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Bouncing
A question is asked, and students are invited to respond. The answer given is developed as it is “bounced” around the room for input from different students. This will enable them to build on understanding and have students develop stong reasoning out of misconceptions. For example: “Aziz, what do you think of Sandra’s answer?” “Sandra,…
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Tell your neighbour
Students ‘tell their neighbour’ as a means of articulating their thoughts. Ask a question, give thinking time, then ask students to tell their neighbour their thoughts. Tell students what the new topic is and then ask them to tell their neighbour everything they know about it. Why use it (students and staff) To build confidence; To…
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Students write questions
Students create and submit questions to the class about what they would like to know more about a topic. For example: about what they would like to know on a topic, to ask the lecturer or other students in order to assess their learning, or to demonstrate their learning, misconceptions, or areas they would like…
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Talk partners
As a plenary or a starter to a session, students share with a partner: 3 new things they have learnt, what they found easy, what they found difficult, someting they would like to learn in the future. Example instructions for students: In pairs, discuss 3 new things you have learnt or what you found easy…
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Graphic organiser
There a range of graphical organisation techniques that can be used in reflective and organisational ways. These can include: webs, triangles, Venn diagrams, ladders, and PMI diagrams Example instructions for students: Use a graphic organiser to help you structure and represent information Why use it (students and staff) Enables reflection on what students have learnt or understood; Helps organise…