Guest blog by Mrs. Across the country and throughout our great state, classrooms are transforming in an effort to engage students in meaningful learning. Teachers are revamping their teaching styles and lessons to reach students in a way that is fun and memorable. As a secondary social studies teacher, I had to become extra creative in order to find ways to make learning historical content and skills fun and exciting. I knew lectures and workbooks would keep the learner in a sedated state. So how could I bring learning to life and get students to learn without even realizing it?
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Arrange the chairs in two or more lines so the students sit facing one other person. If possible put a line of tables in between to make the setup more realistic. Depending on how well your students know each other and your target language , they can either use their real identities or invent a person to play.
Students can either keep their own card, or to make things more interesting, put all the cards in a hat and draw a random person. If students used invented people, they can give their impressions of personality, and see if the adjectives they use match what was written on the card.
I was working with my team on finishing the agenda for an intense, 2-day meeting. There was only one minute block of time left to fill. And nobody.
Students will be able to identify and use appropriate databases to form an effective research strategy. Students will be able to differentiate databases based on functionality and content scope. This activity works best if all students are in the same discipline, although it can be scaled to include general research databases or multiple disciplines. Part C asks students to quickly identify a research topic and evaluate their databases by searching for that topic.
This will work if students already have a research topic in mind for an assignment. If not, you may wish to offer one or more examples for them to use, or skip it entirely. Skip to main content. Assignment Database “Speed Dating“. Submitted by Elizabeth Christian on February 26th, Share this on:. Short Description:.
Speed Dating using Newsela with Secondary Students
At the start of a speed dating session, students are given a topic or question to discuss. Each student sits facing another student. Students typically remain in their partner-groups for about minutes before the instructor, who must keep time, notifies them to move on to their next partner. Once students rotate to their new partners, the timer is reset and students again discuss their topic or question, this time with a new discussion partner.
The session proceeds in this manner, with each student thus getting the opportunity to interact with multiple other students in a series of brief one-on-one discussions Murphy,
Mar 29, – This is a short lesson to help build your classroom community. This lesson is modeled after speed dating, and gets your students talking to each.
No travelling outside this state. After the last pair finishes, the teacher continues the second question, and now the group on the right make their guesses. The activity keeps going with questions raised. Teacher can participate in the game in case odd number of students. Students can have a lot of fun and get to know each other more through personal information exchanging process.
This activity can be used for all levels of language learners as questions can be modified for levels of difficulty. For beginning and intermediate levels of language learners, it will greatly motivate them to talk without much pressure to produce a good answer. Topics can be personal interests e. Engagement in this game also offers a good chance to listening skill practice. Based on what students hear and understand, follow-up questions can be asked to clarify misunderstandings and request for more background information.
For advanced learners, the justification can be an add-on as a comprehensive listening and speaking drill. You must be logged in to post a comment.
Use speed dating to help your students find their perfect book.
I am near the end of my trimester and trying to review some of what we have learned to prepare students for their upcoming final assessments. Speed-dating is great for getting students to use the language in short conversations. They get a ton of practice and feel more comfortable in pairs than speaking in front of big groups. I set my room up in a big circle with desks facing each other like this…. Then I will give them a list of questions for each student to answer on their own.
Prior to the library lesson: 1. The classroom teacher (CT) introduces the literature circle unit and students take the Interest Inventory to establish a base for selecting.
The speed-dating format is designed to help students spot comparisons and contrasts between different ideas, answers or categories of information. By enabling students to consider or research one area in depth, and then exchange their knowledge against the clock with classmates, it is an efficient means of sharing ideas and knowledge.
It works particularly well for topics where there are lots of key personalities to learn about: for example, in History this could involve a comparison of Roman Emperors, or the attitude of different types of people towards Hitler in Nazi Germany in. Each student has a short amount of time to formulate their response to the question, and then students are paired up to exchange their ideas.
Each student then adjusts their original answer to accommodate any fresh ideas from the discussion, then moves to a fresh partner. This process can be repeated over several rounds, and then a fresh question can be posed once all perspectives on the first one appear to have been absorbed. In this second round, the question can be considered in pairs before all students then move to a fresh partner for the first round of the new speed-dating activity.
The first step is to settle upon the most important areas of comparison and contrast. Once these have been decided, the next step is for each student to research one key individual in order to make notes under the chosen headings.
Speed Dating: An Interactive Strategy
After 3 days of learning about the bureaucracy, our last day I wanted to assess student understanding in a way that was not a multiple choice test. The overall goal here was not to memorize each agency. I wanted an overall view of how the bureaucracy interacted with our every day lives. I made that clear to them because understanding the goals of the assignment are necessary for optimal student success.
Fun conversational-whole class role-play activity appropriate for young-mature adults who have experience dating. I have used this as 2, Downloads.
