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Muddiest Point
Students write down one or two points on which they are least clear. This could be from the previous session, the rest of the course, the preceeding activity etc. The lecturer and class can then seek to remedy the muddiness. Example instructions for students: Write down one or two points from the previous session that…
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Group Answers
Students work in small groups to agree on answers – when tests are returned or in other situations. The process of agreeing should include rasoning over the validity of the consensus answer, as well as reasoned negation of misconceptions or wrong answers. See: Team based learning Example instructions for students: Having prepped independently for class,…
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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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Articulate then Answer
Give students the opportunity to articulate their thinking before answering: 30 seconds silent thinking before any answering Brainstorm in pairs first for 2-3 minutes Write some thoughts down before answering Discuss with your neighbour first Why use it (students and staff) To build confidence; To encourage reflection; To foster a sense of community; To share different…
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Students ask questions
Create opportunities for students to ask questions – of their peers or lecturer or to start discussion. Why use it (students and staff) Enables students to reflect on their learning and helps indentify any misconceptions or gaps in knowledge. Allowing time for students to ask questions about pieces of work helps open up assessment and eliminate abiguity. When to use it Questions…
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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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Good question stems
Students answer questions to encourage deeper thinking and reflection. Typical questions might be: Why does …? What if …? How would you …? Could you explain …? What might …? Why use it (students and staff) Can be used to encourage peer activity Develops student self-regulation – what do students know about a subject and its relationship…
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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…
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Minute paper (or one sentence summary)
Students identify the most signifiant (useful, meaningful, unlikely) thing they have learnt during the session or course. Example instructions for students: Write for 1 minute on a given topic and receive feedback Why use it (students and staff) Enables reflection on what students have learnt or understood; Provides a snapshot of whole class; Offers potential for rapid feedback. When…