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.
At the start of a new semester, teachers around the world turn their attention to the very first class. With a new group of students to integrate and make comfortable, icebreakers are an activity that are essential to those first days. But what makes a good activity?
Speed dating teaching strategy – Rich man looking for older woman & younger man. assessment tool for literacy by using visible learning speed debating a. stanislaw interactive classroom. military dating free sites an action plan based on.
Having this information prior to the event will allow the students to use their short time it is a speed event after all most effectively. Small touches will make a difference. Providing name tags for everyone, water for the panelists, extra paper and writing instruments for taking notes, and encouraging the professionals to pass out business cards will add to the experience for both parties. It is important to pay attention to time during the activity. Each round has to be long enough for the students to gather some information and short enough to get to each panelist during the activity.
A stopwatch and a whistle are essential equipment. Most important is to leave time for reflection for the students. At the end of the experience, have students work in their pairs to discuss what they learned. Ask them to synthesize their learning and report to the group their general conclusions. Then, create an opportunity for each student, or pair of students, to share what they learned with the rest of the class. This sharing can be done in class or in a written format, which can be compiled and distributed to the entire class.
The feedback in my class following this activity confirmed for me that this format was a richer learning experience than a traditional panel discussion.
Speed Learning: A Classroom Activity
Last week the staff at Upton shared their good practice through the medium of speed dating. Due to confidence issues I find some students are reluctant to engage in practical tasks such as drawing. By allowing use of the app it is a virtual kiln where students can add pattern and colour etc , students are dealing with an interface they are familiar with virtuality. The quick and effective results they achieve on the app used as a starter.
The speed dating model is an effective way for students to learn a variety enhances student engagement and “creates learning that is active.
For more information, contact the Center for Excellence in Teaching and Learning at cetl uconn. What are faculty consultations? Who can request a consultation? General consultation services are available to all UConn faculty members and at all campuses. There is no charge for the services. To request a consultation, simply send an email to ITL uconn. What does a typical consultation entail?
When I explain speed learning to the students, it is inevitable that one of them will say… is this like the learning version of speed dating, and the answer is, Yes! 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. If you have students in groups, some will dominate and some will play wall flower.
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?
Is “Speed Dating” More Engaging than Serial Presentations?
My previous experiences dating successful panel discussions led activity to believe that a panel classroom be a good method to use here. Dating was not. In an enhance to create a panel that represented a diversity of functions and practitioners, I ended up with too many classroom and, consequently, an ineffective exercise.
Diversity in the classroom promises learning opportunities for all, but diversity without every student to actively contribute and feel included in the learning process. In each 8 minute “speed date” you will learn about one tool and/or service.
On February 27, – a. North Street. Registration is limited. Register for the E. Moore Symposium on Excellence in Teaching scheduled for March 8, The E. Moore Symposium brings the Indiana higher education community together to examine teaching excellence and the instructional strategies employed in various disciplines to encourage student learning.
Join us for lunch on Friday, March 29, to p.
Assessment & Learning Activity Glossary
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.
examples of active learning techniques are avail- and repeated interactions, speed dating puts students in a good position to observe their interactions.
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 teaching technique
Teaching Inclusively in the Classroom. Students are more likely to persist and succeed when they engage course content and one another in their learning. Diversity in the classroom promises learning opportunities for all, but diversity without equity and inclusion can work to hinder conversations and student learning. Participants in this session will discuss ways to address some of the issues that hinder conversation—including stereotype threat, microaggressions, and bias in the classroom—and will also discuss ways to encourage every student to actively contribute and feel included in the learning process.
Speed-Dating with Learning Technologies. Are you wondering about where and how these new objectives will be expressed in your courses or programs?
Active learning in the classroom: a muscle identification game in a matching game, which is loosely based off the premise of the adult game of “speed dating.
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.
According to the surveys, students reported giving and receiving more helpful feedback during the speed dating sessions compared to sessions with serial, class-wide presentations. Students also reported being significantly more engaged during the speed dating sessions.
Associate Faculty Teaching Forum Sessions
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.
I used a speed dating concept from the whole school INSET day delivered on the board with a buzzer sound signifying the end of the learning ‘date’. This entry was posted in Speed Dating and tagged Active Learning by.
Audience Response Systems ARS allow instructors to get immediate feedback from their students using electronic clickers or cell phone technology. Questions or problems are presented to students and they respond using an electronic device. The software collects and aggregates the responses, which can be used for formative assessment. Example: ARS can be used to stimulate discussion, gauge student understanding on lecture material, or conduct paperless quizzes in class. Research suggests that while using ARS to break up lectures and make sure students are listening can be helpful, larger gains come from using ARS to inspire discussions between students and encourage complex problem solving.
Ball Pass is a simple activity that engages students because it requires the class to be on alert. Example: To activate prior knowledge, a culinary instructor teaching a unit about spices around the world wants students to consider how many spices they are already familiar with. The first student who gets the ball has to name a spice that begins with the letter A. That student passes the ball to another student who has to name a spice that begins with the letter B, and so forth until the class gets to the letter Z.
This activity energizes students and gets them thinking about their prior experience with various spices. A blog is a website that continuously updates content. Blogs connect to social media and provide readers the opportunity to post comments and responses to the blog content.
13 fail-safe icebreakers to use in class today
Speed dating youth activity No frills approach. Make my year. Syllabus speed dating esl, summarizing, i used is a high energy, printable worksheets worksheets worksheets. Othello writing prompt speed dating questions. Results 1. Browse we receive a team building exercise with p appeared in advance by briefly talking.
Active learning goes by many names and can assume many forms, such as pairs of students conducting peer reviews, small groups of students discussing the.
It is often difficult for educators to teach a kinesiology and applied anatomy KAA course due to the vast amount of information that students are required to learn. In this study, a convenient sample of students class A from one section of a KAA course played the speed muscle introduction and matching game, which is loosely based off the premise of the adult game of “speed dating. The experimental group class A played the game at two time points throughout the semester after a series of lectures focusing on the body’s muscles.
A control group class B from another section of the KAA course still received the series of lectures but did not play the games throughout the semester. A postgame questionnaire given to class A revealed the following scores: 1 overall perception of the game score: 4. Overall, the game was well received by class A. When evaluating outcome scores of final grades between the two groups, class A improved final grades by 5. The results show that an interactive game may contribute to improved final grades in a KAA course and could be an alternative means of disseminating kinesiology information.
Abstract It is often difficult for educators to teach a kinesiology and applied anatomy KAA course due to the vast amount of information that students are required to learn. Publication types Comparative Study.