25 ways for Teaching Without Talking: Presenting Students with New Material in Theory Lessons Draft 1 ! "e# 2!!

2
$eoff Petty Sutton %oldfield %ollege

Contets
A. B. C. D. Introduction Why use Active Learning Strategies? Using the List of Teaching Strategies List of Active Learning Strategies for presenting students with new ateria! D "i# $ethods re%uiring very !itt!e preparation or resources D "ii# $ethods re%uiring resources such as handouts or sets of cards. D "iii# Activities that re%uire a &it ore preparation' si p!est first (. (ffective $anage ent of Active Learning Strategies to a)i ise participation.

& 'ntroduction
Teaching fa!!s into three phases* each re%uiring appropriate ethods. "See +A, paper# -. Present. $ethods to present new ateria! to students* or to encourage the to thin/ it out for the se!ves. This ight invo!ve facts* theories* concepts* stories or any other content. 2 &((ly: $ethods re%uiring students to app!y the new ateria! 0ust presented to the . This is the on!y way to ensure that students conceptua!ise the new ateria! so that they can understand it* reca!! it* and use it appropriate!y in the future. ) *e+iew: $ethods to encourage students to reca!! for er !earning so as to c!arify and focus on /ey points* ensure understanding* and to practice and chec/ reca!!. This paper concentrates on active ethods to (resent dea! with ethods for the a((ly and re+iew phases. ateria! to students. 1ther papers

Co on!y used 2present3 ethods such as teacher ta!/ can &ore students if they go on for too !ong* so active 2present3 strategies are particu!ar!y usefu!. Idea!!y an active presenting strategy* cou!d inc!ude an 2a((ly, activity and &e fo!!owed &y a &rief active reviewing strategy. Then a!! the !earners needs are et in an active way.

B. Why use &cti+e -(resenting, Strategies.

*esearch shows that it works: A!! research shows that we !earn &y Doing. That is* &y app!ying what we have !earned* in order to answer %uestions for e)a p!e. This a/es !earners process the infor ation and a/e their own sense of it. This is ca!!ed 2constructivis 3.

,esearch e phatica!!y shows that active ethods. create deeper !earning and higher achieve ent "4# create &etter reca!! &y students deve!op high order reasoning s/i!!s in students are ore en0oyed &y students Active !earning a/es students for their own eaning of the ateria! and co e to

their own understanding of it. This is what we ca!! !earning 't checks learning: 5ou get feed&ac/ on whether students understand the

ateria! and can correct

isunderstandings. Students deve!op their reasoning s/i!!s* as we!! as the factua! /now!edge of the su&0ect and practise the s/i!!s they wi!! &e assessed &y.

't /akes your life easier: It fosters active* constructive student participation 5our !essons have ore i pact* and are ore interesting It ay give you a &rea/* and a chance to ar/ the register6

% 0sing the list of teaching strategies

A !ist of teaching strategies fo!!ows with references for further reading. 5ou can use this !ist in three ain ways. 1ou can #rowse: Use the fo!!owing !ist of teaching strategies to find ones that wi!! suit you and your students. Choose whichever strategy &ests he!ps you to achieve your goa!s "fitness for purpose# 1ou can create a Teaching Strategy Manual in your tea/: A su&0ect* unit* or course tea can use the !ist "avai!a&!e in an edita&!e e!ectronic for # as part of a strategy to. -. 7ind ethods which wor/ in your su&0ect 4. Choose particu!ar strategies for particu!ar topics or !essons etc 8. +oo! your tea 3s &est teaching strategies to add to the !ist 9. 7or given !essons* topics* sections of the sy!!a&us or units etc* deve!op a Teaching Strategy $anua! to go with the Sche e of Wor/. Share out the wor/ to deve!op the strategies and their resources in detai!. Idea!!y the $anua! has a "suggested or re%uired# activity for every !esson or at !east every topic on the Sche e of Wor/. :. +u&!ish your $anua! in e!ectronic and;or docu ent for . Assisting in the deve!op ent of an 2Active Sche e of Wor/3 or 2Topic +!an3 which gives a student activity for every topic or su&stantia! su&<topic so that students process the infor ation given the .

1ou can create an &cti+e Sche/e of Work in your tea/: 5ou can create a Sche e of Wor/ or Topic +!an which gives suita&!e activities for each stage in teaching a topic. This can &e created &y your tea * so that your &est ethods are avai!a&!e to the who!e tea .

D List of &cti+e Learning Strategies for (resenting students with new /aterial
$ethods re%uiring the !east preparation are given at the &eginning of each section of the !ist. D "i# $ethods re%uiring very !itt!e preparation or resources D "ii# $ethods re%uiring resources such as handouts or sets of cards. D "iii# Activities that re%uire a &it ore preparation' si p!est first

