Activity Based Learning

 Activity Based Learning suitable for Management students and adaptable to Online teaching / learning.

1.  1-Minute Paper/Reflections

Size: Individual

Time: 1-minute (but really up to 3-5 minutes) at the end of a class or on completion of an assignment

Activity

1. Provide students with one question for brief reflection. Emphasize that responses should be concise.
2. Each student then records and submits their answers.
3. As needed, follow up on comments. Be sure to summarize and respond to any important questions or issues that arise in the students’ responses the following class. (e.g. concepts that did not seem clear to students).

Adaptable for Online Learning.

Example questions:

• What was the most important thing you learned during this class today?
• What questions remained unanswered in your mind today?
• The clearest point of today’s class was:
• Summarize the main point of today’s lecture in one sentence.
• What was the most useful or meaningful thing you learned from this assignment?
• What I liked best that helped me learn:
• One thing that I wish had been discussed during today’s class is:
• How do you think you will use what we learned today in your everyday life?

  2.   Post It Parade

 Size: Individual, pairs, or small groups

Time: 10-15 minutes

Activity

1. Students are provided with a question or prompt for which they need to generate ideas, solutions, etc.
2. Give each student a few post-its, and have them write out 1 idea per post-it.
3. Students then post the post-its on the chalkboard or wall. Depending on the question or prompt, it may be useful to have them place the post-its in areas to group them by topic, question, chronologically, etc.

Adaptable for Online Learning.   The goal behind post-it parade is to generate ideas from all your students. This could also be done online in a discussion forum, where each student can post ideas.

 3.  Pro-Con Grid 

Size: Groups of 1-6

 Time: Unrestricted

Activity

1. Pick a topic that lends itself to the idea of making lists of pros and cons/advantages and disadvantages for some issue (see pointers for suggestions). Break students up into small groups.
2. Have the groups come up with at least three points for each side. Additionally, let students know whether they should be putting their lists together in point form or full sentences.
3. Once students have had time to complete the activity, bring the class back together to share and discuss points on each side.

Adaptable for Online Learning.  In an online setting, this could become an individual activity as well.

4.  Case Studies

Size: Small Groups (1-4)

Time: 1 class or long project

Activity

1. Provide the students with a real-world case for the students to study (e.g. a news article, account of a decision or procedure, video, etc.). Alternatively, have students find their own case to examine.
2. Individually, or in small groups, have students analyze the case using guidelines and a framework provided by you (the instructor).
3. Have students present their analysis to the class, or require groups to turn in written answers. If presenting in class, try to facilitate discussion such that students connect the case with material in class.
4. After student analysis has been completed, ensure that the group has concretely discussed how the case study illustrates application o theoretical or background concepts from course material.

Adaptable for Online Learning.  Make the case study the focus point of the week’s online discussion section.

 For More

file:///H:/ActivityBased%20Learning/Activity-based%20learning-business%20management%20case.pdff