56 Methods in Teaching (part 8)
41. PRIORITY PYRAMID
This activity allows
student to consider what points may be most relevant when considering a key
question. Students may need easy access to equipment such as scissors and glue.
How does it work?
a. Students can work in pairs
or group.
b. Each group is given a set
of card with words, phrases or pictures which relate to a key question. Student
write down their own ideas.
c. Each group is also given
the Pyramid Template with the key question on the side.
d. Students work through the
cards, deciding as a group how relevant each one is to the key question.
e. Group then give feedback on
their decision.
42. REVOLVING CIRCLE
This method builds up
students confidence in communication techniques as they engage in short
discussion. It also allows students to sample a wide range of views without
holding a whole class discussion. Students may, as a result, refine their ideas
or opinions on a particular.
How does it work?
a. Students divide into two
groups
b. One group forms an inner
circle and the other group forms an outer circle students’ face each other.
c. The pairs exchange views
for approximately one minute on a particular issue.
d. The inner circle then
rotates clockwise and the outer circle rotates anti – clockwise.
e. The new pair considers the
question.
f. The rotation may continue
until students have had the opportunity to discuss the question with a wide
range of partners.
43. SIMULATION
This creative role –
play activity is a useful tool for encouraging students to engage in discussion
about a particular issue and to share information.
How does it work?
a. In simulation students
react to a specific problem within a structured environment e.g. mock court,
council meeting. It is extremely useful for promoting expression of attitudes,
opinions and values fostering participation and developing emphaty.
44. SNOWBALLING
This technique
enables students to think about their own responses to issue and gradually
begin a collaboration process with those around them to consider their thoughts
on the same themes.
How does it work?
a. A relevant question is
asked or scenario described
b. Students individually write
down their thoughts, opinion and suggestion
c. Students form pairs and
compare answers.
d. Students move into groups
of four and undertaken a similar process.
e. Group of four becomes a
group of eight and the process repeated.
f. As the group get bigger it
will be necessary to elect a teacher.
45. SPECTRUME DEBATE
This method is useful
for exploring diverse opinions and emotions on a particular issue. It can be
used as a lead into a particular topic and to gauge students interest and base
understanding of the issue in question.
How does it work?
a. An imaginary line or
spectrum is set up across the room – each of the room represents opposing
viewpoints.
b. A range of statements are
read out
c. Students are allowed time
to consider their opinion.
d. Students then position
themselves along the spectrum between the two viewpoints.
e. Students should justify
their position on the line.
f.
If students switch their position then they should explain why.
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