Back to Table of Contents for the On Course I Workshop
1.Strategy: Jigsaw, Creator/Victim, Emotional Intelligence, and Wise-Choice Process
Application: World History
Educator: Christopher Libertini, Faculty, History, Dominican College, NY
Implementation: Use this multi-step activity when teaching the rise of Nazi Germany and World War II.
2. Strategy: Monthly Calendar
Application: This strategy can be used in any class that has homework assignments and or tests
Educator: Diane Raines, Faculty, English, Roane State Community College, TN
Implementation: Along with a syllabus, I give my students a “tentative schedule” that has all the dates the class meets. For each day the class meets, the schedule I provide lists assignments due and what we will be doing in class that day. I give students a monthly calendar for each month the class meets and have them fill in, using a certain color of ink (e.g., green), when assignments are due in my class. I have them complete this task during class so that I know they are doing it. I then recommend that they fill out their monthly calendars for the rest of their classes, using a different color ink for each additional class.
3. Strategy: Inner Qualities That Enhance Success/Affirmation/Tracking Form
Educator: Eva Mo, Faculty, History, Modesto Junior College, CA
Implementation: Do this the first day of class so students will feel free to choose any person from any time or place.
This activity can be used for both live and online formats.
4. Strategy: Wise Choice Process & Fork in the Road
Educator: Mary Buggie-Hunt, Faculty, History, Cayuga Community College, NY
Implementation: Identify an historical “fork in the road” (such as the decision to build the atomic bomb). Ask students to use the On Course Wise Choice Process to determine whether or not the decision made was a wise choice. Students do the following:
5. Strategy: Jigsaw
Application: History-Citing Sources
Educator: Kisha King, Faculty, History, Eastern Florida State College, FL
Implementation: After giving an introductory lecture on types of sources used in the field of history and how to properly cite those sources, form student home groups of three. Students choose to be the home group’s expert in defining and citing 1) primary sources, 2) secondary sources, and 3) Chicago style of citing. After completing the Jigsaw, label each student as a “peer expert” in their area and other students can seek them out for help in citing sources during the remainder of the semester.
OCI History Forum