions about how to conduct
themselves during a job interview, but the only way to determine how well
they can do it is to watch them during a simulated job interview. (p. 104)
Stiggins and his colleagues described the key difference in how we assess
learning. Assessments for learning occur while the student is participating in an
activity. As educators we are continually observing, tweaking, and improving the
ability of our students to acquire vast amounts of curricular material as they are
engaged in a process. Personally, I have found this formative assessment
technique to be effective because it allows me to make subtle changes as I
progress through an active learning strategy. With proper modeling and feedback
the overall performance of the students should improve because the customary
“grading function is laid aside” (p. 31).
6
-6-
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
Traditional assessments of learning are given after the instruction is complete to
determine what the child has actually learned. These assessments are
summative in nature and usually occur at the end of a chapter or unit to
determine student achievement as compared to a benchmark or standard.
Beyond more quantifiable methods, there certainly are other ways to determine if
your students are learning. If students are energized with the topic at hand, you
know you are making progress. If your friendly librarian tells you the students are
requesting books on events or individuals being studied in your class, you know
you are headed in the right direction. If parents excitedly explain how their
children are sharing what is happening in your classroom, you definitely know
you are making great strides.
Of course, you may want to follow up with a five-paragraph essay, journal entry,
Internet blog, or some other type of writing activity. Otherwise, the smiles and the
learning that takes place for all students are enough of a reward.
Please note: In the appendices, I have listed numerous websites, rubrics, and
other resources related to the field of assessment. Many quality books have also
been written on developmentally appropriate and effective measurement tools,
and a few of these are listed in the appendices as well. An Internet search
including key words student evaluations, educational assessments, and
academic accountability will yield even more results.
How to Use This Book
As you read each strategy you will notice a title and then a series of questions
printed in bold type. These questions include the following: What is the duration
of this strategy? What do I need? How do I engage my students with this
strategy? When does this strategy end? Additional options? Finally, the
accompanying video series uses actual students, in a step-by-step process,
personally demonstrating how to incorporate these effective strategies into your
instruction.
Chapter Titles
33⅓ Active Learning Strategies is separated into five main chapters. These
chapters include: Moving and Learning; Role-Plays; Games; Icebreakers &
Alternative Approaches; and Teachingrocks Time Machine™. Each chapter
contains enjoyable and meaningful strategies for incorporating most or all of your
students.
7
-7-
www.teachingrocks.com
Moving and Learning (Chapter 1)
Moving and Learning provides both simple and complex methods for actively
engaging your students in the learning process. Exciting strategies such as Fun
Sheet Planner and Bullʼs Eye provide numerous approaches for every student to
be up, out of their seat, moving, and - best of all - learning vast amounts of your
curricular material.
Role-Plays (Chapter 2)
Role-Play is a powerful strategy for involving our students and making their
learning memorable. Researchers are continually examining this powerful
teaching strategy. To understand why this is significant, one must consider
Selwyn (1993) when he discussed the effects of role-play utilizing an Integrated
Language Arts curriculum:
Students learning about the Italian Renaissance through acting a scene
from Brechtʼs Galileo must learn the history of the times to play the
characters ... They must understand their relationships to other
characters in the scene and thus learn the relationships among the
politics, economics, religions, and personalities of that time. The arts
demand study, understanding, and the ability to interact with and to
communicate course content effectively. (p. 13)
These students found role-play to be an effective educational strategy, valuable
both in terms of learning and its transfer to real-life situations. My extensive
research and personal experiences have also taught me that role-play does have
a significant impact on student learning. My doctoral dissertation, Role-Play as a
Method for Developing Empathy Among Adolescent Students: A
Phenomenological Study, repeatedly demonstrated the beneficial nature of this
active learning strategy (Wittmann, 2002). A couple of wonderful strategies
involving role-play are Vignettes and Talk Show. Give these educational and
entertaining techniques a try; you will not be disappointed.
Games (Chapter 3)
Who doesnʼt enjoy a good game? Simply mention the word within your classroom
and your students will instantly be more attentive. Why? Gaming in and of itself
generates a perception of fun, of course. Now it is time to use this phenomenon
to our educational advantage. Games such as Quick Draw and Do You
Remember are two exciting strategies for introducing or reviewing important
content.
8
-8-
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
Icebreakers & Alternative Approaches (Chapter 4)
Are you searching for a few excellent Icebreakers as a means of acquainting
students with one another? These are exponential dividends paid by creating a
strong “culture of trust” within the classroom. Icebreaker strategies presented in
this chapter are easily applied and enjoyed by everyone.
How many times have we heard the expression “thinking outside the box”? Well,
these Alternative Approaches to educating our students work effectively outside,
inside, and around the box. Get ready for some personal and engaging strategies
such as Greetings and The Inner Circle.
