Can’t find what you are looking for? Contact Us. What questions will you ask? How will you ensure that all students participate? So here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. The last group is the ongoing strategies. To watch each strategy in action, click on its name and a new window will open with a video that demonstrates it. Small groups of students travel from station to station together, performing some kind of task or responding to a prompt, either of which will result in a conversation. Before I knew the term Gallery Walk, I shared a strategy similar to it called Chat Stations , where the teacher prepares discussion prompts or content-related tasks and sets them up around the room for students to visit in small groups.
Speed Dating in the Classroom
Weinberg and Moussawi collaborated with the other faculty members teaching the capstone Information Systems project course to explore how students could give and receive higher quality peer feedback on team presentations. They compared two different presentation approaches. Next, teams changed pairings, and the process repeated. Students completed brief surveys after each project-sharing session, and a sampling of sessions was observed by a trained researcher.
Sep 21, – Speed Dating: Teaching Strategy for the Classroom – YouTube || Ideas and inspiration for teaching GCSE English || ||.
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. See diagram. When I walked into the room to observe the structure in practice, the first question for partners to answer was on the screen at the front of the room. Sara asked students to first answer the question individually. The students were required to come to a consensus for the correct answer and explanation.
Sara called on a pair after each discussion time to share their answers with the class and help them refine understanding or fill in any missing information. After each question, the students sitting on the inside of the U moved to the next seat and had a new partner. They interacted well with each other and stayed in English throughout the class. In the following scripted exchanges during the biology speed dates, notice how students gain academic vocabulary, clarity, and specificity during their interactions.
Speed Dating Discussion
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.
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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. If you have prompts for each student, hand them out so that they have time to either complete the worksheets or collect their thoughts on the prompt. Divide students into two equal groups. If you have prompts for one set of partners, hand them out now. Next, have one person at one end of the line walk quickly to the other end of the line, while all other move one space to the right to face a new partner.
Active Learning Strategies.
Speed dating youth activity
Such lessons will set up conditions in which students can weigh and measure outcomes, consider various solutions, and imagine endless possibilities. Guided questions may include: How does this mathematical proof apply to a current issue? What historical movements and conflicts seem to be repeating themselves? Providing choice: If we know what we most want our students to learn, we can design backward from those outcomes to offer students different pathways to reach them.
For example, in a science class, if students are learning about Rube Goldberg machines, they can decide on a task they want to complete and assemble one using various objects of their choice.
Concurrent Sessions 1. [1A] Academic Speed-Dating: Five Teaching Methods in 50 Minutes, Part I – Bartley Interactive Session. Goals: 1.
Speed Dating is a dynamic discussion strategy that supports students to analyze texts and respond to the ideas of others. To set up an initial Speed Dating exercise during class, teachers should prepare a series of questions related to an individual text or text set. Students can later be coached into writing their own questions based on the reading.
Teachers should distribute one question to each student and allow the students time to answer the question in writing. The room should be structured as a typical “Speed Dating” venue, with two rows of desks or tables facing each other, and each student facing another student. Each student shares his or her question with the classmate sitting across from him or her, and then the classmate responds to the question.
This activity fosters student engagement and builds students’ discussion skills. Speed Dating is a very valuable strategy for English Language Learners, as it allows for rehearsed oral practice and conversational skills. It also embeds social skills into the classroom, with students practicing active listening and accountable talk with their partners. Select an appropriate text or texts for students to read and annotate in advance of Speed Dating. These texts should be related to the current unit of study.
Speed Dating: An Interactive Strategy
No, this is not an article on helping your dating life, though if you are a teacher and are dating, my heart goes out to you. The concept is to have two rows of students each with a concept or person to teach. Put a timer on and give them each a minute to talk about their person or concept, then switch.
The students should always be working harder than you. But once I stepped foot in the classroom and gained more experience, I recognized the value in her advice. Good teaching is working harder than your students, but great teaching is working a little less so that they can work more. Great teaching is orchestrating an engaging, student-centered learning experience. If this kind of philosophy sounds appealing, then here are 5 engaging, student-centered ELA strategies to try this year.