This activity can be used as an anticipatory set, activity in the middle of a session, or reviewing at the end of a class. Students are sharing and questioning other students to increase their understanding of learning outcomes or processes. Supplies: 1. Prompts which could be questions, graphics, short articles, or worksheets. Preparation: Prepare whatever prompts that you want to use. Copies will be needed either each participant or for each set of partners.
In Class: 1.
Primary Source Speed Dating: Finding the document of your dreams
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“Speed dating” works well as an interactive test review strategy and is simple to set up. Sara set up her classroom in a U-shape with half the students sitting Because this was a test review, not an introductory activity, she.
I know this is a rare feat, especially in the secondary setting, but I am not exaggerating. Speed dating is the real deal. It tricks students into learning and will make your teacher heart warm and fuzzy inside. The best part is that this lesson model is so versatile that you can find a creative way to use it for just about anything!
I facilitate this lesson to help my students practice their rhetorical skills during our unit on persuasion. To do this, I use a variety of topics, ranging from silly to serious, so that the debates spark some friendly controversy. Speed debating is great way to incorporate a lot of practice to familiarize students with the strategies and structure of debate.
Just like speed debating, this strategy involves mini discussions over essential questions. This helps students critically think, hear different perspectives, and articulate their ideas in a low-risk setting. I like to use speed discussion during thematic units, as a way to facilitate synthesis of different texts. This strategy is also a great way to expose students to different ideas and perspectives during the pre-writing phase of the writing process.
To create your own speed discussion lesson, you can check out my editable template HERE. For a fun twist on typical icebreakers, you can find my get-to-know-you version of speed discussion HERE.
Speed Learning: A Classroom Activity
Post a Comment. You know, jig-saw projects! They loved working in small groups on specific topics. I loved it, too This was always a super frustrating conundrum. The activity was focused and engaging.
I want to start the education part of my blog with one of my very favorite teaching strategies. (I have found it especially effective with 9th graders).
Oh, this lesson is awesome! Because of the nature of the class, the students do not tend to be readers, nor are they generally intrinsically-motivated to read. They really enjoyed the lesson, and my eighth grade library assistants, who saw the speed dating as they worked in the library, all asked me to do this with their classes, too. The best part? The classes I did this with were excellent at reading quietly, even though many of them are struggling readers! Prep : Decide how you want the tables set up.
I had 9 tables with 4 chairs at each table. Each table was a different genre. For the reading resource classes, I chose high-interest genres such as horror, humor, manga, nonfiction, survival, romance, sports, and realistic fiction. I put books on each table to represent that genre. Each table had a sign labeling the genre. I also set up a PowerPoint with the directions for the minutes.
It is not often that the general public has opportunity to informally chat with scientists, engineers, and social scientists; nor is it often that scientists, engineers, and social scientists get the opportunity to discuss their work with the general public in a social environment. This program facilitates these kinds of interactions in a thought-provoking and exciting forum.
Have questions about nanoscale science and engineering immediately answered by scientists and engineers actively working in the field; as well as consider questions about the societal and ethical implications with social scientists.
I took over a Spanish 1 class mid-year this year, and this was a great evaluation of where they stood since I didn’t know them. It was also great to.
In Effective Teaching Strategies. January 20, Jacqueline S. Hodes EdD. The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. My previous experiences facilitating successful panel discussions led me to believe that a panel would be a good method to use here.
It was not. In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise. As the instructor and panel moderator, one has to manage the questions from the class as well as rein in the excitement and enthusiasm of the panel participants to impart their wisdom.
A large panel makes that difficult. I asked the class for feedback following the inclusion of two panel discussions. They loved the panel but wanted to have time to ask more questions and hear more from each person than time allowed. In reflecting upon their feedback, I had an epiphany: speaking directly with others about their work is similar to dating.
“Speed-dating” is a perfect activity for Valentine’s Day
She was eager to try a new strategy to engage her students and get them to interact with each other in English about academic content. In order to gather formative assessment data before the final exam, she needed them to use English to express their content understanding. Sara set up her classroom in a U-shape with half the students sitting on the inside of the U and half sitting on the outside facing each other.
Because this was a test review, not an introductory activity, she strategically placed students with the same languages on the same side of the U, so they would not be paired during the activity.
After the activity, students talk as a class or in small groups about the people they met and what they found out. For example, I met Gloria, she’s from Colombia and.
This lesson is an individual assignment on the first day unless the teacher has so many students that they opt to have multiple students play a single character and a group activity on the second day. The teacher has some leeway as to whether they want to provide certain primary and secondary sources or whether they want to treat it as more of a research assignment, where students can search for their own information.
Students tend to learn facts about different presidents but sometimes they have trouble relating presidents to one another and making connections over time. It gives the students an opportunity to become a certain president — to look at presidents in a slightly different manner and to give them the experience of thinking as they did and walking around in their heads for a little while.
Andrew Jackson. Abraham Lincoln. Ulysses S.