Teachingrocks Time Machine™ (Chapter 5)
How amazing would it be to have a character from your favorite novel, or a
famous scientist, mathematician, artist, foreign leader, historical figure, or any
person of your choosing (past or present) enter your classroom and help teach a
lesson? My passion for the last two decades has been in the development and
the creation of the Time Machine. The Teachingrocks Time Machine™ takes
teacher and student role-play to a level of believability that I feel is quite
inspirational.
As teachers and students enter the Teachingrocks Time Machine™, the room
darkens, music plays, and the machine comes alive through a series of dazzling
laser projections and mesmerizing special effects. The Time Machine even
utilizes a fogger that provides a foreboding look and feel, allowing teachers and
students to mysteriously step into and out of the past, transcending time and
place. Once inside the Time Machine, the teachers and students operate a
control panel and a sound system. The switches activate an assortment of
lighted gadgets on the outside of the machine, providing the illusion that the
participants inside the Time Machine are actually traveling to another place and
time. As the switches are turned on and off, they also change their wardrobe.
Then, based upon suitable research, the teachers and students dress
themselves in appropriate period costumes. Once the transformation is complete,
the participants emerge from the Time Machine and completely assume the role
of a specific person.
9
-9-
www.teachingrocks.com
From Death of a Salesman, Gary Henschel (center) role-plays Willy
Loman while Chip Berceau and I role-play Willyʼs sons, Biff and Happy
This chapter provides the reader with suggestions on how to incorporate the
Teachingrocks Time Machine™ into a variety of curricular areas. Working with
colleagues across all subjects, developing characters, and designing and
operating a Time Machine are explained in detail and with numerous examples.
Educators will quickly discover the possibilities of enriching their very own
curricula using the Teachingrocks Time Machine™ concept.
Strategy Titles and Numbers
On more than one occasion, I discovered I could have drastically improved a
lesson if I would have merely incorporated an active learning strategy. I jot a
strategy title and number alongside the lesson plan that I believe would have
complimented it. This allows me to improve the lesson, if and when I teach it
again.
Hence the reason all active learning strategies contained within this book were
given a title and a number. The title and number help you effortlessly locate
which DVD you should watch to find the corresponding video. The titles range in
10
- 10 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
names from Daisywheel to Fishbowl and Colorful Board Games to Circle the
Wagons. Specific titles and numbers also allow for quick reference when
generating lesson plans. For instance, when I am devising a lesson plan on key
vocabulary words, I may choose to introduce the terms through an active learning
strategy entitled Do You Know What I Know. Generally, my lesson plans include
goals, objectives, lesson description, vocabulary terms, definitions, title and
number of an active learning strategy, and a closure activity.
What is the Duration of This Strategy?
As an educator, I never feel I have enough time to cover all that is required of
me. Not surprisingly, this has more to do with working smarter, not harder. Each
active learning strategy provides you with an estimated time allowance. This time
allowance is only a guideline. You will find you can easily extend or limit the time
allotted for each strategy. I adjust my strategies in accordance with the amount of
learning and enjoyment my students are experiencing. A 15-minute strategy
could easily take 30 minutes, whereas a 40-minute strategy could be cut in half.
You decide the amount of time that is appropriate for the content you must cover.
What Do I Need?
As these active learning strategies were devised, every attempt was made at
simplicity (with the exception of the Teachingrocks Time Machine™ concept,
which is more involved, but still described in an easily understood process).
Being an educator myself, I understand the expense of computers and related
technology, not to mention their reliability. Regardless of your Information
Technology departmentʼs best intentions, networks fail. As a result, your
PowerPoint or interactive website presentation may not be available. While you
certainly may infuse technology into these active learning strategies, it is not
required. I have listed the necessary materials for each strategy; however, I
assure you required materials for these active learning strategies are quite
minimal.
How Do I Engage My Students With This Strategy?
This question and the answer are the heart of 33⅓ Active Learning Strategies.
The strategies are easily followed and implementation is fairly straightforward. I
have carefully explained the process by which most or all of your students
participate in these active learning strategies. All you need to do is incorporate
the questions and content material appropriate for your curriculum. Additionally,
the DVDs will visually demonstrate the procedure required for greater ease in
implementation.
11
- 11 -
www.teachingrocks.com
When Does This Strategy End?
In this section, the reader is provided with a few suggestions as to when the
active learning strategy should conclude. As stated earlier, each strategy could
be extended or shortened depending on time availability.
Additional Options?
Each active learning strategy has additional options listed at the end. It is hoped
that the reader will use the modifications to continually enrich their curriculum.
These options may inspire your thinking for even more possibilities. Suddenly
one strategy becomes many more.
