25.06.2015Cristina CerneiPITL “Onisifor

Ghibu”1 DD, MAEP

DESCRIPTION: Ask each group to find an obscure word in

the dictionary and then to write three definitions of this word.

PURPOSE: Good dictionary skills will help your students

become more autonomous.

Fictionary

DESCRIPTION: Divide the class into at least two groups and announce

a competition for most points on a practice test. Let them study a topic together and then give that quiz, tallying points. After each round, let them study the next topic before quizzing again. The points should be carried over from round to round. The student impulse for competition will focus their engagement onto the material itself.

PURPOSE: Group learning will develop learners’ cooperative learning skills and motivate all the learners in learning.

Tournament

DESCRIPTION: Divide students into small groups (3-5

students) to work, within a determined time limit and without a leader, to answer a question or solve a problem and come to some kind of conclusion. Ask each group to report their results/conclusions of the short discussion to the class. You may also choose to ask all students to write a short paper about their discussion.

PURPOSE: This will help you as a teacher to monitor learners’ development and topic comprehension

Buzz Sessions

DESCRIPTION: A closely moderated, heated, and argumentative

discussion on a predetermined controversial issue. The topic is given to four or five student panelists prior to the class so that they can prepare background material. Students ask questions. At the end of the exercise, students are polled and the results are given to the panel for their summary comments.

PURPOSE: The panelists will bring in arguments and will provoke learners to give arguments thus motivating them in producing speech. The teacher will get feedback on language skills while the learners will do all the work.

Crossfire Panel

DESCRIPTION: After any individual brainstorm or creative activity,

partner students up to share their results. Then, call for volunteers of students who found their partner’s work to be interesting or exemplary. Students are sometimes more willing to share in plenary the work of fellow students than their own work.

PURPOSE: Learners will be able to create and share their skills in the classroom, as a teacher you will be able to see the learners’ progress.

Wisdom of Another

DESCRIPTION: Assign groups of students to each of the boards

you have set up in the room (four or more works best), and assign one topic/question per board. After each group writes an answer, they rotate to the next board and write their answer below the first, and so on around the room.

PURPOSE: Cooperative learning and creativity will allow you as a teacher to monitor the class.

Board Rotation

DESCRIPTION: Divide the class into four groups after a lecture:

questioners (must ask two questions related to the material), example givers (provide applications), divergent thinkers (must disagree with some points of the lecture), and agreers (explain which points they agreed with or found helpful). After discussion, brief the whole class.

PURPOSE: You will be able to check learners lecture comprehension and you will be provided with a great feedback.

Lecture Reaction

DESCRIPTION: The FIRST-Letter Mnemonic Strategy is a strategy for

independently studying large bodies of information that need to be mastered. Specifically, students identify lists of information that are important to learn, generate an appropriate title or label for each set of information, select a mnemonic device for each set of information, create study cards, and use the study cards to learn the information

PURPOSE: to help learners easily remember the rules or information that they can use in retelling or reproducing some information

The mnemonic strategy

Music mnemonics Songs and jingles can be used as a mnemonic. A common example is how children remember the alphabet by singing the ABC's.

Model mnemonics A model is used to help recall information.

Adjective order in English: OSASCOMP (Opinion, Size, Age, Shape, Color, Origin, Material, Purpose)

Name mnemonics The first letter of each word is combined into a new word. For example: ROY G BIV (colors of the rainbow).

To memorise the colours of the rainbow: the phrase "Richard Of York Gave Battle In Vain" - each of the initial letters matches the colours of the rainbow in order (Red, Orange, Yellow, Green, Blue, Indigo, Violet). Other examples are the phrase "Run over your granny because it's violent" or the imaginary name "Roy G. Biv".

Expression or word mnemonics The first letter of each word is combined to form a phrase or sentence.

To memorise the names of the planets, use the planetary mnemonic: "My Very Eager Mother Just Served Us Nothing" - where each of the initial letters matches the name of the planets in our solar system (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune).

Ode mnemonics The information is placed into a poem.

Note organization mnemonics The method of note organization can be used as a memorization technique.

Connection mnemonics New knowledge is connected to knowledge already known.

Spelling mnemonics

Spelling mnemonicsNECESSARYNot Every Cat Eats Sardines

Some Are Really Yummy)Never Eat Crisps, Eat Salad Sandwiches, And Rem

ain Young!ARITHMETICA Rat In The House May Eat The Ice CreamA Red Indian Thought He Might Eat Tulips In Clas

sBECAUSEBig Elephants Can Always Understand Small Eleph

antsBig Elephants Cause Accidents Under Small Eleph

ants

Image mnemonics The information is constructed into a picture.

DESCRIPTION: Students write down one question

concerning the course material and deposit their questions in a fish bowl. The instructor then draws several questions out of the bowl and answers them for the class or asks the class to answer them.

PURPOSE: To give the instructor feedback; gives the

students the opportunity to ask questions, get clarification.

The Fish Bowl

DESCRIPTION: – This method of starting each session (or each

week) has five steps to reinforce the previous session’s material:

recall it, summarize it, phrase a remaining question, connect it to the class as a whole, and comment on that class session.

PURPOSE: to allow learners see the progress and meaning of the lessons taught

Recall, Summarize, Question, Connect, and Comment

DESCRIPTION: Throughout the lecture, especially after an

important point, STOP and let the point sink in, then ask if anyone needs clarification

PURPOSE: It is helpful to circulate the room while you are

waiting for responses, this will help students who generally stay passive at the lesson, and rather listen than actually participate in the topic development.

Clarification pause

DESCRIPTION: During the last few minutes of class, ask students to

respond to one of the following types of questions. Review student feedback after class and respond to it in the next class session.

- What was the "muddiest" point of today's class?- What were the two most important points you learned

today?- What did you like best about today's class?

PURPOSE: As a teacher you will understand the level of your learners’ comprehension of the lesson taught

One-Minute Feedback

DESCRIPTION: Short, ungraded self-tests for which answers

serve as a feedback mechanism for you and your students. Students receive quick feedback so that he/she can check progress toward mastering content or skills.

PURPOSE: To obtain feedback on student comprehension and development.

Progress Quizzes