Pyramids. Students work alone, then in pairs, in fours, and in larger groups. The benefits of this method include encouraging interaction among students, especially students who are reluctant to speak out in class; the validation of students' ideas because they see that others in class have the same thoughts - although they may have reached them in different ways; the increased ability to manage difficult tasks. Each stage of the pyramid process should involve a slightly more complex task than its predecessor. This will ensure that students are building on the achievements of the previous stage (Northedge, 1975).

Drama. One way to emphasize the importance of crucial ideas is to dramatize them and so make them stand out from the rest of the material. Here are two ideas to get you started:

µ In a poetry lecture on metre, an instructor beats a drum in rhythm with the metre of the poem.

µ During a class on legal evidence, several people rush into the classroom, cause a disturbance, then leave. The students are surprised. However, when they are asked by their instructor to give evidence about the event which they have just witnessed, they realize that the teacher had planned the disturbance to illustrate the problems associated with obtaining evidence from witnesses (Gibbs et al, 1984).

Pairs Problem-Solving. The students work in pairs to solve a problem assigned to the class. One partner reads the problem and thinks aloud while the other listens _ constantly checking for accuracy. The listener works alongside the problem-solver, understanding each step and asking for clarification where necessary. If the problem-solver makes a mistake, the listener points it out but does not correct it. The constant vocalization in this method is important because it shows students that there are many valid ways to reach the solution.

Ask students to submit questions. Ask your students to submit possible exam or essay questions, or request that they submit two or three questions about the course that they want you to answer in class. Either way you will get insight into what they are understanding from the class. If a number of students are asking questions about a particular point you thought you had covered well, maybe it's time for a review of that material. Respond to "typical" questions in class, perhaps writing them on the board and encouraging students to respond and so validating the importance of questions as a way to learn. One professor at the University of California at Irvine hands out 3 x 5 cards to his students and asks them to submit open-ended questions on the cards for credit. Because the cards are small, the questions are brief, and reading them takes very little time; however, the benefits are far-reaching. This technique encourages discussion, improves rapport, and shows students that it is perfectly acceptable to ask questions (Gallow, 1991).

Role Playing. This method is very useful when you want your students to gain greater insight into a person or situation. You do have to make sure that the "players" take their roles seriously and have defined the characteristics of their roles. The rest of the class, too, has to have clear responsibilities for observing and commenting upon the action.

Role playing can be used in classes to help clarify such things as patient-caregiver roles; social worker-client interaction. Or try assigning your students the roles of different atoms then instruct them to link their arms to construct a DNA molecule (Gibbs et al, 1984).

Assume a persona. Become a character in your own presentation. Assume the role of Dr. Freud for your class on the id; become a visitor from the planet "X" who wonders why the earth looks so different from space these days; don a sou'wester and be a fisherman at the turn of the century who explains why the fish stocks around the Maritimes will last forever. The possibilities are limited only by your imagination.