Applying the Strategies in Your Classroom
Should I Use an Active Learning Strategy Every Day?
The answer is probably not. It may seem ironic reading that, but I usually begin
on a gradual basis with these strategies. Once I get to know my students and we
have developed a “culture of trust” within our classroom, I slowly introduce more
active learning strategies. The old adage “Your students do not care how much
you know until they know how much you care” has never been truer. As your
students sense your desire to instill a love of learning in them, they will
increasingly work with you to achieve this end. Your classroom will then be built
upon a strong “culture of trust.”
Throughout the book, I repeatedly remind teachers to introduce their topics
through whatever method is most comfortable. Lecture, notes on the chalkboard,
large group discussion, readings, videos, PowerPoint presentations, and Web 2.0
tools are just a few of the information sharing techniques I use in my classroom
as well. This book was never intended to replace tried and true methods of
instruction.
The problem arises when we as educators fail to move beyond these traditional
methods. We worry about taking risks, so we stay within our comfort zone.
Generally, this comfort zone for teachers means more lecture and large group
discussion. When this happens, our students are truly the ones missing out. In
most classrooms, our students are taught solely through these traditional
approaches. We should realize, however, that as we expand our instructional
practices, we begin to address each studentʼs unique learning styles.
12
- 12 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
Thomas Armstrong, author of Youʼre Smarter Than You Think (2003), wrote a
child-friendly version of Howard Gardnerʼs theory on multiple intelligences. He
states:
Walking or moving around helps [you] solve problems, learn and explain
things. You may notice that your teachers often think on their feet, answer
questions and explain new ideas as they walk around the room. (p. 100)
This statement profoundly affected me. Dr. Armstrong is absolutely correct.
Educators across the country stand before their students, pace back and forth,
write on the chalkboard, reference important pictures on the bulletin board, point
at maps and charts, role-play, demonstrate, and use countless other active
strategies. So, if teachers are up and about, why should our students remain
idle? I believe the answer has to do with the perception of risk.
Is There a Risk Involved with Active Learning?
Using an active approach involves a small degree of risk. Nevertheless, through
my personal experiences, I have repeatedly found the educational reward always
outweighs the risks involved. Bonwell & Eison (1991) stated:
13
- 13 -
www.teachingrocks.com
Perhaps the single greatest barrier of all ... is the fact that faculty
membersʼ efforts to employ active learning involve risk - the risks that
students will not participate, use higher-order thinking, or learn sufficient
content, that faculty members will feel a loss of control, lack necessary
skills, or be criticized for teaching in unorthodox ways. (p. v-vi)
Many educators will need a user-friendly approach to active learning, especially if
this is a relatively new method for them. Understanding these concerns, I have
genuinely tried to minimize any risk and present each strategy in an easy and
straightforward manner. A colleague of mine described it as a “cookbook” of
ideas. I believe that is a very appropriate description.
Active Learning and Disruptive Students
When I facilitate staff development days, in-service programs, or educational
conferences, I make every effort to repeatedly emphasize the following: “The
best classroom management system is, quite simply, a great lesson plan.” Why
do students misbehave? Well, the answer to this question might be too long to fit
between the covers of this book. However, one undeniable reason is boredom. If
students are taught through the same handful of approaches day after day, from
classroom to classroom, you can be assured they will find some means of
deriving more enjoyment from their perceived predicament. Unfortunately, this
usually manifests itself through note writing, texting, off topic conversations,
“tuning out,” aimless movement, harassment, disrespect, and so much more.
14
- 14 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
While active learning strategies are not a cure-all for every disruption, students
are less likely to misbehave if my approach to learning is novel and engaging.
Another significant advantage of active learning is student enrichment.
To this very important point, Eric Jensen writes in his book Enriching the Brain:
How to Maximize Every Learnerʼs Potential (2006):
Students who watch interesting and engaging activities that others do, but
are not actively participating, are not likely to show an enrichment
response. Students must actually do it! This has to strike K - 12 educators
as particularly ironic in the current climate of reducing physical education
and recess, all the while focusing on “sit and get” test preparation. (p. 67)
Practically all active strategies outlined in my book involve every student.
Furthermore, after developing a strong “culture of trust,” minimizing student risk,
and the mere enjoyment of all active learning strategies, more and more of your
students will want to be “actively participating.” When more students are
participating, off tasks behaviors are minimized. Less disruption and more
enrichment: the benefits of active learning appear substantial.
Not surprisingly, when comparing the more conventional type of instruction that
utilizes primarily lecture with strategies that promote active learning, several
studies have shown students preferred and learned more effectively using the
latter.
