An activity that prompts students to answer a question, work a problem, or otherwise check their own understanding of a concept or skill. Most often, feedback is automatically provided to guide students in their future learning of the concepts.
Veterinary and biomedical students are asked to watch a video of walking through a barn and to list the best practices for animal welfare and farm management shown in the video. They are also asked to list items that need to be improved. This offers a way to expand student experiences and allows them to practice evaluating without the time and expense of traveling. Further, this practice protects the biosecurity of the farm locations.
The 3-2-1 method is a student-centered formative assessment activity that can be used to gauge student understanding of course material and determine where students might need additional support. Students are asked to consider a lesson, video, lab, etc., and respond by describing three things they learned, two things they found especially interesting, and one question they still have.
Interactive videos are an excellent choice for providing an active learning experience for students. Instead of a video that positions the learner as a passive listener, interactive videos engage the viewer and demand certain forms of interaction. In fact, students have reported that interactive videos can be fun and allow them to learn the content better compared to videos without any forms of interaction (Kim, Glassman, Monroy-Hernandez, & Morris, 2015; Neo, Neo, & Yap, 2008).
Multimodal Instruction is just what its name suggests; it provides multiple modes of instruction, including verbal, graphic, numeric, or multimedia, to expose students to the same concept repeatedly. Multimodal instruction enhances learning in two ways: first, by allowing students to experience learning in the way they are most comfortable, and second, by challenging students to experience and learn in other ways (Picciano, 2009).
