Speed dating teaching technique
Others though need to be tailored to the particular topic: I communicate a defined outcome as well as a time limit to help focus the discussions. If you have students in groups, some will dominate and some will play wall flower. Members of the first team should be given a number e. Some of these are transferable whoever is being studied:
Once the students are in the room, divide the class into two groups. These results should recorded on the board. Each student then adjusts their original answer to accommodate any fresh ideas from the discussion, then moves to a fresh partner. 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. With speed learning, students are challenged to have several one on one conversations with the other students. Exchanging factual information It works particularly well for topics where there are lots of key personalities to learn about: Example from History of Anything project Have the students switch times depending on the desired outcome of the activity. Members of the first team should be given a number e. One of the issues that I try to address in the classroom is to have each student talking with the other students about their academic work. Steps for using the method in class: Acting in role adds an extra layer of interest to the proceedings. If you have students in groups, some will dominate and some will play wall flower. 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. 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. Use speed learning in cases where each student has something unique to share, it could be workshopping their project ideas or sharing a news article they were asked to being in. While it is a loud activity with a ton of movement, I consider those all bonus moments for a dynamic learning environment. 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 my experience, less than three is not enough, more than 5 and the students start to tire of the activity. Use a graphic organizer to focus the listener and facilitate active participation. Best of all is to arrange the chairs in the room in two rows, facing each other, ready for the conversations to take place. The speed-dating research could be consolidated by turning the information learned into Top Trumps cards. Place a visible countdown timer so that students are able to manage their time well. The individual can then choose a winner, or the class could vote instead. I communicate a defined outcome as well as a time limit to help focus the discussions. Provide time for the students to process the questions they heard and the feedback they received. The process then repeats for as long as the teacher feels appropriate.
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