One closing point I would like to make speaks directly to the benefit of student
engagement for our more energetic and excitable students. The American
Academy of Pediatrics has issued excellent guidelines to bring more clarity to the
behavioral disorders amongst our students. The more we actively engage our
students in the learning process, the more attentive they will be, regardless of
nearly all disorders or labels a child may be given.
I will always defer to the careful examination of a quality doctor as to whether or
not one of my students has attention deficit disorder (ADD) or attention deficit
hyperactivity disorder (ADHD). However, my responsibility as an educator
compels me to regularly have my students stand up, move about, interact,
create, design, debate, role-play, and work cooperatively with their classmates.
Treating the symptoms of ADD and ADHD requires a genuine partnership
between the acting physician, parents, teachers, administration, and most
importantly the child. My experiences have taught me repeatedly that active
learning strategies limit the adverse effects of ADD and ADHD. Fortunately,
helping our students be more attentive through active participation is a fairly
quick and straightforward process.
15
- 15 -
www.teachingrocks.com
Nearly all strategies within this book can be implemented with a minimal amount
of classroom materials as well. Paper, markers, and stickers are a few of the
basic and inexpensive materials needed. Even costuming for role-plays is meant
to be economical and easily attained. Please read my Top Ten Methods To
Begin Building Your Costume Collection located in strategy #33, Putting It All
Together for some cost-effective collection ideas.
One Final Thought …
Do not give up on active learning strategies. I once used the Bullʼs Eye strategy
with high school students and had mixed results at best. The very same strategy
worked admirably with middle school students. I tried Assembly Lines with middle
school students and they seemed a bit discouraged at times. The same strategy
worked perfectly with high school students. At other times, a strategy that did not
work as well one year proved much more successful the following year, with a
different (yet same age) group of students. Take a page from Britainʼs Prime
Minister during World War II, Winston Churchill, when he said, “Never give up.”
The students that are entrusted to us, along with their unique learning styles, are
worth every effort we make.
Howard Gardner, author of Extraordinary Minds, addressed the concept of
unique learning styles (multiple intelligences) individuals possess beyond IQ. He
believes todayʼs educators must incorporate a variety of strategies to engage the
learner and impart knowledge. Gardner (1997) stated:
... if we all have different kinds of minds, then it is simply inappropriate to
teach us all as if our minds were simple variations along a solitary bell
curve. Indeed, each of us should instead pay scrupulous attention to what
is special in our own minds as well as the minds of the children over
whom we have responsibility. (p. 36)
I wish you well with these and other active learning strategies.
Troy Wittmann
Teacher
16
- 16 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
- 17 -
www.teachingrocks.com
In the Corner
#1
Video Location: Chapter 1, DVD 1
Remember how we always saved the corner of the room for the naughty students?
Well, now the good students get to go there too. This is an educationally fun idea. It
also gets your students up and moving. Your students are expected to stay in their
seats for the better part of the day. Now they are allowed to move about your room
and not get in trouble. They will love the In the Corner strategy!
What is the duration of this strategy?
The In the Corner strategy requires approximately 15 - 25 minutes of time.
What do I need?
Not much! All you need are students and four signs. I even have the students make
the signs. How easy and fun.
How do I engage my students with this strategy?
I begin by having a few artistic students create some basic signs. The signs should
read “Strongly Agree”, “Agree”, “Strongly Disagree” and “Disagree.” These signs are
placed in the four corners of my room. Then, I read a question or make a statement
18
- 18 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
- 19 -
www.teachingrocks.com
- 20 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
When does this strategy end?
The In the Corner strategy ends when you have received feedback from all groups
and several specific students stationed at the various signs. All of your review
questions should have been asked and answered as well.
Additional options?
¥ You may want to provide speed rounds. The students in a speed round are
expected to move to a corner within a few seconds. An excellent discussion may
follow in regards to how quick thinking may not always be beneficial. Discuss the
merits of being thoughtful versus being rushed. Instead of having every student
move, you may want to select just one row.
¥ I may select two, three or four students randomly from the entire class to move.
¥ You may want to change the wording on your signs to better suit your statements.
A few examples may include never, sometimes, and always. Instead of four signs,
you may want to have three or five.
Please watch the video series entitled In the Corner (Chapter 1, DVD 1) for
additional information, ideas, and insights on how to effectively use this strategy in
your classroom.
21
- 21 -
Please Note: pages 22 – 234 are intentionally blank
Strategies #2 - #33⅓ and the appendices will be found on these pages
I believe you will enjoy reading about these strategies and, more importantly,
implementing them into your instruction. Each strategy in this book has a
companion video located in the DVD series that helps teachers easily incorporate
the active learning strategy into their curriculum.
The Teachingrocks Time Machine™ is also included in these pages along with a
legal waiver for its construction. Teachers will learn how to build, operate, and
inspire with multiple versions of a Teachingrocks Time Machine™.