The Socratic Seminar is named after Greek philosopher Socrates, who believed in the power of social learning and deliberate discussion. Socrates believed that humans learned best from questioning and discussion. He believed discussion helped individuals critically think through complex ideas and learn better than they could on their own. My previous classroom, set up for a Socratic Seminar. Instead of you facilitating the discussion by asking questions, students take charge of their own learning in this activity by creating and asking the questions.
A Socratic Seminar is truly a student-centered and social approach to learning. For you, this means it is less prep work. It contains teacher instructions, pacing information, expectations, question types and examples, all student handouts, and rubrics.
Speed Dating CPD
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Classroom debate / discussion strategies, Comparing, Contrasting, Formulating The speed-dating format is designed to help students spot Prior to the lesson, the classroom should ideally be arranged for paired work.
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. Finally, it gives the students various different perspectives and often challenges them to question, analyze, assess, and defend their own opinion. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account.
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Active Learning Strategies
Please log in to save materials. Log in. I really enjoyed the creativity of this lesson and the ability to apply it to many history classes at various times. The lesson itself is left open for the teacher’s ability to remix it to their specific needs.
“Speed dating” is a student-centered lesson structure that you can implement in various ways, and it’s perfect for engaging all students at the.
Using an escape room in the classroom is a super fun way to engage your students in any topic. But you do not need to spend countless hours making one! Every English language arts teacher needs a variety of successful, student led discussion strategies that will provide opportunities for student learning. Using the maze strategy. My students love quotations.
I think, like many of us, they admire the ability of people to perfectly formulate their ideas into compact groups of words that make sense and are often thought-provoking. Mensa for Kids includes in its lesson plans one that is called, “Quotation Station. A few weeks ago, I got hooked back into Flipgrid. I joined several years ago and messed with it a bit. Talked with others about it.
Used it a few times.
Database “Speed Dating”
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.
Some students resist peer learning and may even see it as an abdication of a faculty member’s responsibility to teach. In a study conducted at Harvard University , students learned more from active learning experiences when compared to passively listening to a well-delivered, traditional lecture. However, the students mistakenly believed they learned less from active learning. Make sure you explain how the activities you’ve planned are linked with the course learning objectives.
You might also consider asking students why they think you’ve asked them to engage in a certain activity. Among other reasons students may cite, active learning often Meta-analyses of research on collaborative learning show largely positive effects across age levels and disciplinary fields Johnson et. In their review of the research, Barkley, Cross and Majorx report that “cooperative arrangements were found superior to either competitive or individualistic structures on a variety of outcome measures, generally showing higher achievement, higher-level reasoning, more frequent generation of new ideas and solutions, and greater transfer of what is learned in one situation to another” There are several explanations for the effectiveness of collaborative learning.
According to constructivist theories of learning , the multiplicity of views inherent in collaborative learning can generate cognitive conflicts, which in turn allow new ideas to be accommodated and incorporated in the cognitive system. And recent studies in cognitive science suggest that collaborative structures may deepen learning by giving students the opportunity to rehearse, manipulate, and elaborate on knowledge. See also the Wisconsin Center for Educational Research’s answer to the question, ” Does collaborative learning work?
Designing Lessons for Engagement
Discussions are the cornerstone of my teaching style. We end up with the same speakers sharing their strongly held opinions while the rest of the class sits with glazed eyes. One set of students stays sitting in chairs while the other group rotates around. When the buzzer rings, they move on.
Teaching Commons > Teaching Guides > Learning Activities > Active Learning Speed dating. What is it? Active learning strategies in face-to-face courses.
Speed Dating is a discussion strategy that allows students to engage in several short discussions around a specific topic — from a factual conversation about a text to a discussion in which students share evidence-backed opinions on a topic. In this strategy, students read and annotate articles to learn about content material and annotate the articles in order to identify important information about an assigned topic or a topic of their choice.
Determine the purpose of the Speed Dating activity. Will students interact with one another in order to:. Determine the format of the Speed Dating activity. Will all students be involved in researching one topic, which would allow for a whole class Speed Dating, or would the class be divided into groups to explore different topics? A recommended minimum should include 4 – 6 articles, which would allow for 2 – 3 rotations of Speed Dating on one topic.
Locate the Cooperative Learning Chart in the resource section below, if needed, to use as a reference.