56 Methods in Teaching (part 10)
51. THUMB TOOL
This simple activity, ask
students to measure how well they achieved what was expected by the end of a
lesson or session. It might also be used by students as a means of expressing
how confident they are.
How does it work?
a. After a session, students
are asked how confident they are. One of three hand gestures might be used:
·
Thumb up if they are very confidence
·
Thumb sideways if they feel that they have had partial success.
·
Thumb down if they consider that they have made little or no
progress.
b. If the tool is being used
to respond to a specific question from the teacher during the lesson, the
following statements might apply:
·
Thumb up if they feel very confident that they know the answer.
·
Thumb sideways if they may know part of the answer.
·
Thumb down if they definitely feel that they do not know the
response.
c. If the tool is used at the
end of session, may explorer issues such as how the objective was met.
52. TWO STARS and a WISH
This method can encourage
constructive peer assessment amongst individuals or groups of students. This
peer – assessment technique will ultimately develop a students’ own ability to
evaluate and improve their own work.
How does it work?
a. Before commencing this
activity, students could review their own work using the two stars and a wish
method
b. Once a piece of work has
been completed, students can rotate in groups to view other peoples’ work.
c. Students carry a set of
yellow post – it slips. For each piece of work they review, students write down
two things they like and express.
d. Students then return to
their own piece of work to read through and discuss what others have indicated
on their post – it slips.
e. They then make a list of
stars and wishes for their work and indicate in a short written evaluation how
they intend to enhance their work next time.
53. WALKING DEBATES
These activities explore
diverse opinions and emotions on issues. They might be used as a lead into a
particular topic and to gauge students and base understanding of the issue in
question. They require students to take a stance on the issue and allow
everybody to have a voice, even if they do not speak out. Students are
confronted with ambiguity and grey areas, and it helps them to see that
opinion.
This technique need a large space for ease of movement and
interaction. Students could be given the four statements on a card (agree,
disagree, agree strongly, disagree strongly). Students could hold up a
particular card when each statement is read out.
How does it work?
a. A range of statements are
read out
b. Pupils are allowed time to
consider their opinion
c. Students then move to the
corner that best describes how they feel about the statement. Students could be
encouraged not to go along with the crowd, as there are no right or wrong
answers.
d. Statements should evoke a
range of responses (e.g. “footballer earn too much money” is better statement
to use than “all footballer earn too much money”)
e. As students move, they
should explain why they are in that corner. Views could be obtained from all
corners.
f. Subsidiary questions could
be used to draw out more complex issues and to refine the initial statement.
g. Students are allowed to
move during the discussion of each statement if issues arrive that challenge
their original opinion.
h. If students do switch then they
should explain why.
54. WHEN THE WIND BLOWS
This activity can be used as an icebreaker for
new groups, as a means of exploring the similarities and differences between
group members or as an introduction to a particular topic. This activity needs
a large space for ease movement. If this is not possible, students might show
their inclusion in a particular category by rising their hand or by an agreed
action.
How does it work?
a. Students sit in a circle,
with one person ( possibly the teacher) standing in centre of the group.
b. The person in the centre
calls out a sentence starting. The wind blows all the people who…. Followed by
a particular category.
|
Group Icebreaker:
·The wind blows all the
people who have blonde hair.
·The wind blows all the
people who wear glasses.
·The wind blows all the
people who have two brothers
|
c. Students who fall into the
particular category are “blown” to another seat.
d. The statements might
continue to include more topical or sensitive issues such as:
|
·The wind blows all the people
who know somebody who has been pregnant
·The wind blows all the
people who know somebody who has been bullied.
|
e. The statements might also
used to find out useful information such as:
|
·The wind blows all the
people who are involved in the drama.
·The wind blows all the
people who have a full attendant list.
|
55. WORD GAMES
The activities outlined
below are a useful and motivating start to a lesson in order to review previous
work.
Verbal Tennis are:
a. Students work in pairs or
three.
b. Each groups is given a set
of card which they must place face – down on the table.
c. Students take it turns to
pick a card and say the word quickly.
d. Two students might do the
activity I front of the whole class with the class acting as referees.
Countdown is
·
Students are given thirty second to unscramble a relevant word.
Pictionary is
·
Students draw a key word on a board as a whole – class activity or
an a piece of paper pairs.
Bingo are
·
Students are given a Bingo grid with key words from the topic.
·
Teachers read out a definition of a key word
·
Students mark off the word which matches the definition.
·
The first person with a complete line marked of calls,” Bingo”.
Hangman is
·
Students given the number of letters in a key word and say a
letter.
·
Students must guess the word before the man is completely drawn
and therefore hanged!
56. ZONE OF RELEVANCE
This activity allows
students to consider what points may be relevant or irrelevant when considering
a key question.
How does it work?
a.
Students can work in pairs or groups.
b.
Each group is given a set of card with word, phrases or picture
which relate to the key question
c.
Each group is also given the Zone of relevance template
d.
Student work through the card, deciding whether each one is
relevant or irrelevant.
e.
Group then give feedback on their decision.