Tea
chin
groc
non
ks
tra
Tim
licen nsferab
e
le
se
M
distr e’s us , revoca achine™
e in
ict.
ble
gran
Add
li
to c
ts
a tr cense
ition
onstr
to
to u
a
adit
ll
u
y
th
stra
se a
ion
tegie ct one , Teac
ll pro e orig
hing al tea
s de
T
ina
Tea
vid
c
rock
scrib eachin
chin
s T hing s ed boo l purc
groc
groc
ed in
licen
ks a
hase
im
ettin
k
k
s
e M
s
th
se h
r a
Tim
achin g wit nd com
olde Time M e prov
e
M ac
hin
non
pan
M ac
ided
e™
r to
achin
hine
ion
exclu
h
lice
in
m
™
c
L
e
o
e™
LC
stud
DVD
ateri
gran nsee’s
ents is also pyright ™ LLC.
for
(s) o sive,
als.
,
ts li
Failu
and
u
nly
d
pace
A
for
cens current
re to ddition se con
trad
mak have a esigned
siste
em a
ee
al lic
ny
er, p
scho
obta
to u
th
rk
n
form
e
leas
t
nses
o
e p
in s
s
with
e do
u
rivile l
of s e strob infringe
the
not
m en ch add m ay be
ge
obse eizures, es, las
te
it
t
a
io
a
c
li
nal
chin
quir
tiga
ers,
rve,
tion
ed
lice
g
an
part epilepsy
icipa
, vis d flash . The T nse sub through
te in
je
e
in
ual
a
cts
g li
, or
pho
ghts chingro
this
use
tose
cks
. If
the
Tim
yo
Tea nsitivity
e
chin
, an u, or
groc
you
r
ks T d/or w
e
ime
M ac ar a
hine
Tro
™
.
yW
Cre
ittm
e O ann
wne
r
ativ
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
References, Resources, and Books Cited in the Video Series
Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all
students. Preventing School Failure. 51(3), 49-54.
Armstrong, T. (2003). You’re smarter than you think: A kid’s guide to multiple
intelligences. Minneapolis, MN: Free Spirit Publishing.
Babbitt, N. (1975). Tuck Everlasting. New York, NY: Farrar, Straus, & Giroux.
Bandura, A. (1969). Principles of behavior modification. New York, NY:
Holt, Rinehart & Winston, Inc.
Barnett, M. A., Matthews, K. A., & Howard, J. A. (1979). Relationships between
competitiveness and empathy in 6 and 7 year-olds. Developmental
Psychology, 15(2), 221-222.
Batson, D. C., Early, S., & Salvarani, G. (1997). Perspective taking: Imagining
how another feels versus imagining how you would feel. Personality &
Social Psychology Bulletin, 23(7), 751-758.
Bauer, M.D. (1986). On my honor. New York, NY: Houghton Mifflin Company.
Birt, D., & Nichol, J. (1975). Games and simulations in history. London,
England: Longman Group Limited.
Blesius, R. (1989). The concept of empathy. Psychology, 26(4), 10-15.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.:
George Washington University, School of Education and Human Development.
Brown, S. B., & Brown, L. B. (1970). Look - I see me. Childhood Education,
47(2), 84-85.
Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RTI,
professional learning communities, and how to respond when kids don’t learn.
Bloomington, IN: Solution Tree.
Bunting, E. (2001). The summer of Riley. New York, NY: Harper Collins Publishers, Inc.
Carkhuff, R. R. (1969). Helping and human relations: A primer for lay and
professional helpers: Selection and training, Vol. 1. New York, NY:
Rinehart and Winston.
235
- 235 -
www.teachingrocks.com
Carkhuff, R. R. (1969). Helping and human relations: A primer for lay and
professional helpers: Practice and research, Vol. 2. New York, NY:
Rinehart and Winston.
Conlan, R. (Ed.), Hobson, J. A., Hyman, S., Jamison, K.R., Kagen, J., Kandel. E.,
LeDoux, J., McEwen, B., & Sternberg, E. (1999). States of mind: New discoveries
about how our brains make us who we are. New York, NY: The Dana Press.
Conrad, P. (1991). Pedro’s journal. New York, NY: Scholastic, Inc.
Cotton, K. (2000, March 23). Developing empathy in children and youth.
Northwest Regional Educational Laboratory, Article retrieved April 10, 2000
from http://www.nwrel.org/scpd/sirs/7/cu13.html
Crabtree, C., Nash, G. B., Gagnon, P., & Waugh, S. (Eds.). (1992). Lessons from history:
Essential understanding and historical perspectives students should acquire.
Los Angeles, CA: The National Center for History in the Schools.