D 2i3 Methods re4uiring +ery little (re(aration and no resources

1 Teaching #y asking ,ather than 2teaching &y te!!ing3* start the topic &y as/ing students a %uestion which !eads to what you want to teach. 7or e)a p!e. What methods are used to market food products? Think of as many as you can. Why do you think managers value staff training? Who would have supported Cromwell, who would not, and why? Here is a maths pro lem you can!t solve with the methods we have seen so far " how would you solve it? Students wor/ in pairs or s a!! groups "&u== groups# to answer a %uestion or series of %uestions using co on sense* e)perience* and prior !earning. Students can a!! have the sa e %uestions* or they can &e given different %uestions on the sa e topic. This group discussion can !ast for !itera!!y a inute or !ess* or for 4> inutes or !onger. (nsure each group has a scri&e* and chec/ their attention to tas/* and the %ua!ity of their wor/* &y chec/ing what the scri&es have written down. As/ the if they need ore ti e* and if they have finished* as/ each pair or group for one idea they have had* ensuring that each group offers so ething. Write the strong ideas on the &oard saying a !itt!e in support of each idea if you wish. A!!ow the c!ass to discuss any points of disagree ent unti! they have agreed a co on answer. "See section ( for ore detai! on this.# When the c!ass has its co on answer* 2top up3 the answer with any additiona! points the c!ass has issed* and correct any isunderstandings. If students get ha!f of the answer* it saves ha!f of the teacher ta!/* and generates interest and thin/ing s/i!!s. See (ffective $anage ent of Active Learning Strategies for ore detai! on how to anage this activity* and the activities which fo!!ow. "See a!so ?interrogating the te)t@ &e!ow* where students are given a handout or other ateria! to he!p the answer the ?Teaching &y As/ing@ %uestion you give the .# Teacher Ask the provides the question rest of the
answer Students provide part of the answer (Students provide part of the answer)

2 Snow#all This is !i/e 2teaching &y as/ing3 a&ove. Instead of starting &y 2teaching &y te!!ing3* you as/ a %uestion that !eads to what you want students to !earn. Then. "-# each individua! writes down their thoughts without reference to others* "4# students then share what they have written in pairs or threes "8# 1ptiona!!y the pairs or threes co &ine to create !arger groups which again co pares their answers* and then agrees a group answer. "9# The teacher as/s each &ig group in turn for one idea they have had* and writes the usefu! ideas on the &oard* perhaps saying a !itt!e in support of each idea. Li/e 2Teaching &y As/ing3* the teacher then tops up and corrects the c!ass answer. ) %lass 5rainstor/ The teacher re%uests as any ideas as possi&!e fro the who!e c!ass as/ing %uestions such as. What are the advantages of prior ooking? What diseases are common in childhood? Why might Hamlet not have taken revenge straight away? The teacher or a student co pi!es the answers on the &oard* c!assifying the &y writing the in groups. It is usua! to &e non 0udge enta! at this stage. if necessary

This ethod invo!ves the who!e group and can en!iven a du!! session. 1ptiona!!y you cou!d as/ students to &rainstor in groups and the session then &eco es !i/e 2teaching &y as/ing3 a&ove. 6 Thought 78(eri/ent 2or 7/(athy3 Students are as/ed to i agine the se!ves in a given situation* and are as/ed %uestions a&out the situation. 7or e)a p!e Aea!th Studies students &eing as/ed to i agine they are a chi!d who has 0ust &een ad itted to hospita!. Students !earning interviewing s/i!!s are as/ed what the interviewer wou!d &e !oo/ing for. 5 *ound This ethod is usefu! for s a!! groups if the e)periences of the students are a particu!ar!y usefu! resource. 7or e)a p!e $anagers on a part ti e anage ent course sharing e)periences of how new staff are inducted into their organisation. (ach person has a inute say* to descri&e their e)periences on a given topic and to e)press their point of view whi!e others !isten. Students can 2pass3 if they wish. Used to ine usefu! e)perience and e!icit a range of viewpoints and &ui!d a sense of safe participation.

D 2ii3 Methods re4uiring resources such as handouts or sets of cards

The strategies &e!ow re%uire students to understand te)t* videos* CD ,o s* Internet sites and other resources* and a/e their own sense of it. The e)p!anation often refers to 2te)t3 or 2handouts3* &ut c!ear!y any appropriate resources wi!! do* and the ore varied the &etter. We!! designed activities !i/e these wi!! usua!!y produce &etter understanding reca!! and engage ent than conventiona! 2teacher ta!/3. Aowever* it is rare!y sufficient to !et students see ateria! and ta/e notes fro it. Learning re%uires an 2app!y3 activity that goes &eyond the infor ation given direct!y in the resources < for e)a p!e an e)a sty!e %uestion on the ateria!* to ensure they have processed the ateria! and deve!oped their own understanding.

The Methods
9 %oo(erati+e Learning : Learning Tea/s do 4uestions on resource /aterial This is the sa e as 2teaching &y as/ing3* e)cept that resources are provided. Students are given a handout or si i!ar resources. They are as/ed to use the te)t to answer a %uestion"s# prepared &y the teacher. These %uestions re!ate to the /ey points in the te)t and to the /ey !esson o&0ectives. They shou!d &e thought provo/ing. (.g. ?Who supported Cro we!! and why?@ The answer to the %uestion"s# shou!d not appear &a!d!y and si p!y stated in one p!ace in the te)t. Students shou!d need to read* understand* and then refor u!ate "i.e. thin/ a&out# the te)t to answer the %uestion. This re%uires that students construct their own understanding and don3t 0ust repeat the te)t &ac/ to you. There shou!d idea!!y &e a range of ateria!s of differing difficu!ty which ust &e shared &y the group. A!ternative!y* different students can &e assigned different resources* and then &e re%uired to cooperate to answer the %uestions. It he!ps a great dea! to give students individua! ro!es in their group such as scri&e* voca&u!ary chec/er etc as descri&ed in the section on $anaging Broup Wor/ for a)i u participation. . Students wor/ in groups* and when they have finished* feed&ac/ can &e e!icited fro the groups one idea at a ti e* as it is in 2teaching &y as/ing3. It is usefu! to test !earning at the end with a test* %ui= or an e)a sty!e %uestion on the su&0ect* on which students wor/ individua!!y. ; <ey (oints -. Students are put in groups and given an unfa i!iar piece of te)t or other resources. They are as/ed to read the te)t a!one for a few inutes with an eye on the ne)t tas/. 4. The group identify* say* five /ey points ade &y the te)t. "It he!ps if the nu &er of /ey points is the sa e as the nu &er of groups.# 8. The teacher then as/s each group to give one /ey point "that has not a!ready &een entioned &y another group# with a fu!! e)p!anation and 0ustification. The c!ass agrees or changes that point and the teacher writes it on the &oard.

