ACTIVE LEARNING INSTRUCTIONAL STRATEGIES
The following is a list and description of active learning instructional strategies. They can be used in any
1. Team Assignment Check
• As standard operating procedure, teams should begin checking assignments as soon as they
arrive at class. They should be encouraged to try to arrive early.
• If a teammate encounters significant difficulty with an assignment, that person should contact
team members and try to arrange to meet prior to class and/or discuss difficulties by phone.
members. Student presentations, using these transparencies, are always valuable learning
experiences. Students should be encouraged to use accounting vocabulary, reference the
projection screen, and address their audience.
• While students are presenting solutions of assignment, instructor can move along the side of
classroom. From this perspective it is easy to take notice of students that do not have
track of students who have participated in the presentation of assignment solution and those
who instructor has notice do not have assignment. It is recommended to use a check for an
average presentation, minus for below average, and plus for above average presentation.
“NA” can be used to indicate assignment not completed. This grid can be use as the basis for
team performance grade at the end of the semester.
teammates.
• Oral communication, interpersonal skills, and retention are enhanced by this approach to
checking assignments.
4 Fundamental Accounting Principles, 21/e
2. Observation and Comparison
• This strategy is most useful when the instructor wants students to focus on specific reports or
documents and be able to identify and/or explain components and/or purpose/use.
3. Think – Pair – Share or Think – Square – Share
• This strategy is most useful when the instructor wants students to draw upon existing
knowledge from life experiences, other courses, or previous lessons to discover concepts.
Independent thoughts are developed and then pooled. It is also useful when instructors want
4. Resident Expert Instruction
• Used for topics that consist of many components. These topics lend themselves to a team
learning effort with delineation of individual responsibilities. For example, adjustments can
be broken down into categories and depreciation into methods.
can be offered for any team whose members get full credit on the exam questions that assess
learning on the topic addressed through resident expert instruction. It will be up to students to
point this out when exams are returned. Alternatively, integrating the test/retest strategy is
also motivational.
5. Test/Retest
• Administer a short quiz on a specific topic.
6. Writing to Learn
• James Britton made the original distinction between transactional (formal) and expressive
(informal) writing. Formal writing refers to writing that communicates to an outside
audience: papers, reports, essays, exams, and so on.
6 Fundamental Accounting Principles, 21/e
7. Team Collaboration
• This strategy is utilized when a pooling of ideas is desired. It is most frequently utilized when
the resources of diverse backgrounds and/or knowledge bases are necessary to achieve an
A SUGGESTED PROCEDURE
FOR ESTABLISHING LEARNING TEAMS
(This is not a Science)
1. Sort forms by available academic achievement data. Since most of my students are first semester
freshman, I use their high school averages with consideration of college GPA when available. I
2. Divide the forms into the number of groups required by class size, keeping the combined academic
3. Spread out the forms in each group so student characteristics can be read. Instructor must
accomplish the balance of other variables determined appropriate to consider (gender, ethnic
background, computer skills, previous related course work, etc.) by shifting forms from group to
group while maintaining a balance of A, B, C, and D average students. Open enrollment
institutions do have students with D averages from high school. In institutions with wide ranges of
8 Fundamental Accounting Principles, 21/e
STUDENT DATA SHEET
Name ____________________________________
Accounting ________ Section ___________
Address ___________________________________
__________________________________________
__________________________________________
Major _________________________________
Phone number ___________________________
Gender _________________________________
High school _______________________________
# of credits completed _____________________
Approx. cumulative high school average _______
Cumulative GPA _________________________
Other colleges attended ________________________________________________________________
Prior bookkeeping or accounting, finance, management courses taken (in high school &/or college)
Course title
Date Taken
Where Taken
Instructor
Grade
Is English your first language? ________________
If not, what is? ____________________________
Describe your computer competencies. (Specifically identify any spreadsheet and/or word processing
software you know how to use). Indicate if you are currently taking any computer related courses.
____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________
Briefly describe any prior business-related work experience.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Briefly describe any career plans you are currently contemplating.
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________________
ACC _______ ____________ Name _________________________________
Section Days/Time
10 Fundamental Accounting Principles, 21/e
SUGGESTIONS FOR IMPROVING TEAM EFFECTIVENESS
1. Immediately after assigning teams, employ a short activity for “team bonding.” Suggestion: Give
teams a few minutes to find three things they all have in common (other than school attending and
taking this course). Have member report findings.
4. Assign a significant percentage of course grade to the team performance grade.
Provided for class distribution. Use file to edit to suit instructor’s preference
TEAM RIGHTS AND RESPONSIBILITIES
Rights
1.
To Support
•
You should receive assistance from teammates whenever needed and
requested. A sense of cooperation should pervade.
2.
To Respect
•
Understanding and appreciation of diversity at every level should be
apparent in team activities.
Responsibilities
1.
To Attend
•
Be there!
•
Attend all classes and team meetings.
•
You cannot participate effectively if you’re not there – physically and
mentally.
2.
To Prepare
•
Complete all assignments, including reading, on a timely basis.
•
Give thought to concepts addressed by assignments.
•
Bring all necessary learning tools to class.
3.
To Cooperate
•
Assist teammates wherever possible.
•
Be patient and listen to team members.
•
Strive for team understanding and success, not your individual success;
your success will follow.
Provided for class distribution. Use file to edit to suit instructor’s preference
CRITERIA FOR EVALUATING TEAMWORK
(For Teamwork Performance Grade)
At intervals during the course of the semester, your peers and your instructor will rate your performance
as a team member. Both will use the following questions in the evaluation process:
1. Did you show respect for the team concept?
2. Did you do your share of the work?
3. Did you show respect for members of the team?
4. Were you motivating?
5. Did you come to the team meeting/class prepared?*
6. Were you effective in helping the team complete its tasks?
7. If specific roles where assigned, did you fulfill the responsibilities of your team role?
Separate evaluations will be conducted for any team project that may be assigned.
*HINT: If you find participating in team activities is more difficult for you than your teammates, then
you would probably benefit from a thorough preview of the chapter before it is addressed in class.
12 Fundamental Accounting Principles, 21/e
Provided for class distribution. Use file to edit to suit instructor’s preference
PEER EVALUATION OF TEAM PERFORMANCE
The evaluation will be kept confidential.
A. List full names of each member of your team (include yourself). Circle your name. If team roles
have been assigned, identify the role of each member.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
B. An ability to evaluate effectively others’ work is a skill you must develop for the workplace. You
should try not to use same rating more than once for each criteria. Try to find a basis or distinction for
at least the highest and lowest rating on each or most criteria.
Using a scale of 1 to 5 (5 being highest or best), rate each member on each criteria listed below.
Your evaluation will be considered invalid if you rate all team members equally on each individual
criterion or if total results are equal. You must try to find a basis for distinction. An invalid evaluation
will adversely affect your instructor’s evaluation of your team performance grade.*
MEMBER # (from above list)
1
2
3
4
5
Criteria:
Showed respect for team concept
Did fair share of work
Showed respect for team members
Was a motivating influence
Was an effective team member
Came to team meetings and class prepared
Fulfilled responsibilities of team role
*Total to check for valid evaluation
Provided for instructor’s use. Meant to be used just to indicate + or – when appropriate.
Team 1
1.
2.
3.
4.
5.
Team 2
1.
2.
3.
4.
5.
Team 3
1.
2.
3.
4.
5.
Team 4
1.
2.
3.
4.
5.
Team 5
1.
2.
3.
4.
5.
Team 6
1.
2.
3.
4.
5.