Create Rubrics for your Project-Based Learning Activities (2012). Retrieved March 28,
2012, from rubistar.4teachers.org
Creswell, J. W. (1998). Qualitative inquiry and research design choosing
among five traditions. Thousand Oaks, CA: Sage Publications, Inc.
Denzin, N. K., & Lincoln, Y. S. (1998). Collecting and interpreting qualitative
materials. Thousand Oaks, CA: Sage Publications, Inc.
De Pauw, L. G. (1975). Founding mothers: Women of America in the revolutionary era.
New York, NY: Houghton Mifflin Company.
Dickmann, M., & Stanford-Blair, N. (2002). Connecting leadership to the brain.
Thousand Oaks, CA: Corwin Press.
Dickmann, M., Stanford-Blair, N., & Rosati-Bojar, A. (2004). Leading with the brain in
mind: 101 brain-compatible practices for leaders. Thousand Oaks, CA:
Corwin Press.
Dion, S. (1990). Indian-White relations: Historical foundations: Wisconsin
Woodland Indian dissemination project. Rhinelander, WI: Rhinelander
Public Schools Bulletin No. 0407.
Donahue, M. C. (1997, November). Empathy: Putting yourself in another
person’s shoes. Current Health, 24, 22-24.
Douglah, M. (2001, March). Focus group workshops. Paper presented at the
University of Wisconsin, Madison, WI.
236
- 236 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
DuFour, R., DuFour R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How
professional learning communities respond when kids don’t learn.
Bloomington, IN: Solution Tree.
DuFour, R., DuFour R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook
for professional leaning communities at work. Bloomington, IN: Solution Tree.
Educational Teacher Rubrics and Assessment. (2012). Retrieved March 29, 2012, from
www.rubrics4teachers.com.
Eisenberg, N., & Strayer, J. (1987). Empathy and its development. Cambridge, MA:
Cambridge University Press.
Eisner, E. W. (1985). The educational imagination on the design and evaluation of
school programs. New York, NY: Macmillan Publishing Company.
Eisner, E. W., & Vallance, E. (1974). Conflicting conceptions of curriculum.
Berkeley, CA: McCutchan Publishing Corporation.
Evans, M. D. (1993). Manifest Destiny: Understanding through simulation.
Social Education, 57, 89-90.
Farah, M. A., & Karls, A. B. (1997). World History: The human experience.
New York, NY: Glencoe McGraw-Hill.
Fiske, S. T., Taylor, S. E., Etcoff N. L., & Laufer, J. K. (1979). Imaging, empathy, and
causal attribution. Journal of Experimental Social Psychology, 15(4), 356-357.
Frank, A. (1952). Anne Frank: The diary of a young girl. Garden City, NY: Doubleday,
1952.
Gardner, H. (1997). Extraordinary minds: Portraits of 4 exceptional individuals and an
examination of our own extraordinariness. New York, NY: Basic Books.
Giff, P. R. (2008). Eleven. New York, NY: Wendy Lamb Books.
Glasser, W. (1998). The quality school: Managing students without coercion.
New York, NY: Harper Collins Publishers.
Glasser, W. (1998). The quality school teacher: A companion volume to the quality
school. New York, NY: Harper Collins Publishers.
Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed.
Alexandria, VA: Association for Supervision and Curriculum Development.
Goldstein, A. P., & Michaels, G. Y. (1985). Empathy: Development, training, and
consequences. Hillsdale, NJ: Lawrence Erlbaum Associates.
237
- 237 -
www.teachingrocks.com
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ.
New York, NY: Bantum Books.
Gratz, D. B. (2000). High standards for whom? Phi Delta Kappan, 81(9), 681-687.
Guzzetta, R. A. (1976). Acquisition and transfer of empathy by the parents of
early adolescents through structured learning training. Journal of
Counseling Psychology, 23(5), 449-453.
Hahn, S. L. (1980). Let’s try the positive approach. Foreign Language Annals,
13(5), 415-417.
Harvey, S. & Daniels, H. (2009). Comprehension & collaboration: Inquiry circles in
action. Portsmouth, NH: Heinemann.
Hickman, L. A., & Alexander, T. M. (1998). The essential Dewey, Volume 1:
Pragmatism, education, democracy. Bloomington, IN: Indiana University Press.
Hirsh-Pasek, K. & Golinkoff, R. M. (2004). Einstein never used flash cards: How our
children really learn and why they need to play more and memorize less.
Emmaus, PA: Rodale Publishing.
Iannotti, R. J. (1978). Effect of role-taking experiences on role taking, empathy,
altruism, and aggression. Developmental Psychology, 14(2), 119-124.
Ickes, W. (Ed). (1997). Empathic accuracy. New York, NY: The Guilford Press.
Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation.
Alexandria, VA: Association for Supervision and Curriculum Development.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for
Supervision and Curriculum Development.
Jensen, E. (2006). Enriching the brain: How to maximize every learner’s potential.
San Francisco, CA: Jossey-Bass.
Jonas, P. M. (2004). Secrets of connecting leadership & learning with humor.
Lanham, MD: Scarecrow Education.
Jones, B. F. (1990). The new definition of learning: The first step to school reform.
Elmhurst, IL: North Central Regional Educational Laboratory.
Jones, K. (1980). Simulations: A handbook for teachers. New York, NY:
London/Nichols Publishing.
238
- 238 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
Karniol, R., Gabay, R., Ochion, Y., & Harari, Y. (1998). Is gender or gender-role
orientation a better predictor of empathy in adolescence? Sex Roles: A Journal of
Research, 39(1-2), 45-60.
Keefe, T. (1979). The development of empathic skill: A study. Journal of Education for
Social Work, 15(2), 30-37.
Kipper, D. A., & Ben-Ley, Z. (1979). The effectiveness of the psychodramatic
double method, the reflection method, and lecturing method in its
relationship to empathy. Journal of Clinical Psychology, 35(2), 370-375.
Ladousse, G. P. (1997). Role play. Oxford, England: Oxford University Press.
Leedy, P. D. (1997). Practical research planning and design (6thed.).
Upper Saddle River, NJ: Prentice-Hall, Inc.
Lewis, M., & Haviland-Jones, J. M. (2000). Handbook of emotions. New York, NY:
The Guilford Press.
Lowry, L. (1993). The Giver. New York, NY: Bantam Doubleday Dell Publishing
Group, Inc.
MacArov, D. (1978). Empathy: The charismatic chimera. Journal of Education for Social
Work, 14(3), 86-92.
Mangione, L. (2002). Interactive instruction: Practical strategies for strengthening
understanding in secondary classrooms. Bellevue, WA: Bureau of Education &
Research.
Marzano, R. J. (1992). A different type of classroom: Teaching with dimensions of
learning. Alexandria, VA: Association for Supervision and Curriculum
Development.
Marzano, R. J., Arredondo, D. E., Brandt, R. S., Pickering, D. J., Blackburn, G. J., &
Moffett, C. M. (1992). Dimensions of learning. Alexandria, VA:
Association for Supervision and Curriculum Development.
Marzano, R. J., Bennett, B., Berliner, D., Brophy, J., Erickson, L., Good, T., Jacobs, H.
H., Marzano, J., Mayer, R., McTighe, J., Perini, M., Pickering, D., Silver, H., &
Tomlinson, C. A. (2010). On excellence in teaching. Bloomington, IN:
Solution Tree.
Maslow, A. H. (1968). Toward the psychology of being (2nded.). Princeton, NJ:
D. Van Nostrand Company, Ltd.
Mead, G. H. (1934). Mind, self & society. Chicago, IL: The University of Chicago Press.
239
- 239 -
www.teachingrocks.com
Melville, H. (2011). Moby Dick. Franklin, TN: Dalmatian Press, LLC.
Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and
Social Psychology, 67(4), 371-378.
Morton, K. R., Worthley, J. S., Nitch, S. R., Lamberton, H. H., Loo, L. K. &
Testerman, J. K. (2000). Integration of cognition and emotion:
A postformal operations model of physician-patient interaction.
Journal of Adult Development, 7(3), 151-160.
Oberhofer, T. (1999). Role playing in the history of economic thought
[Electronic Version]. The Journal of Economic Education , 30(2), 112-120.
O’Connor, K. (2009). How to grade for learning, K-12 (3rded.). Thousand Oaks, CA:
Corwin Publishers.
O’Connor, K. (2011). Fifteen fixes for broken grades: A repair kit, Canadian edition.
Toronto, Ontario: Pearson Canada.
Osborne, M. P. (1998). Dear America: Standing in the light: The captive diary of
Catharine Carey Logan. New York, NY: Scholastic Inc.
Otfinowski, G. A. (2000). Effects of empathy training on the peer approval of
third graders. Unpublished doctoral dissertation, University of San Francisco, CA.
Piaget, J. (1926). The language and thought of the child. London: England:
Lund Humphries.
Popham, W. J. (2003) Test better, teach better: The instructional role of assessment.
Alexandria, VA: Association for Supervision and Curriculum Development.
Powell, S. D. (2011). Introduction to Middle School. (2nded.). Boston, MA:
Allyn & Bacon.
Ringness, T. A. (1975). The affective domain in education. Boston, MA:
Little, Brown & Company.
Roe, K. V. (1980). Early empathy development in children and the subsequent
internalization of moral values. The Journal of Social Psychology, 110,
147-148.