Students can of course physica!!y high!ight the i portant sections in the te)t. 2Cey points3 can &e adapted to &eco e 2Aow does it wor/?3 as shown &e!ow. = >ow does it work. Students are given an unfa i!iar piece of te)t* a wor/ed e)a p!e* a !a&e!!ed diagra * a set of accounts* a po!icy* etc. They are as/ed to study this and to su arise an e)p!anation of 2how it wor/s3 or 2how it cou!d &e used3 etc in* say* five /ey points. 7eed&ac/. The teacher as/s each group to su arise one /ey point* writing those points the c!ass agrees on the &oard. A!ternative!y students can &e as/ed to answer %uestions that re%uire the to e)p!ain the ateria!. ? 'nterrogating the te8t Students are given an unfa i!iar piece of te)t. In pairs or s a!! groups they are as/ed to. -. 7or u!ate i portant %uestions the te)t shou!d &e a&!e to answer* or they hope the te)t wi!! answer. 4. ,ead the te)t* high!ighting /ey points* 8. Discuss the /ey points and agree answers to the %uestions for u!ated in 2-3. 1! Transfor/ation Students are given te)t in one for at and are as/ed to present it in another. 7or e)a p!e a hea!th !eaf!et cou!d &e turned into a newspaper report.* or a set of instructions cou!d &e turned into a state ent a&out how the devise wor/s and when it wou!d &e usefu!. A chrono!ogica! account cou!d &e refor u!ated under given* non<chrono!ogica! headings etc. 11 Peer e8(laining Students in pairs are given two re!ated te)ts a&out topics that have not &een e)p!ained to the * for e)a p!e one a&out eas!es and another a&out u ps. They each study one of these a!one for say : inutes. A!ternative!y they cou!d use the sa e te)t;video etc* &ut !oo/ at different aspects of it. 7or e)a p!e students cou!d watch a video or read a te)t on the ar/eting po!icy of a s a!! co pany* and one student cou!d !oo/ out for strengths in the po!icy and another for wea/nesses. (ach student e)p!ains their topic to the other who as/s %uestions unti! they understand. Integrative tas/. The pair then wor/s together at a tas/ that re%uires the to wor/ together on &oth topics. A usefu! %uestion for this is to as/ students to ?State what is the sa e* and what is different a&out eas!es and u ps.@ 1r ?Considering &oth strengths and wea/nesses* what do you thin/ of the ar/eting po!icy? Aow cou!d strengths &e &ui!t upon* and wea/nesses addressed?@ 12 >eadings Students are given a handout with no headings or su&headings* &ut with space for these. Students read the handout and decide headings that summarise what follows in that section of te#t in the form of a statement . This produces headings such as 2The heart is a &!ood pu p3 ' 2The heart has four cha &ers3' 2Arteries ta/e &!ood fro the heart3. (tc. 5ou can of course adapt an e)isting handout &y re oving e)isting headings* and or &y as/ing students to write a 2heading3 for each paragraph in the argin.

5ou can do this activity the other way round* that is provide the headings and as/ students to find out a&out each heading and then write a short section on this. This is a good way of structuring independent !earning. 1) "lowcharts@digra/s@drawings Students are given a te)t on an unfa i!iar topic. 7or e)a p!e the %ua!ity syste in a anufacturing co pany. They are as/ed to study the te)t in pairs and then to produce a f!owchart;diagra that su arises the process descri&ed in the te)t. 16 Su//ariAing Students* wor/ing in pairs ust su arise the /ey points in the te)t* e)pressing the as &rief!y and as c!ear!y as possi&!e. ?Aeadings@* ?+eer ()p!aining@ and other activities a&ove wou!d &e usefu! introductory activity for this su ary activity. This is si i!ar to 2Cey +oints3 a&ove.

