Ideas for Collaborative Learning in the Classroom

The best way to teach brainstorming? Let students brainstorm your teaching approach. Today, our design thinking class at the University of Kentucky, TEK 300, "Teens and Screens," reached a pivotal moment. With midterms behind us and spring break over, we faced a critical question: How might we structure the remaining weeks to promote deeper understanding rather than just blasting through the steps of our semester-long project? Instead of deciding for our students, we chose to "eat our own dog food"(as they used to say at Apple). (HT Reinhold Steinbeck, charles kerns) We turned our students into users and co-designers through a structured brainwriting session focused on this challenge. The process was beautifully simple: • Students received worksheets with our "How Might We" question and a 3×5 grid • Everyone silently wrote initial ideas (one per box) in the first row • Sheets rotated three times, with each person building on or adding to previous ideas • We ended with a gallery walk and dot-voting to identify the strongest concepts In just 20 minutes, we generated over 50 unique ideas! The winner? Incorporating hands-on, interactive activities in every session that directly connect to that day's learning objectives. The meta-realization? We were already practicing the solution before formally adopting it. The brainwriting exercise itself exemplified exactly what our students told us they wanted more of. My teaching partner Ryan Hargrove immediately began storyboarding how we'll implement this approach, moving us closer to the collaborative learning journey we want to have with our students. We're moving from "Once upon a time..." (not as great as we could be...) to "Students designed..." (active participation), to "Now we really dig learning all this..." Your students already know what they need; your job is to create space for them to tell you. P.S. What teaching approaches have you transformed by inviting your students to become co-designers of their learning experience? #DesignThinking #HigherEducation #TeachingInnovation #BuildingInPublic #StudentCenteredLearning

Time of the year to remind folks: Share your course syllabus as a Google Doc. And invite students to annotate it. For many years, the syllabus of every course I taught included some version of the following statement. My syllabus statement was simple, affirming, and it invited students to join a collaborative activity that strengthened their belonging and connection at the beginning of the semester. "Welcome to our Annotated Syllabus. This syllabus—like our course—is incomplete without you and your commentary. This Annotated Syllabus is the start of a conversation about our course, your learning, and shared accomplishment. We will annotate our syllabus by: ❓ Asking clarifying questions; 🗣 sharing opinions about readings and assignments; 😕 noting confusions and uncertainties; 💬 responding to policies; 💡 providing advice; and 💭 reflecting on what works and what can change. While your annotation may be critical, let us strive for commentary that is inquisitive and constructive. Your ongoing thoughts are welcome anytime so that this syllabus documents our learning together this semester." Please, borrow my statement. And adapt it. Make it yours so that it works for your course and students. And once you've created a syllabus that students can annotate, remember to: 🌱 "Seed" your syllabus with a few comments. Be the first annotator. I would always add a mix of annotations that were administrative, introductory, informal, and personal. This models the types and tone of commentary that students will then add. And it gives students a low-barrier scaffold to elicit their responses. ✍ Reply with care and feedback. If you’re annotating a syllabus for the first time, it’s likely that your students are, too. Your students may be apprehensive and a bit skeptical. Students may feel vulnerable. Students’ initial commentary may be hesitant, critical, or informal. That’s all OK. Reply with care. Welcome feedback. Revise the document. Iterate assignments. Co-construct your learning community. There's no need for a syllabus quiz this semester. Mitigate your concern that students won't read the syllabus, or that you'll repeatedly need to remind students "it's in the syllabus." Be proactive, creative, and collaborative. Remember, a syllabus is an educator’s draft vision of teaching yet enacted, a preamble to learning yet accomplished. It's OK that your syllabus isn't perfect (could it ever really be?). Rather, partner with students to improve both this draft document and their participation in the course. An annotated syllabus opens a door to dialogue, feedback, and shared growth. Looking for all of my #AnnotatedSyllabus resources? Follow the link in comments.

