56 Methods in Teaching (part 6)
31. MEMORY GAME
This method
provides students with relevant contexts in which they can become aware of
memorization strategies and therefore helps make them more effective learners.
The memory game focuses students’ attention on the importance of accuracy and
detail, and it can be a more interesting way to deliver factual information. It
also promotes teamwork, communication and concentration.
How does it work?
a. Students cluster in group.
There must be easy access for each students to the front of class.
b. Three copies of the same
sheet are placed at the front of the class. The sheet might contain eight to
ten sentences containing factual information about a particular topic or issue.
Different colors and images may also be used.
Topic: Food and Drink
·
On Mondays I eat fish
·
On Tuesday I eat chicken and fish
·
On Wednesday I eat bread and drink a glass of
milk.
|
§ Student from each group come to the front to view the
sheet.
§ Students must write out the
sheet as accurately as possible in their group including any images.
§ After the firs person from
each group has viewed the sheet, they should summarize what the sheet is about
to their group.
§ At the end, each groups
final effort can be compared with the original version.
32. MIND MAP
This technique just
like the brain stores information by connecting tree – like branches, learning
is most effective when connections are made and then structured. Mind maps
reflect this and are useful as planning and revision tools. They oblige
students to use both sides continues.
How does it work?
a. Students write the main
topic or issue in the centre of a large page.
b. Using branches, students
draw the main ideas around the central concept, connecting them to the centre.
c. Students draw sub –
branches in order to highlight ideas connected to the main branch.
d. If used as a revision tool,
students might want to use the mind map as a springboard for more extensive
revision.
33. MIND MOVIES
This method can be
useful tool for introducing a topic, encouraging students to engage in
discussion about a particular issue and sharing ideas.
How does it work?
a.
Students close their eyes.
b.
The teacher reads a short story or explains a scenario to the
class.
c.
Students are asked to imagine what is happening or what is being
explained in their minds.
d.
Once the story explanation has been completed, students are asked
to continue where the reader left off and develop the story
e.
Students then describe, either in groups or as a whole class.
34. MYSTERIES
This activity asks
students to use problem – solving and decision – making skills to solve a
mystery, make decision or explore potential explanations for an event. This
activity might be undertaken in a large group with students sitting in a circle
or semi – circle, or in small group.
How does it work?
a.
Students are given a set of 10 – 20 statements about a particular
issue.
b.
If the statements lead to a decision being made by the group,
students could be encouraged to consider each statement.
c.
After time for group discussion, students should feed back on
their decision and justify them effectively and accurately using reasoned
argument.
35. NO EASY ANSWERS BOARD
This activity
encourages students to record any thought and feelings around topics for which,
as the name suggests, there may be no easy answer.
How does it work?
a. A particular area of the
room is dedicated as a” no easy answers board” where students can write and
record their thoughts on the issue which they cannot find answer to.
b. At various points during
the course of a topic, questions may be revisited in order to see if students’
thoughts, ideas and opinions have developed.
c. At the end of the topic,
students might discuss and consequently decide if the question has been
answered or not.
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