56 Methods in Teaching (part 7)
Jelika marwati
56 Methods in Teaching (part 7)
36.  ODD ONE OUT
          Odd One Out is a useful activity which can be incorporated at any point of a topic- as a springboard for initial exploration of the topic or as a tool to consolidate knowledge. It obliges students to think about the characteristics of word, sentences, ideas, places or thing.
How does it work?
a.    Students cluster in pairs or group
b.    Students are given a set of the key word.
c.    Students must find the odd one out on each grid or list. The students must give the valid responses.
d.    As an extension activity, students could suggest another related word to add to those which are not odd ones out.
37.  OPINION FINDERS
        This is an information gathering method in which the students seek and give opinions on a number of statements relevant to a particular topic. Students must then in small groups and their results look for connections between opinions.
How does it work?
a.  Students receive a piece of paper with a particular statement at the top.
b.  Students read their statement to ensure that they understand it.
c.  Students move around, giving and collecting opinions simultaneously.
d.  Students keep a tally of other peoples’ opinion on their particular statement in the category grid. They also write down peoples’ comments in open space,
e.  Every students should give an opinion on every statement.
f.   After the allocated time students could come together as a group with others who have the same statement as themselves.
g.  They could give an account of the comments on their sheet to others in the group.

38.   PEOPLE BINGO
        This activity can be used as an icebreaker for new groups, as an introduction to a particular topic or as a means of developing communicative skills. It requires movement and communication with numerous others.
How does it work?
a.    Everyone receives a Bingo sheet divided into squares of nine, twelve or sixteen.
b.    Each square contains a challenge relevant ti the topic or purpose of the activity.
For example:
Group Icebreaker:
·         Find three people who have brown eyes.
·         Find three people who have visited another country.
·         Find three people who have a pet rabbit.

Topic: Personal Development: Healthy choices
·         Find three people who enjoy jogging
·         Find three people who love eating chocolate.
·         Find three people who bring a mineral water.

c.  When students find a relevant person for a particular statement, they might ask that person two further questions of their own about that statement.
Topic: Healthy Choice
·         Find a person who enjoys riding their bicycle.
Possible extension question:
·         What other forms of exercise do you enjoy?
·         What is your favorite form of exercise?

39.   PMI (PLUS – MINUS – INTERESTING)
This method helps students to examine all sides of an idea, topic or argument. It steers student away from their initial emotive responses to an issue and encourages  them to think about the disadvantages of an idea which they may like very much.
How does it work?
a.  The teacher may need to discuss with the students the meaning of PMI and explain what each term means.
b.  Students use a PMI template to note the plus points of the issue as they see it, followed by the drawbacks and then any interesting points.
40.   POST – IT – COLLECTION
        This method encourages students to generate and gather a list of ideas or options about a particular issue. This activity may be undertaken at the beginning of a topic. It allows everyone to give their opinion within small groups as opposed to the whole group.
How does it work?
a.  Students in groups of four to six receive a Post- it sheet per student.
b.  Initially, student should write down their ideas individually on their own sheet.
c.  Students could then come together in group and discuss.
d.  As a group, student could write down their collated ideas.
e.  Students present their ideas in a group feedback session.

 f.  Ideas from every group could then be placed on a flip chart. Students might then try to cluster similar ideas/option together.
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56 Methods in Teaching (part 6)
Jelika marwati
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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56 Methods in Teaching (part 5)
Jelika marwati
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)

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.

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.


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.

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
·         Developing country
·         Krakatau Mountain
·         Bunaken
·         About the school
·         Cost of living
·         Education
·         Culture
·         Art

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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