- This activity allows the instructor to determine how well students grasp the material and concepts covered and the students' ability to apply the theory and concepts learned (Angelo & Cross, 1993). By prompting students to think about possible applications of what they have learned, it enhances the retention and transfer of knowledge (Svinicki, 2004); and it exposes them to the kind of work situations (work groups, problems, analysis, decision-making, solutions) they're likely to encounter in the field. Finally, and perhaps most importantly, as discussed in Wlodkowski and Ginsberg (1995) this exercise promotes inclusion. Group members are students with an array of learning styles, from a variety of socio-economic backgrounds and often differing in ethnicity, race and cultural backgrounds. Small groups, however, provide a safe environment to observe how differing individuals attempt the same task and operate to reach a goal by working together. Working inclusively leads to increased motivation or, as Wlodkowski & Ginsberg further state, the motivational goal is inclusion.
| Instructor Prep. Time | Student In-Class Time | Student Out-of-Class Time |
| Approximately 30 minutes | 30 minutes | None |
Easily disassembled toys
Step-by-Step Procedure:
- Choose an applicable principle, theory, or procedure that was previously covered in the course (i.e. the engineering design process).
- Obtain toys, techno-gadgets, small appliances, etc. for analysis. Vary the items so each group works with a different item. Items are selected to stimulate thoughtful and challenging consideration of the factors that have been involved in their design.
- Decide what issues students are to consider in the practical analysis (i.e., design, construction, materials, safety, etc.) and how much time is needed for the activity; allow time for analysis, conference, deliberation, recording and reporting of responses.
- Divide students into small groups. Purposeful grouping may be used - matching high w/average or low performers or those from contrasting backgrounds for richer, more diverse perspectives.
- Advise the class how the activity is conducted and executed.
- Have each group analyze their item for design, construction, or whatever other factor chosen and record their findings.
- Have the groups report their findings to the larger class or in writing.
Suggestions for Use:
- This assignment can be adapted for use in business (marketing, public relations, economics, law), social sciences (economics, politics, ethics, social and cultural value), arts (design), and public policy & environmental studies (safety).
- Consider assigning as an out-of-class or homework assignment to be completed at a playground, public library, study space or even an entertainment venue.
- This activity can be completed with groups as small as two students but desired outcomes are better attained with groups of three to five. Larger groups inhibit discourse.
- Try to have items that carry the same approximate level of attraction and opportunity for investigation. You do not want to provoke "envy" of another group's item.
- Angelo, T & Cross, K. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd Ed.). San Francisco: Jossey Bass.
- Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker
- Woodlowski, R. & Ginsberg, M. (1995). Diversity and motivation. Jossey-Bass: San Francisco, CA.