Learning Cells

What is it?

With Learning Cells, students develop questions about a learning activity and then take turns asking and answering questions in pairs.

Uses

Learning cells are a great way to encourage students to:

• actively and critically think about course content;
• verify their own understanding through a low-stakes activity;
• write thoughtful and good questions;
• challenge each other into higher order thinking and reflection;
• familiarize themselves and begin using terminology and language from the discipline; and
• develop interpersonal communication skills.

Process

1. Have students work individually on a given learning activity (e.g., assigned reading, video, written assignment) and write a list of questions and answers of key points.
2. Ask students to come up with at least 2-3 questions/answers, and give them adequate time to do so (e.g., 10 minutes for 2-3 questions and answers). Alternatively, have students prepare questions in advance.
3. Pair students up.
4. With their partner, students should randomly assign themselves as either Student A or Student B. Student A begins to ask their first question, allowing Student B to answer and providing input on Student B’s response. Student B then asks their first question, and Student A responds with Student B providing input. Students continue alternating in this way until they have completed all 2-3 questions.
5. You may want to assign time limits for each student in their role as questioner.

Variations

• Have students within a pair reflect on different learning materials and instead of asking questions, have student teach each other key points about each learning material.
• Provide question stems for students to use
  • E.g., “Compare ____ and ____”; “Why is ___ so important?”; “How does ____ relate to ___?”
• Vary question types: Have students generate open-ended questions, and then multiple-choice questions, and then true or false questions.

Adapting to Different Modes

References

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. John Wiley & Sons, Inc.

Johnson, D. W., Johnson, R., & Smith, K. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

McKeachie, W. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory for College and University Teachers. Boston: Houghton Mifflin, pp. 190-191.