Rogers, C. R. (1961). On becoming a person. Boston, MA: Houghton Mifflin
Company.
Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill
Publishing Company.
240
- 240 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
Rubin, K. H., & Maioni, T. L. (1975). Play preference and its relationship to
egocentrism, popularity and classification skills in preschoolers.
Merrill-Palmer Quarterly, 21(3), 171-179.
Selwyn, D. (1993). Living history in the classroom: Integrative arts activities for
making social studies meaningful. Tucson, AZ: Zephyr Press.
Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Boston, MA:
Allyn & Bacon.
Siris, S. G., Docherty, J. P., & Roose, S. P. (1980). An experience with patient
role-playing in psychiatric education. Journal of Medical Education, 55(9),
797-799.
Sprenger, M. (1999). Learning and memory: The brain in action. Alexandria, VA:
Association for Supervision and Curriculum Development.
Stallings, J. (1980). Allocated academic learning time revisited or beyond time on task.
Educational Researcher, 9, 11-16.
Stanford, G. (1974). Why role-playing fails. English Journal, 63(9), 50-54.
Staub, E. (1971). The use of role-playing and induction in children’s learning of
helping and sharing behavior. Child Development, 42(3), 805-816.
Stegmaier, N. K. (1974). Teaching interpersonal communication through children’s
literature. Elementary English, 51(7), 927-931.
Stephan, W. G., & Finlay, K. (1999). The role of empathy in improving intergroup
relations. Journal of Social Issues, 55(5), 729-744.
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2006). Classroom assessment
for student learning: Doing it right – using it well. Portland, OR:
Assessment Training Institute.
Stix, A., & Hrbek, F. (2006). Teachers as classroom coaches: How to motivate students
across the content areas. Alexandria, VA: Association for Supervision and
Curriculum Development.
Swope, K., & Miner B. (Eds.). (2000). Failing our kids: Why the testing craze won’t
fix our schools. Rethinking Schools. Milwaukee, WI: Rethinking Schools
Publication.
Test shows U.S. students lost on geography issues. (2002, June 22).
The Post-Crescent, p. A1, A6.
241
- 241 -
www.teachingrocks.com
Titchener, E. (1915). A beginner’s psychology. New York, NY: Macmillan.
Tovani, C. (2011). So what do they really know? Assessment that informs teaching and
learning. Markham, Ontario: Pembroke Publishers.
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for life in our times.
San Francisco, CA: Jossey-Bass.
Warren, R. (2002). The purpose driven life: What on Earth am I here for?
Grand Rapids, MI: Zondervan.
Wells, H. G. (1968). The time machine. New York, NY: Bantam Books.
Wiggins, G. (1998) Educative assessment: Designing assessments to inform and improve
student performance. San Francisco, CA: Jossey-Bass, Inc.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.
Wilhelm, D. (2003). The revealers. New York, NY: Farrar, Straus, & Giroux.
Wittmann, T. T. (2002). Role-play as a method for developing empathy among adolescent
students: A phenomenological study (Doctoral dissertation), Cardinal Stritch
University, Milwaukee, WI.
Wittmann, T. T. & Zurbuchen, G. (1997, September). Reaching for excellence.
Paper presented at Maplewood Middle School, Menasha, WI.
Wong, H., & Wong, R. (2009). The first days of school: How to be an effective teacher.
Singapore: Harry K. Wong Publications, Inc.
Zhang, Z., & Richarde, R. S. (1999). Intellectual and metacognitive development of male
college students: A repeated measures approach. Journal of College Development,
40(6), 721-738.
Zheng, B. (1993, November). Role-playing in foreign language teaching: An application
in an elementary Chinese class. Paper presented at the annual meeting of the
Mid-South Educational Research Association, New Orleans, LA.
Zhou, Q., Eisenberg, N., Losoya, S. H., Fabes, R. A., Reiser, M., Guthrie, I. K.,
Murphy, B. C., Cumberland A. J., & Shepard, S. A. (2002). The relations
of parental warmth and positive expressiveness to children’s empathy-related
responding and social functioning: A longitudinal study.
Child Development, 73(3), 893-915.
242
- 242 -
33 1/3 Ac t i ve L e a r n i n g S t ra t e g i e s
To laugh often and much; to win the respect of intelligent people and the affection of
children; to earn the appreciation of honest critics and endure the betrayal of false friends;
to appreciate beauty; to find the best in others; to leave the world a bit better, whether by a
healthy child, a garden patch, or a redeemed social condition; to know even one life has
breathed easier because you have lived. This is to have succeeded.
Ralph Waldo Emerson (1803-1882)
American Essayist and Poet
243
- 243 -
Back Cover