Pair work is a much-loved, much-used teaching technique—and with good reason. It reduces teacher talk time, lets students working with a variety of classmates, gives you the freedom to monitor, and gets all students talking not just the most outgoing! Plus, because it takes the focus off their individual contributions, introverted students enjoy pairwork too. Interview— An oldie but a goodie. Mix interviews up with unusual or funny questions, or by changing the content to suit the unit you are currently studying. Speed conversations— Anyone who knows anything about speed dating can imagine how this one works! Arrange chairs in two lines, facing each other. Now pose a question, and tell your students that they must talk with their partner about that topic or question for two minutes straight. When you call time, line A will move along one chair to their right, therefore giving each student a new partner to talk with.
“Speed Dating” Teaching Strategy
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History Speed Dating instructions and student worksheet. Material Type: Teaching/Learning Strategy; Author: Shauna Liverotti; Date Added.
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. Gives the students the confidence to move from the virtual to the physical process of making and problem solving.
Miss French: I use a minimum work list which boys in particular really like and promotes independence. Click this link to download: Minimum Work List
Feedback via 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.
Yesterday’s #edchat focused on creative strategies to make faculty meetings I called it “speed dating” because they really were setting a date –to do a to post when they would be teaching a unit and would welcome peer.
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.
Active learning strategies
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.
Students use information from their interest survey (lesson 1) and books they “speed dated” and choose a book that’s right for them. Instructional.
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. Consider creating an organizational tool – a chart handwritten or digital – to track which topics have been assigned to which students. Refer to the examples in the resource section below. Use the questions provided in the templates included in the resource section below or develop questions to ask students about the Text Set during the speed dating activity.
Explain the purpose of the task to students and how it relates to the daily objective or learning target. Also model for students how to use Newsela features like Annotations. Using teacher discretion, group students accordingly and assign the selected articles.
Speed Dating Discussion
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. Students can be graded in various ways but must use applied knowledge to do the activity effectively which inevitably constitutes for deeper level processing among the material.
The speed dating model is an effective way for students to learn a variety of perspectives in a short amount of In Effective Teaching Strategies.
PD in the hallway comes together in quick-paced speed sketches. Participants will be partnered for a timed share out. Each teaching one tip, trick or talent. Then the partners will rotate. Objectives: Participants will connect with other sketchers, have the opportunity to exchange instructional methods, and develop a network of instructors to support continued learning. Instructional strategy: One to one personalized learning. Collaboration with multiple educators.
Do you Speed Date?
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Speed Dating (Inside/Outside Circles or Parallel Line-Ups). This activity can be used as an anticipatory set, activity in the middle of a session.
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. Prior to the lesson, the classroom should ideally be arranged for paired work. Best of all is to arrange the chairs in the room in two rows, facing each other, ready for the conversations to take place.
Speed Dating Using Newsela with Elementary Students
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. There is a small amount of prep that goes into this. First, I created an overview sheet that explained the concept to my students and included a graphic organizer for them to fill out to give them some accountability.
Once each students has been given ample time to write their own answers to each question, you will start the.
Operations Center Staff Directory. Administration Org Chart. Instructional Services Org Chart. Public Information Logo and Guidelines. Technical Services Org Chart. Secondary Library Media Strand 1: Standard In this lesson there will be books placed on tables around the library with questionnaires for students to answer in the format of “speed dating” to help students choose a book matching their interests and reading level.
Books that match students Interests and Reading Survey. See attachment after lesson plan.
A few weeks ago as my family and I were driving through the wondrous mountains of Colorado avoiding bears for real…I saw a big brown one! I was lucky enough to be sliding through twitter and came across Mr. Participants were asked questions in quick succession which made the chat super fast paced. Parameters : Staff or students will be spending 3 minutes maximum exchanging ideas.
The build up of anticipation to exchange further is what will make the final session so awesome.
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? In this blog, I will share out my speed dating activity and how I used in my 11th grade social studies classroom. Speed Dating The great thing about this activity is that it allows your students to explore a large amount of content in a 45 or minute class period and can be used in any subject area. Students work individually, in pairs, and then collaboratively. Initially, I thought I was a genius but after researching, I realized it was not some new, unheard of idea.
I introduced this activity in my Progressive Era unit. To better understand how it works, here is my breakdown for the period. This is explained with 24 students, and 12 different people being showcased.
Current Events Speed Dating
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.
Have students take their paper with their answers on it around with them.
Select your area of interest to begin exploring. The purpose of this assignment is to 1 expose students to current events in environmental science, 2 connect those stories to concepts covered in class, and 3 allow students to gain experience discussing important topics in environmental science. Students choose an article written in the last three months relevant to the field of environmental science.
They can use any reliable news source, but are highly encouraged to use The New York Times. Students write a brief summary of the article and describe the topics in the article that are relevant to topics that have been covered in class. Students work in pairs and have approximately three minutes to communicate the main points of the article to their partners.
After students have had a chance to share with their colleagues, we discuss why they — as future environmental scientists — might need to communicate their science in a very brief time period. We discuss potential scenarios such as press conferences, discussing potential proposals with program officers at funding agencies and communicating with policymakers. I have received positive feedback from many students regarding this assignment.
They particularly like the opportunity to engage with their peers about current events and to discuss real world applications of communicating science to broad audiences. A goal of this class is to nurture global citizens who can understand an environmental science issue from an interdisciplinary perspective. The New York Times helps us do just that.