38289409
Beschreibung
Karteikarten von Abbie Leigh Edgar, aktualisiert more than 1 year ago
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Erstellt von Abbie Leigh Edgar
vor etwa 2 Jahre
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| Frage | Antworten |
| Readiness Assurance Tests | Closed-book quizzes that students complete after a reading, lecture or tutorial. They provide students with immediate feedback on their responses to enhance learning and retention |
| One Minute Paper | Students are given 60 seconds (at the end of a section of work, or at the end of a lecture period) to note anonymous responses to an aspect of that session. They drop these responses into a box at the front of the class (or a virtual box). You read their responses to get a sense of what the students have learned, or where there might be gaps in their knowledge |
| Buzz Groups | This is a cooperative learning technique consisting in the formation of small discussion groups with the objective of developing a specific task (such as idea generation or problem solving), or facilitating that a group of people reach a consensus on their ideas about a topic in a specific period of time. |
| Think-Pair-Share | This is a technique that encourages and allows for individual thinking, collaboration, and presentation in the same activity. Students must first answer a prompt on their own, then come together in pairs or small groups, then share their discussion and decision with the class. |
| Doughnut Sharing | This technique involves the whole class forming two circles – an inner circle and an outer circle. Students in the inner and outer circle find partners and face each other. The teacher poses a question or provides a statement for discussion and students have a minute to discuss. A signal is given and the students in the outer circle take one step to the right, resulting in new partner formations. Either the same or a new question/statement is given. This process is repeated. |
| Persuasion Map | This is an interactive graphic organiser that enables students to map out their arguments for a persuasive essay or debate. Students begin by determining their goal or thesis. They then identify three reasons to support their argument, and three facts or examples to validate each reason. |
| Create An Exam Question | Students are tasked to create their own exam questions based on the topics covered in the module. To successfully complete the exercise students must display an ability to pick out key components of the module and ascribe them a weighting in terms of marks, e.g. making up an essay-length 30 mark question for an overview of the topic vs. a short-answer question on definitions of relevant concepts. This also helps students to get into the mindset of an examiner and start thinking about what they will be looking for in the mark scheme. They can then review their questions against previous exam questions. |
| Mind Map | A mind map is a diagram used to visually organise information into a hierarchy, showing relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the centre of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas. Mind maps can either be drawn on paper or by using mind mapping software. |
| Debate | Debates help students see things from multiple perspectives, use logic to defend their positions, and improve their public speaking skills. Tutors can split their class into two groups and ask them to take one perspective each, or get small groups to debate various different topics while the rest of the class observes and judges the winners. |
| Role play | Role play involves taking on different personas during a lesson in order to view things from various perspectives. It encourages critical and non-egotistical thinking, which may lead to increased empathy and seeing issues from a more holistic angle. |
| Gamification | Gamification involves turning regular lessons into games by incorporating elements of gameplay. This can include turning a lesson into a competition, winning points for answering questions correctly, or creating a ‘crack the code’ lesson. These examples of gamification make students more active and engaged learners by inserting fun and activity into lessons. |
| Grab Bags | A grab bag is aimed at getting students thinking and learning actively. Students are required to put their hands into an opaque bag (such as a canvas bag) and feel the item within the bag. They need to describe the item and guess what it is simply based on what they feel. It stimulated learning through tactile methods and encourages thinking skills to try to solve the mystery. Invite each student one at a time to come up and feel the item, then encourage them to share their thoughts on what it is that’s in the bag. |
| Note Sharing | Students take notes during a lecture and are then given the opportunity to share it with others (either a partner or in small groups). This sharing and comparing of notes can help students learn to take more effective notes. |
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