D "iii# Activities that re%uire a &it

ore preparation' si p!est first

15 DecisionsBDecisions Students* wor/ing in pairs are given a te)t or watch a video etc* a!ong with. 2Su ary cards3 which purport to su arise /ey points fro the te)t* so e of which are true and so e of which are fa!se. e.g. The !eft ventric!e feeds the !ung Aeart rate is easured in &eats per inute* and if you are very fit your heart rate wi!! pro&a&!y &e !ower than average. 2Conse%uences cards3 which state conse%uences of the facts given in the te)t. These conse%uences are not actua!!y stated in the te)t itse!f. Again so e are true and so e fa!se (.g. If you &!oc/ed the !eft ventric!e no &!ood wou!d get to the head 7urring of the arteries wou!d usua!!y raise &!ood pressure. The pairs of students ust decide which cards are correct* and what is wrong with the incorrect ones. This is a great!y en0oyed activity with the at osphere of a ga e. 19 Student Presentation Students prepare a presentation on a topic in groups. It he!ps if the topic &eing studied can &e divided up so each group presents a different su&<topic. Don3t te!! students what their su&topic is unti! after they have studied the topic as a who!e* to ensure they do not overspecia!ise. Students cou!d study the ateria! using one of the other strategies descri&ed here. 1; 78(laining 78e/(lars 2%arroll 1??63 : "or skills teaching An e)e p!ar is a ode! of good practice or wor/ed e)a p!e. This strategy can &e used in a! ost any su&0ect fro athe atics to craft catering. Try it with ca!cu!ations* written wor/* e)a %uestion answers* case studies* assign ents* essays* craft artefacts etc. -. Bive pairs or s a!! groups of students e)a p!es of good practice* and perhaps so e e)a p!es of &ad practice or e)a p!es containing a few co on errors. They ay have the sa e* or different e)e p!ars. 4. After e)a ining and discussing it* each group critica!!y appraises the e)e p!ar to the rest of the c!ass. This ight focus on the ethods used to create the e)e p!ar as we!! as its %ua!ity. They cou!d 2 ar/3 the wor/* either infor a!!y or against agreed criteria. 8. Bet the students to su arise genera! state ents of good practice. $#emplars in pairs% This strategy wi!! &e e)p!ained &y e)a p!e. It cou!d &e used with any su&0ect. -. (ach pair of athe atics students is given the sa e four wor/ed e)a p!es. The e)a p!es so!ve s!ight!y different pro&!e s or use s!ight!y different ethods* and are correct in each case. 4. (ach individua! student ta/es two of the four wor/ed e)a p!es. They study these* and prepare to e)p!ain and 0ustify the ethod to their partner. 8. Students e)p!ain and 0ustify their e)a p!es to their partners 9. Together the pairs agree 2Aow to do it3 advice. :. C!ass discussion to agree 2how to do it3. D. Students do so e si i!ar %uestions the se!ves.

5ou can of course give students wor/ed e)a p!es inc!uding co to find these. This wor/s we!! as a fo!!ow up activity.

on errors* and as/ the

Carro!!3s ,esearch into teaching a!ge&ra suggests that showing students a !arge nu &er of varied wor/ed e)a p!es can wor/ &etter than the ore co on strategy of 2showing the a coup!e on the &oard and then getting the to do !ots the se!ves3. This is true even if the a ount of ti e spent doing e)a p!es is reduced to a/e ti e to !oo/ at the wor/ed e)a p!es. Low achievers a/e particu!ar!y good achieve ents. ()a p!es of wor/ with co on errors are instructive and good fun. As/ing students to e)a ine e)e p!ar essays or assign ents i ediate!y after co p!eting one of their own with the sa e tas/s is a!so very instructive. This strategy is underused* and is particu!ar!y he!pfu! for right &rain students &ecause it gives students an ho!istic 2fee!3 for the characteristics of good wor/. 1= Peer Teaching : "or skills teaching 78(laining: Students e)p!ain to each other how they did so ething* for e)a p!e* so!ving a pro&!e . It has &een found that students who e)p!ain their ethod to each other !earn athe atics uch faster than those who do not. By e)p!aining conceptua! re!ationships to others* tutors define their own understanding. &uestion 'airs% Learners prepare for the activity &y reading an agreed te)t* and generating %uestions and answers focused on the a0or points or issues raised. At the ne)t c!ass eeting pairs are rando !y assigned. +artners a!ternate!y as/ their %uestions of each other* and provide corrective feed&ac/ on the answers. (earning Cells. (ach !earner reads different se!ections and then teaches the essence of the ateria! to his or her rando !y assigned partner. 1? Cigsaw & %oo(erati+e learning /ethod Eigsaw is one of any cooperative !earning ethods with high effect si=esF. -. Divide a topic up into* say* four su&<topics. 7or e)a p!e chi!dhood diseases cou!d &e divided into u ps* eas!es* whooping cough and Ber an eas!es. A!ternative!y students can &e given four different /ey %uestions or 2spectac!es3 that re%uire students to ana!yse the sa e ateria!s fro a different point of view. 7or e)a p!e a!! students are given the sa e infor ation a&out the &e!iefs and po!icies of the Ga=i party* and different groups !oo/ at this fro the point of view of wo en* the wor/ing c!ass* the idd!e c!ass and the church. 4. Divide students into four groups. The teacher chooses the groups and they shou!d &e i)ed a&i!ity* e)perience* ethnicity gender etc. Don3t use friendship groups. Students ay co p!ain at first &ut wi!! soon accept it if you are insistent. (ach group studies one disease or %uestion with the he!p of te)ts and wor/sheets etc. This is usua!!y done in c!ass ti e* though you ight &e a&!e to adapt the ethod for students to do their !earning outside of c!ass ti e. "See Independent Learning# 8. The students now for new groups. (ach new group is a 20igsaw3* with one student fro each of the four origina! groups. Any students !eft over act as pairs in a fu!! group. (ach group now has one 2e)pert3 in each of the four chi!dhood diseases. "They ay have two e)perts in one disease#

