56 Methods in Teaching (part 5)
26. JOEPARDY
This technique
encourages students to think about the quality questions which may lead to a
particular answer. This activity improve individual skill and managing
information.
How does Joepardy do?
a. Students are given the
answer to a question which may be of relevance to the topic being explored.
Answer may range from purely factual, such as a date, name or place to an
emotion or abstract concept.
Example answer and
question:
·
1066 (when was the Battle of
Hastings)
·
Alexander Graham Bell ( Who invented the
telephone)
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b. Students must think of the
question that matches each answer.
c. If the answer does not have
a straightforward question, students compare and contras the question they have
come up with and justify how they arrived at a particular question.
27. JIGSAW
This activity can
be used as an icebreaker for new groups, as a team – building activity, as a
means of gathering information, as an introduction to a particular topic or as
a first step for future planning, decision – making or extended discussion. It
can add an interesting an d motivational twist to a set of tasks.
The implications
for classroom layout is students will need ease of access around the room in
order to find other people with a part of their jigsaw. Alternatively, Groups
which have already been allocated may be given their jigsaw to assemble at
desk.
How does it work?
a. Beforehand, the teacher
creates a jigsaw with a set of challenges written on it. This may be created
simply on A4 paper/cardboard and cut into pieces or by using an IT application.
Icebreaker:
·
Write down the name of everybody in your
group.
·
Each person in the group draws a picture of
their favorite hobby.
·
Find out one claim to fame from each person.
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Topic: Safety in the PE
Hall
·
Write down one important rule about moving
around the hall.
·
Think about two dangers which you may come
across in the hall.
Note three safety precautions to prevent accidents in the hall.
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The World Around Us:
History
·
Write down two important events in your life
in the past year.
·
Write down three major news events in the past
year.
·
Think about what we may have learned from
these events.
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b. Students receive a piece of
the jigsaw.
c. Students must move around
the room to find others with a piece of their jigsaw.
d. Once students have found
their random group, they work as team to put the jigsaw together and to
complete the challenges.
e. The teacher may wish to set
a time limit to add an element of competition.
28. JUST A MINUTE
This technique
encourages students to select and present key information from researched
material. It also fosters active listening.
How does it work?
a. Students research relevant
topic and highlight what they consider to be key information. It can do in
group or individually.
b. After adequate research
time, students are hot – seated and asked to present their key findings
information in just one minute.
c. Other students must listen
carefully if they suspect hesition, deviation or repetition.
d. Teacher must decide whether
the challenge is valid and justify their decision.
e. If the challenge is deemed
to be valid, students in the hot seat. Student who made the challenge receives
a point.
f.
If the challenge is rejected, students continues until another
challenge is made or until the minute is up.
g. Students may do a mind map to bring together.
29. KWL ( KNOW – WANT to KNOW – LEARNED)
This method can be
used as an introductory strategy in order for students to document their
present level of knowledge and what gaps may exist in that knowledge. This
activity builds upon prior knowledge and understanding and develops teamwork
skills.
How does it work?
a. On a K-W-L grid, students
write under K what they think they already know about a particular topic or
issue.
b. Students are then
encouraged to think about the gaps in their knowledge by filling out what they
want to know in the “W “ coloumn.
c. Once the topic is
completed, students might return to their grids to fill in the final “L”
coloumn.
Topic:
Indonesia
KNOW
|
WANT to KNOW
|
LEARNED
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·
Developing country
·
Krakatau Mountain
·
Bunaken
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·
About the school
·
Cost of living
·
Education
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·
Culture
·
Art
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30. LIFELINES
This method can be
used as an icebreaker for new groups as a team-building activity, as an
introduction to a particular topic or as a first step which may lead to future
planning, decision-making or extended discussion. It encourages students to
reflect and think on their own experiences before comparing with others.
How does it work?
a. Everyone receives a lifeline sheet with different ages noted along
the line.
b. On the lifeline, students document experiences in their lives
since they were born that relevant to the topic under discussion.
c.
Once completed, students could share their experiences with
others.
d.
Students could as a team – building exercise.
e.
The lifeline activity could be used to stimulate further
discussion.
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