You may already be including terms and original definitions in your project at the chapter level and/or in an overall glossary. If not, consider compiling these details for use in both your instructional content and Active Learning activities.
In addition to providing valuable pedagogical support within a text, terms and original definitions also make excellent resources for Active Learning. First, these materials can easily be transformed into flashcards, which are essential for student study. Second, they provide a helpful basis for skill-builder activities—such as fill in the blanks and drag the words—that review fundamental content.
While it makes sense to include some activities, like flashcards, in most or all chapters, other activities may align well with individual chapters. In that case, look for ways to represent each chapter with at least one Active Learning activity. Start by considering the following:
- What topic(s) from this chapter should students explore or investigate further?
- What activity or activities would most enhance this chapter?
- What material from this chapter is most essential to review?
Examples of selecting activities particularly suited to individual points in a text include:
- Using a timeline to emphasize important dates in an early chapter
- Using a map with hotspots to situate material in an early chapter
- Using an image-based drag and drop to label a system or process in a later chapter
- Using a recorded lecture or a video to illuminate content in a dense chapter
- Using a practice quiz to review content at the end of each chapter or unit