9. The new group now co p!etes an activity that re%uires the to +eer Teach each other a&out their disease* and re%uires the to cooperate with the rest of the group over a co &ined tas/ that re%uires the to integrate the four topics. 7or e)a p!e they cou!d &e as/ed to. a. ()p!ain your disease to the rest of your new group* using the sa e headings as for the ear!ier tas/s. "incu&ation ti e* ode of trans ission etc# &. Cooperate to find three things a!! the diseases have in co on c. Cooperate to find* for each of the four diseases* four uni%ue characteristics. d. Design a !eaf!et on chi!dhood diseases. In your !eaf!et. e. +!ace the four diseases in order of. i. Severity of potentia! conse%uences ii. (ase of protection Cooperative !earning is very &ig in the USA with tons of ateria!s on the internet a&out it. So e peop!e have used it for years* any ore wi!! soon. Ginety years of research and D>> studies shows that cooperative !earning rea!!y wor/s. It is re!ated to high attain ent high order reasoning s/i!!s* creative thin/ing* and e)ce!!ent transfer of !earning to unre!ated topics. It is e)ce!!ent for 2&onding3 groups* deve!oping socia! s/i!!s* wor/ing with others* and for pro oting e%ua! opportunities. How to decide groupings with )igsaw 5ou can do 0igsaw with any group si=e and with any nu &er of 2su&topics3 if the fo!!owing ru!es are fo!!owed. 'f you ha+e N students and E su#to(ics then: 1ou /ust start with E grou(sF 2with G;H students in each group.# These then Gigsaw to N@E grou(s 2with H students in each group.# 1&vious!y GIH. Idea!!y GI4H so a!! groups have at !east two students.

Help* + have a remainder when + divide , y -. Doesn3t atter6. Let so e su&topic groups &e one student &igger than the others. Then pair students up in these !arger su&<topic groups. 7or e)a p!e if the re ainder is two* you wi!! have two su&topic groups that are one &igger than the others. +air up two students in each of these groups and !et the share the tas/s. This pairing up strategy wi!! a!ways wor/* whatever the re ainder. A!ternative!y* if the re ainder is !arge* and you want to avoid pairing up too any students then consider the fo!!owing. Again a!!ow so e of your su&<topic groups to &e one !arger than the others. Gu &er off and for 2teaching groups3 in the usua! way. 5ou wi!! find that so e of the teaching groups are one 2e)pert3 short. 5ou can ta/e the p!ace of these issing e)perts &y visiting these groups in turn. If you wou!d !i/e a fu!!er e)p!anation of how to group with 0igsaw p!ease e< ai! e fro y we&site and I wi!! send a paper on it.

2! &cade/ic %ontro+ersy : & %oo(erati+e Learning Method with a +ery high effect siAe see: htt(:@@www clcrc co/@(ages@acade/ic ht/lDwhat

This ethod is for a topic where there are two or ore conf!icting points of view. The ethod is descri&ed as for two points of view on!y* &ut is easi!y adapted for ore. The controversy cou!d &e around anything fro a a0or schis * to a inor controversy e.g. Do prisons wor/? Is this ar/eting po!icy effective for a s a!! country hote!? -. Students are a!!ocated one of the points of view and given ateria!s that e)p!ain it if necessary. They research and prepare their point of veiw* and ensure they understand the argu ents for their point of view* preparing a persuasive 2&est case possi&!e3 for their position. 4. Students are arranged in pairs with opposing points of view* or put in groups of four containing two students with each point of view. (ach side presents their position in as persuasive a anner as possi&!e. 8. Students engage in an open discussion in which they argue forcefu!!y for their position* re&utting attac/s* whi!e arguing against the opposing view. 9. Student3s swap positions and present the other position as accurate!y* co p!ete!y* persuasive!y* and forcefu!!y as they can. Its &est to te!! students this is co ing so they !isten to the opposing view6 Aowever* if you fee! ischievous you can spring this on students and a/e a teaching point a&out how &ad!y they !istened ear!ier on6 :. "1ptiona!# Students chec/ each other3s argu ents for the swapped positions. D. Integration. Students drop their advocacy ro!es. They try to reach a consensus on the issue &y synthesising the two positions. This ethod wor/s &est if used in con0unction with 2peace a/ing3 approaches.

$ore on Cooperative Learning. htt(:@@www clcrc co/@ .

21 Snow#alling 4uestions Students are given resources on the topic to &e !earned a!ong with past paper %uestions or u!tip!e choice tests. The %uestions shou!d re%uire ore than 0ust copying answers fro the resources. Students wor/ on the resources and the %uestions individua!!y or in pairs. It so eti es he!ps curiosity and focus of the student3s reading if they read the %uestions &efore studying the resources. Students co &ine individua!s into pairs* or pairs into fours. They co pare answers to the %uestions and co &ine their wor/ to produce a 2&est answer3 without further consu!tation of the reading un!ess rea!!y necessary. This pro otes discussion* re%uires student to 0ustify their points of view* which encourages good !earning. Students are shown the answers with any reasoning or wor/ing ade c!ear* and then ar/ or score the se!ves. It he!ps if students are given ro!es such as 2teacher3 or 2%uestioner3 as descri&ed &e!ow in section (.

22 'nde(endent Learning -. Any easy section of the sy!!a&us is identified and this is not taught. 4. Instead students are given an assign ent which descri&es in detai! what they ust !earn. $ore e)perienced independent !earners ight need !ess direction. 8. Students wor/ on this ateria! in pairs or s a!! groups* usua!!y outside of c!ass contact ti e. The activities set re%uire students to wor/ in pairs or groups* are thought provo/ing* and are not entire!y 2&oo/ and &iro3. At !east one tas/ re%uires students to go &eyond reca!! of ideas in the ateria!s* and to app!y their !earning. This is to encourage deep !earning* otherwise students ay si p!y co!!ect infor ation and write it down without rea!!y thin/ing a&out it or understanding it. 9. Student3s wor/ is onitored &y a designated 2!eader3 in their group or &y the teacher. :. The !earning fro this wor/ is assessed in a short test. The student3s notes are not usua!!y ar/ed* instead their !earning is assessed &y a short test. 1ptiona!!y students can &e re%uired to reta/e tests* or do other re edia! wor/ if their test resu!t is unsatisfactory. D. After co p!eting this independent !earning assign ent* or indeed &efore* students use an independent !earning co petences %uestionnaire to identify their wea/nesses as an independent !earner* and to set the se!ves targets for their ne)t independent !earning assign ent. See Beoff or Teaching Today for this %uestionnaire or devise your own6 This is not an easy teaching ethod to use &ut it is great!y en0oyed &y students if it is anaged we!!. 7or ore detai! see the chapter on it in 2Teaching Today3 &y Beoffrey +etty. 2) S(ectacles This ethod is &est e)p!ained &y e)a p!es. Suppose a teacher of accountancy wanted to teach students a&out &ui!ding society accounts* &an/ accounts* shares* and other ways of saving oney. She as/s her students to study ateria!s on these accounts in order to co p!ete an eva!uation atri) "i.e. ta&!e# !i/e this.

>ow should we sa+e.

*ate of interest %an the +alue 7ase of go down as withdrawal well as u(. 5uilding society account 5ank account Shares etc If the eva!uation criteria are we!! chosen the students ust study and understand the different ethods of saving very we!! in order to a/e their 0udge ents. The 0udge ents the students a/e show the teacher whether the !earner has understood the ethod of saving. Broups can co pare their 0udge ents &y p!acing the on a c!ass grid provided on a f!ip<chart* &oard* or 1AT. They en0oy this* and the controversy this creates can he!p c!arify isunderstandings. etc

Students cou!d then &e given a scenario* and as/ed to a/e a 0udge ent as to the ost appropriate ethod"s# of saving for a particu!ar person. Li/e the other ethods descri&ed in this docu ent the ai is to get students to !earn content "in this case* ethods of saving# without direct e)p!anation fro the teacher. Aowever* using this ethod* students wi!! a!so deve!op their eva!uation s/i!!s. 1ther e)a p!es inc!ude. !earning a&out chi!dhood diseases &y eva!uating the against criteria !i/e 2 ethod of i unisation3 2ease of i unisation3 2!i/e!ihood of per anent effects3 etc. Learning a&out co puter printers &y eva!uating the as three star two star one star or no star against criteria !i/e cost* speed* etc. This produces a atri) si i!ar to the ones produced &y consu er organisations !i/e 2Which?3* and product reviews in aga=ines. This ethod is great!y en0oyed* and is &est done in groups.

26 Skill Gudging Got a!! !earning is &ased on factua! content. So e !earning is s/i!! &ased. This is a very powerfu! ethod to teach a s/i!! such as writing an essay* !a& report* co puter progra e* enu* care p!an* ar/eting po!icy' de!ivering a presentation* carving a 0oint etc. "irst students wor/ as a c!ass or in groups do devise criteria for good practice in the s/i!!. A!ternative!y they cou!d use e)a &oard grading criteria &ut wor/ on interpreting and e)panding this. 7or e)a p!e they cou!d add a few e)a p!es of how the criteria cou!d &e et in practice. Second. students are given e)a p!es of the s/i!! to 0udge with their criteria* e.g. e)a p!e essays. It he!ps if these e)a p!es inc!ude so e that appear at first sight to &e good practice* &ut are actua!!y f!awed. 7or e)a p!e* an essay with !ots of i pressive detai!* &ut that does not address the topic in the tit!e we!!. Third. Students discuss the e)a p!es given and write strengths and wea/nesses for the . They cou!d a!so give ar/s or grade the wor/. 1ptiona!!y* they wor/ to i prove their eva!uation criteria at this stage. "ourth. the teacher te!!s the students the 2offica!3 strengths and wea/nesses* grades or ar/s for the e)e p!ars. It he!ps if this is a shoc/ for the students. 7or e)a p!e* the !ongest essay did not get the &iggest ar/6 This is a very instructive activity that is great!y va!ued &y students. 25 %o/(are and %ontrast Co paring and contrasting has &een found to i prove students understanding of the topics co pared &y uch ore than one grade. It is a preferred ethod for he!ping students to c!arify concepts that are often confused* or poor!y understood. Students are put in pairs or s a!! groups* and are given a grid !i/e the one &e!ow "on!y uch &igger6# on f!ip chart or A8 paper. They wor/ in groups to a/e a &u!!et pointed !ist of i portant si i!arities and differences &etween the two concepts. They can wor/ fro previous!y unseen* or fro other notes to do this. C!ear!y this cou!d &e used in any su&0ect to he!p teach a! ost any pair of si i!ar concepts. 7or e)a p!e.

7ractions and +ercentages Char!es I and Char!es II re!ations with +ar!ia ent 1s osis and diffusion Shares and Bonds Co as and se ico!ons (tc Si/ilarities %o/(aring <inetic 7nergy and Mo/entu/
They #oth:

Differences
<inetic energyH 5ut Mo/entu/H Mo/entu/H 5ut <inetic energyH

7 7ffecti+e Manage/ent of &cti+e Learning Strategies to /a8i/ise (artici(ation

0sing roles to /a8i/ise (artici(ation A!! the activities a&ove are &est done in pairs* or s a!! groups. Aowever* so e can &e adapted for individua! students. It he!ps to give students in groups specific ro!es such as those which fo!!ow. It is un!i/e!y that you wou!d use a!! these ro!es at the sa e ti e. Usefu! co &inations of ro!es are given !ater. ,o!e descriptors are given in a anner suita&!e for !eve! 8* or adu!t !earners. +!ease change these descriptors to suit your students. Students en0oy these ro!es and soon get used to the . But don3t e)pect the to use the ro!es effective!y without practice. Eust after the first ti e you use these ro!es it wou!d &e usefu! to ref!ect with the c!ass on how to a/e the wor/ we!!. Consider ensuring that each student in a group has at !east one ro!e. This avoids so e students &eco ing 2passengers3. Consider rotating the ro!es during the ter . *ole card descri(tors: Teacher. ?5our ro!e is to study the aspect or a section of the ateria!s that the teacher gives you* and to e)p!ain this to the other students in your group;pair. 5ou wi!! &e the on!y student in your group;pair to study your particu!ar aspect of the topic* so a/e sure you understand it we!! and practice how to e)p!ain it6 5ou can as/ the teacher for he!p if you get stuc/.@ Checker. ?The teacher wi!! choose students at rando fro your group to report &ac/ on what your group has !earned and decided. The teacher ay as/ %uestions of ore than one student fro your group. They ay a!so set a %ui= or test on the ateria!.

5our ro!e is to chec/ that all the students in your group understand your group3s findings* and can report it to the rest of the c!ass c!ear!y. Do this &y preparing and as/ing %uestions of your group. 5ou are a!!owed a fu!! "five?# inutes to do this. If one of your group can3t answer the teacher3s %uestions < guess whose fau!t this wi!! &e6@ Scribe. ?5our ro!e is to su arises the /ey points that your group is a/ing* chec/ that the who!e group agrees with the * and then write the down. 5ou ay a!so &e e)pected to e)p!ain your group3s findings to the rest of the c!ass. There is uch ore to &eing a Scri&e than 0ust writing6@ Questioner. ?5our ro!e is to 2s/i 3 the resources and then decide on i portant %uestions that the resources shou!d answer. 7or e)a p!e ?Who supported Cro we!! and why?@ The ai is to focus the group3s attention on the /ey points. 5ou then give your %uestions to the group for it "inc!uding you6# to answer. 5ou can add to* or change your %uestions as you get ore fa i!iar with the ateria!s. 5ou ay a!so as/ supportive and c!arifying %uestions to he!p the group co p!ete its tas/"s#@. Vocabulary chief. ?There is so e technica! voca&u!ary in this ateria!. 5our ro!e is to research and e)p!ain the eaning of a!! the technica! ter s. 5ou cou!d devise a 2g!ossary3 for your group if you thin/ this wou!d he!p. 5ou wi!! need to run a %ui= with your group to chec/ everyone can e)p!ain each technica! ter .@ Leader: ?5our ro!e is to !ead and anage your group in a de ocratic way* to ensure that the group co p!etes a!! its tas/s in the ti e avai!a&!e. 5ou can give other students in your group specific ro!es if you thin/ this he!ps. 5ou wi!! need to share out the resources in a way that he!ps the group to wor/ with a)i u effectiveness.@ These ro!es wor/ &est if the teacher a/es sure that s;he wi!! test every student3s !earning after the activity. This can &e done during feed&ac/ or with a %ui= or test warned of in advance. If they /now that any e &er of their group ight &e as/ed %uestions on the ateria!* they wi!! wor/ with their %hecker to ensure that a!! e &ers understand a!! the points. 5ou can spice this up "at so e ris/6# &y saying that any student who gets one %uestion wrong* wi!! auto atica!!y get the ne)t %uestion and so on unti! they get one right. The ris/ of course is that you put hu i!iating pressure on a wea/ student* &ut if you have so e easy %uestions up your s!eeve this can &e avoided if you 0udge it necessary. The ro!es of 4uestioner and checker etc he!p to show students good practice in reading te)t. Do point this out to students. 7or e)a p!e* good readers for u!ate i portant %uestions that the te)t ight answer' as/ the se!ves 2do I understand this?3 and 2is this i portant?3 as they read. They a!so chec/ they /now the voca&u!ary and su arise /ey points etc. Aence the ro!es are not ar&itary or pure!y anageria!* &ut ode! good study practice.

Students can &e given 2ro!e cards3 with a!! the ro!es descri&ed unti! they get used to it. ,o!es can rotate fro !esson to !esson. 0seful co/#inations of roles for your grou(s: Try to give every student in the group a ro!e 1 2 ) 6 5 9 ; = Two or ore Teachers

A Scribe and a Checker Two or Two or ore Teachers and a Checker "who is not a!so a teacher# ore Teachers and a Checker and a Leader ateria!

Two or ore teachers, a Vocabulary chief and a %hecker who chec/s other than the voca&u!ary A Leader who is a!so a Questioner* a Scribe and a Checker. A Leader a Questioner* a Scribe and a Checker. etc! "$iss out the Chec/er at your own peri!6#

Task Design A usefu! chec/!ist to ensure your tas/s and supporting ateria!s cover everything. -. Chec/;review any necessary prior !earning. 4. (sta&!ish purposes* tas/s* and %uestions etc. 8. Locate infor ation and resources. 9. +!an how to co p!ete the tas/ successfu!!y de!egating if necessary :. Bet to wor/ on the tas/s D. $onitor progress and understanding. J. $a/e a record. K. (va!uate infor ation and tas/ co p!etion L. Chec/ the groups3 understanding ->. Co unicate findings to rest of the group and teacher --. Teacher tests the understanding of the who!e c!ass

Managing $rou( workF indi+idual learningF (ractical etc

Task is set
tas/ is c!ear and in writing. Specific ro!es ay &e set for students

Students work on task

wor/ing in groups or individua!!y

Student "eed#ack
Teacher gets 7eed&ac/ fro students on their findings

*e+iew
Cey points are e phasised. Gotes are ta/en or /ept

%heck I %orrect
Teacher chec/s attention to tas/ and wor/ in progress

Pointers for success in grou(work:

Pre(are: review or confir any !earning re%uired for success at the tas/ Task is set The tas/ is c!ear and in writing. There ay &e different tas/s for each group. A 2Scri&e3 is identified &y the group or the teacher. There ay &e a tas/ sheet to fi!! in Ti e a!!owed for the tas/ is given in advance. ,e%uire a!! !earners to &e prepared to feed&ac/ for their group and 0ustify their answer. Tas/s differentiate &y &eing open* graduated and;or there are so e stretching tas/s At !east so e of the tas/s are high on B!oo 3s Ta)ono y* that is* re%uiring. ana!ysis "2why3 %uestions# synthesis "2how3 %uestions# or eva!uation "2which3 or 2how good is this3 %uestions# As we!! as scri&e consider giving so e students ro!es such as. Teacher* Chec/er* Moca&u!ary chec/er* Nuestioner* Su ariser* Leader etc.. Students work on task Broups are for ed* prefera&!y rando e.g. &y nu &ering round the roo . A group scri&e is appointed "&y group or teacher# to record ideas in progress. Avoid students with dys!e)ia un!ess they can wor/ ver&a!!y as they are s!ow writers. ,ote such ro!es fro !esson to !esson. Teacher chec/s attention to tas/ &y visiting groups and e)a ining the scri&e3s ateria! Cha!!enging ti e constraints are given* i.e. the tas/ doesn3t go on too !ong The Scri&e ro!e rotates fro ti e to ti e %heck and correct Chec/ Scri&e3s notes to deter ine the group3s progress. As/ for their ideas and !isten. As/ c!arifying %uestions if necessary. Do not overhe!p. If they are having trou&!e !eave the with a c!arifying %uestion and say you wi!! co e &ac/ in a coup!e of inutes or so. (ncourage and ca0o!e. 7eed&ac/ is 2 eda! and ission3 at !east so e of the ti e. a

2 eda!3 for progress ade to date* effort* ideas etc* and a 2 ission3 cha!!enging the go further. Cha!!enge with support

to

"eed#ack and re+iew (very group is as/ed for their findings and no sing!e group provides a!! the answers "for e)a p!e* each group is as/ed to a/e one point on!y* one group at a ti e.# Consider appointing a 2Chec/er3 and then pic/ing anyone in a group at rando to e)p!ain their findings. Cey !earning points are e phasised and written up on the &oard;oht 2Assertive %uestioning3 sty!e is used where the teacher gets a nu &er of answers 0ust saying 2than/you3. The 2correct3 answer is not given away. The c!ass are as/ed to agree a c!ass answer. ?1/ay* so e groups say..... and others say ...... Who3s right and why?@ "see Teaching Today# *e+eiw Students are as/ed to state their /ey !earning points these are i proved &y discussion. There is a tangi&!e outco e. Gotes* ind< ap* su arising handouts given out etc. Cey points are reviewed &y %ui=* test or &y NOA at so e !ater ti e A p!ea for he!p +!ease te!! Beoff +etty of any other approaches* or of ways of i proving this. So/e *eferences: $any of these ideas are fro . Teaching Today a +ractica! Buide Beoffrey +etty fro . http.;;nsccu).sccd.ctc.edu;Peceprog;&stprac.ht !Qthoughtfu! Bi&&s. B. "-LL4# ?I proving the %ua!ity of student !earning@ Technica! and (ducationa! Services Ltd Carro!!* W.$."-LL9# Using wor/ed e)a p!es as an instructiona! support in the a!ge&ra c!assroo * Eourna! of (ducationa! +sycho!ogy* K8* pp8D><8DJ http.;;www.c!crc.co ; is usefu! for Cooperative Learning