"AI will isolate learners!" critics warn. Yesterday, I witnessed exactly the opposite - a moment that revealed how AI can catalyze rich collaborative thinking when thoughtfully orchestrated. My students were tackling Chapter 8 of "Machines Like Me" - McEwan's most ethically complex chapter. But here's the magic: AI wasn't the endgame - it was just act one. We strategically placed strong critical AI users across different groups, and what unfolded was fascinating. The AI helped stage the initial philosophical debate, identifying potential ethical frameworks for each character. But the real intellectual fireworks happened next. In their groups, students began challenging these AI-generated frameworks, with our stronger critical thinkers guiding their peers through increasingly sophisticated questions: "But if Charlie is really a utilitarian, how do we explain his decision about X?" "What happens when Miranda's supposed virtue ethics crashes into Adam's rigid deontology?" "Are we sure the AI's reading of their ethical positions holds up against these later scenes?" What I observed wasn't just AI analysis - it was students teaching students how to think more rigorously, using AI as a springboard for deeper collaborative inquiry. The technology wasn't replacing discussion; it was enriching it by giving students a common starting point to push against and refine. Here's what's becoming clear: When we thoughtfully orchestrate AI use, positioning it as the beginning rather than the end of analysis, and strategically leverage peer dynamics, something profound happens. Students don't just accept AI insights - they collectively build beyond them. The future of classroom discussion isn't about getting AI answers. It's about using AI to stage richer debates, then letting students collaboratively discover the limits and complexities those initial AI insights missed. Educators: How are you orchestrating AI use to spark, rather than replace, peer learning? #AIinEducation #CollaborativeLearning #EdTech #Teaching #GenerativeThinking Dr. Sabba Quidwai Mike Kentz Amanda Bickerstaff Ethan Mollick Rob Nelson Jason Gulya Doan Winkel Nick Burnett Dr. Martha Umana Ryan Findley Daniel Bashir Alan Hilsabeck Chrissy Macso, M.Ed Anna Mills

Implementing discussion strategies in the classroom enhances critical thinking, collaboration, and communication skills, fostering a dynamic learning environment where students feel valued and engaged. When students actively participate in discussions, they develop deeper comprehension, learn to articulate their thoughts clearly, and build social-emotional skills that support respectful dialogue. To make discussions fun and engaging, consider interactive methods like Think-Pair-Share, where students first reflect independently, discuss with a partner, and then share with the class this structure builds confidence while encouraging participation. Storytelling circles allow students to contribute imaginative twists to a collective narrative, making learning feel like an adventure. Using games like “Would You Rather?” or mystery debates where students defend surprising viewpoints motivates children to express their ideas in a lively, playful way. Role-playing activities, like having students take on characters from history or literature, immerse them in learning while strengthening their ability to present and justify perspectives. By weaving movement, creativity, and social connection into discussions, educators can cultivate an atmosphere where every student is excited to share their voice.

Over time, my approach to teaching graduate classes has shifted towards creating an environment where students act more like a group of consultants tackling real-world, data-driven problems. Instead of simply following theoretical frameworks, students now dive into real-life datasets, analyze trends, and craft creative solutions. This hands-on method encourages them to think critically and out of the box—steering away from the temptation of copy-pasting from AI tools like ChatGPT. The focus isn’t just on solving problems; it’s about viewing challenges from different perspectives. By engaging with diverse datasets, students learn to approach problems with fresh eyes, ensuring a deeper retention of knowledge. It also makes the learning process more interactive and fun! This week, we focused on conducting data-driven SWOT analyses. Students worked in teams, using multiple datasets to identify strengths, weaknesses, opportunities, and threats. Along the way, they developed their soft skills, learned the value of collaboration, and strengthened their ability to work effectively in groups. This approach not only prepares students for real-world consulting roles but also equips them with the skills to think critically, collaborate, and adapt to a rapidly evolving business landscape. #DataDrivenLearning #ConsultingSkills #RealWorldProblems #GraduateEducation #CriticalThinking #OutOfTheBox #SWOTAnalysis #SoftSkillsDevelopment #CollaborativeLearning #FunInTheClassroom #BusinessEducation #InnovationInTeaching #HigherEd