Circulating among the groups, listening, asking questions, and evaluating students' understanding both of concepts and tasks will all help to provide a clearer sense of the students' progress and will also steer them back to the task at hand if they should be inclined to stray from it. The instructor's active attention will emphasize to the students the importance of the team exercise and its connection to other parts of the course. Information gleaned from the teams can be incorporated into formal lessons. At the start of the next lecture, briefly summarize progress observed in teams, correct specific misconceptions, or highlight unresolved questions that have been raised in the teams. Subsequent lectures, discussions, and assignments can be designed to build on the team activities.
Teams can report their conclusions in general discussion, a question related to the team activities.
Teams can report their conclusions in general discussion, a question related to the team activity could be included on the exam, readings related to questions raised by the teams could be assigned. A Faculty Guide by Ruth Federman Stein and Sandra Hurd, Syracuse University. Copyright 2000, by Anker Publishing Company, Inc. Reprinted with permission.