Groups of learners receive a problem, try to solve it, and then pass the solution to a nearby group. Without looking at the previous group’s solution, the next group works to solve the problem. After as many passes as seem useful, groups analyze, evaluate, and synthesize the responses to the problem they received in the final pass, and report the best solution to the class.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design for Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations If passing physical materials is not viable, allow digital exchange of problems and solutions.
Timing & Pacing Provide consistent time cues for each phase. Allow sufficient time so groups are not rushing the core thinking work.
Social Interaction Allow groups to assign roles so all members can contribute comfortably. Avoid requiring a single student to speak for the group.
Information Accessibility Provide phase-by-phase instructions in writing for reference throughout. Keep problems and solutions visible during evaluation.
Ways to Participate/Express Allow generation, solving, and evaluation in writing, typed, or through a digital collaboration tool.
Online Adaptations
Coming Soon!
Additional Resources
Amilia, I. K., & Sisbiyanto, A. (2016, May). The effectiveness of send a problem technique for teaching writing an analytical exposition text (A quasi-experimental study of the eleventh grade students of SMA N 8 Semarang in the academic year 2015/2016). In ELT Forum: Journal of English Language Teaching (Vol. 5, No. 2): https://journal.unnes.ac.id/sju/elt/article/view/11226
Rosbaida, R. (2018). The Effect Of Send A-Problem Technique Toward Students’ Writing Ability On Descriptive Text Of The Second Year At SMAN 1 Inuman (Doctoral dissertation, Universitas Islam Riau): http://repository.uir.ac.id/id/eprint/4371
Marpaung, I. M., Simanullang, M., & Rajagukguk, H. (2023). THE EFFECTIVENESS OF USING GUIDING QUESTIONS TOWARDS THE STUDENTS’ABILITY IN WRITING DESCRIPTIVE TEXT AT THE EIGHT GRADE SMP NEGERI 2 MUARA IN ACADEMIC YEAR 2021/2022. English Kinds Journals, 2(2), 15-20: http://englishkinds.usxiitapanuli.ac.id/index.php/ekj/article/view/48
