- Prepare a list of key terms or phrases derived from the previously studied material. Cut these up onto individual cards or pieces of paper and hand out to students (who should be in small groups e.g. 4's) face down in a pile (shuffled, the cards not the students obviously!).
- Students take turns to reveal a key term and explain to the group it's relevance, meaning etc. Students should create a pile of any terms which cannot be confidently elaborated on, or where there is any disagreement. This pile highlights points for later clarification (make sure there is sufficient differentiation in the terms included).
- Once students have covered all the terms (around 16 if they are in 4's) they should look in their notes to answer their own queries. Circulate to ensure you pick up any common or unexpected issues to explore as a class.
- Finally ask students to choose a group member to rotate to the next group in an agreed direction. This student will strive to find the answers to any remaining queries generated by their group. Students may rotate around each group before their queries are answered if one exchange is not sufficient.
Welcome to teacher's tonic
Welcome to my blog. I am a teacher who is committed to keeping my teaching fresh, my approach to learning informed and my classroom practice high quality. My aim is to provide readers of this blog with some insights direct from my classroom. I'll blog about activities and approaches I have used that I think are worth sharing. I'll also blog about plans I have to turn ideas into practical activities and update with insights into whether or not these worked. This is a blog for the thinking teacher.
Monday, 20 June 2011
Creative recall testing: activity idea
Following from my previous post about the value of recall testing, I used this activity as a creative way to apply the findings of research to my thinking classroom.
Labels:
activity,
key terms,
metacomphrehension,
retention
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment