Methopedia (Posty o method)

Circle of results

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Circle of results

Image by james_michael_hill (Access: 28.09.2009)

Short description

The results of group work – like a Powerpoint presentation, a website or a letter – are presented within in a small group.

Process description

Form a group
Set time limit
Each person presents the results of his/her work to the group. Others can ask questions and make suggestions.

Required resources

A place to meet

Examples

Do you have some examples, small changes or interesting contexts?

Comments

If several groups have worked on the same task or topic, the instructor can also present a solution for all after they are done. Such a presentation is usually well received since the participants are already activated.

PSI: https://psi.methopedia.eu/learning-activity/ring-of-results

Directed Paraphrasing

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Directed Paraphrasing

Image by bubbo.etsy.com (Access: 05.04.2011)

Short description

Directed Paraphrasing is a technique that allows the teacher to assess the degree to which the student understands the topic, information, reading, lab, or problem that the class is studying. It is more complicated than simple paraphrase because the teacher assigns the audience to whom the student must speak/write.

Process description

Assign the topic, idea, problem, concept, etc to be paraphrased.
Assign a particular audience (a younger student, your parents, a peer, the principal, etc)
Give them some think time.
Ask them to speak or write their directed paraphrase.
Group their answers into one of the following categories:
- Confusing
- Minimal
- Adequate
- Excellent
Then ask them to examine and rank the responses according to the following categories on a scale of 1 to 5.
- Accuracy (of information)
- Suitability (for the intended audience)
- Effectiveness (in fulfilling the purpose) Or you can simply, circle the clearest (best) point made by the student and underline the worst (muddiest) point.
Look for patterns of clarity and confusion to guide future instruction.

PSI: https://psi.methopedia.eu/learning-activity/directed-paraphrasing

Flash Light

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Flash Light

Photo by Albrecht E. Arnold/PIXELIO (Access: 28.09.2009)

Short description

All participants make a short statement regarding how they feel at the moment, how happy they are with the course or with progress in the project. It's a quick activity for finding out the mood or the ideas of a group of people.

Process description

The facilitator throws the ball to a participant who makes a statement. The facilitator should not comment on the statements but remember them or take notes in order to be able to later say something to the group. The person who made a statement throws the ball to the next person.

Required resources

Pen
Paper
Chat
Forum

Examples

Sample questions:

In order to clarify expectations and prerequisites:

What are your expectations today?
The meeting will (not) be successful if …..

To take a quick opinion poll:

How do you personally rate the results achieved so far?

When closing a session:

How do you rate your accomplishments?

Comments

Make sure the statements are short by announcing before this feedback round that everybody has only 20 seconds. If there are too many participants, the feedback can be done in writing:

with cards which can be put on a pin board
a diagram on a flip chart on which participants stick a dot to indicate a quick vote

PSI: https://psi.methopedia.eu/learning-activity/flash-light

Flip chart picture

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Flip chart picture

Photo by tim caynes (retrieved on 29.09.2009)

Short description

A group of learners works through a topic, which is then presented as a drawing.

Process description

A group prepares a subject - for example, reads a text and searches the Internet.
An overview is produced on a flip chart. However, without words - just as a drawing.
The other groups have to explain the drawing.
A discussion follows.

Required resources

Flipchart and camera

Examples

https://www.glebbr.de/raten.php

Comments

Tell participants that no fancy painting is expected.

PSI: https://psi.methopedia.eu/learning-activity/flipchart-picture

Hot seat

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Hot seat

Photo by privatenobby (Access: 29.09.2009)

Short description

A person on a „hot seat“ responds to the questions of the group members. This activity can be used for reviewing a topic or asking questions about that person.

Process description

Decide on a topic
Explain the goal of the activity
Form a semi circle with the chairs, leaving one chair at the top of the circle empty
Ask someone to have a seat on the hot seat
Ask questions!

Required resources

Chairs

Examples

A prerequisite for this activity is a very trusting group climate. Participants can refuse to answer questions of a too personal nature.

PSI: https://psi.methopedia.eu/learning-activity/hot-seat

It's a Small World

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

It's a Small World

Image by angel_shark (Access: 29.09.2009)

Short description

Students will choose an animal they think they would like to have for a pet. They try to find out what environment they would have to build/create to keep this pet at their home. Students will write, in letter format, a convincing argument to justify why they should be allowed to have this animal for a pet. Students will present their argument to the class. The letter should include a picture of their pet, a description of a healthy environment for their pet, its needs (special foods, etc.) and more.

Process description

Read the background of this activity to the class.
Discuss what the students should be looking for when they conduct their research at big chalk.
Write an example of the kind of notes they should take.
Go over Activity 1 with students.
Have students individually explore the Internet to learn more about a favorite animal.
Complete Activity 1. Outline of Procedure – Day 2
Students should finish Activity 1 if it isn’t complete. Using the notes they took and Activity 1, students should write a convincing argument to persuade their parents to let them have this pet.
Students should sketch pictures of the housing they will provide for their pet and include ideas on how they will support it (i.e., pay for its care!). Outline of Procedures – Day Three
Students should be given 10 minutes to put their work together in a folder or notebook.
Student should read their argument to the class.
Students should turn in their notebooks.

Required resources

Computer with access to the Internet
Paper
Colored pens or pencils
Miscellaneous art materials as outlined

PSI: https://psi.methopedia.eu/learning-activity/small-world

One-sentence summary

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

One-sentence summary

Image by NLanja (Access: 11.04.2011)

Short description

One-sentence sumaries are framed activities that can clearly indicate to teachers the level of there students' understandings. They prompt students to actively angage with the text in order to complete the brief exercise.

Process description

Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?"
The purpose is to require students to select only the defining features of an idea.
Evaluate the quality of each summary quickly and holistically.
Note whether students have identified the essential concepts of the class topic and their interrelationships.
Share your observations with your students.

PSI: https://psi.methopedia.eu/learning-activity/one-sentence-summary

Photo Essay

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Photo Essay

Image by Thomas Hawk (Access: 01.10.2009)

Short description

A Photo Essay is a collection of photos that tell a story. Very few words, if any, are used to get the message across to the audience. The photo essay may be adapted to include historical information that is important to the content of the pictures. Adding music or special audio effects can enhance any multimedia presentation and set the mood that the author wants to evoke. A photo essay is a project that allows students to use higher order thinking skills.

Process description

Topic related to a unit of study is chosen. Using a central theme, concept or idea, photo essays bring photographs, text, (minimal amounts) and sound together using a multimedia package such as Powerpoint or Windows XP free Windows Movie Maker. Another idea is to have students take their own digital pictures and create a photo essay using original work. Scanned images of student art work may be used as well.

Required resources

Computer, Internet

Examples

Hint

This story is not available any more! Why?

http://www.time.com/time/photoessays/iraqsoldiers/

Instead try: http://www.time.com/time/photoessays
5 Photo Essay Tips: https://digital-photography-school.com/5-photo-essay-tips

PSI: https://psi.methopedia.eu/learning-activity/photo-essay

RSS

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

RSS

Image by Tiago Pinhal (Access: 15.12.2009)

Short description

RSS (Really Simple Syndication or Rich Site Summary) is an Internet tool, which allows you to send out summaries of what’s new on a website in the form of headlines and summaries.

Process description

Using this you can send out information from your website and have the recipients see it, even if they haven’t visited your website today. A series of RSS publications from the same source is called an "RSS feed". RSS feeds are commonly seen on websites that update often, like news sites or blogs. To read an RSS feed, you will need an RSS reader of some kind. It can be a standalone program, or a part of an internet browser or email program.

If you use RSS for learning, it is useful to have access to a website that updates on a somewhat frequent basis and with an RSS set up. The students will need an internet connection and an RSS reader to be able to subscribe to your website. When the RSS is set up, the updates on the website can automatically be sent out to the RSS subscribers who will be able to see the updates without needed to keep an eye on your website. This is extremely useful when it comes to sudden updates, like rescheduling of classes or similar urgent administrative messages.

It is also possible to use RSS as a news collector, by setting up a subscription to several different RSS feeds and collecting information from these. This allows both teacher and student to gain an overview of the field covered by the RSS feeds. It is important to choose the relevant RSS feeds that match the course and materials that the students could want to use.

RSS can also be used to make the students into the RSS authors. By having each student create their own RSS feed and have them subscribe to each other, to form a collaborative network where both students and teacher share RSS updates about the subject at hand. This is similar to using social bookmarks, but with RSS, the students are not just finding material to share, but actively creating it. Some blogs have a built in RSS feed generator, which can help with the technical parts of it.

Required resources

You need computers and an internet connection. An internet server with RSS enabled is also helpful to have, or some kind of blog software with RSS built in.

Comments

The image on this page is provided as an illustration only, and is not an actual active RSS feed.

This example is developed in relation to the two EU projects COMBLE (https://www.comble-project.eu/)

PSI: https://psi.methopedia.eu/learning-activity/rss

Social Networking

Peter Koppatz — Fri, 02 Oct 2015 05:36:56 GMT

Social Networking

Image by aqhong (Access 10/12/2009)

Short description

Social networking sites are websites where users create personal profiles and connect with each other. The idea behind the sites is to link up with your friends and see who they are friends with and their friends’ friends.

Process description

Social networking sites excel at creating and highlighting social connections. You can usually send massages to and chat with other users, and some sites allow you to create personalized webspaces. Facebook, MySpace, and LinkedIn are some of the common examples.

When used for learning, the easy communication and connectivity of such sites can be helpful in supporting and strengthening connections between both the teacher and students and between students.

One use for social networking sites is to set up collaborative problem solving. By allowing the students to discuss a problem with each other they can bounce idea off of each other and find a solution together. This use of social networking is likely already happening, with students discussing course related subjects among themselves. By participating in or directing this discussion, a teacher can influence the discussion and assist if the problems prove too difficult.

Another use is as a way to share files and news quickly. If someone has a file that the rest of the course could use, they can quickly share it with the rest. Mind the copyrights when doing this, though. This can also be used by teachers to share course material and slides. Some schools and universities are already doing this, including official Facebook and MySpace pages, Youtube channels, and official presences in online games like Second Life.

Social networking sites can also be used to allow the students to create profiles and establish their course identity with new profiles created specifically for the course, either as a part of the course, or because the students want to keep their private profile separate from their course profile.

Required resources

You will need an internet connection and the course participants will all need to be members of the same social networking site. With younger students, this is likely already the case. You will also need to be somewhat proficient in the chosen social networking site if you want to participate in the social networking yourself.

Examples

A good reason to use social networking sites in learning is that many younger students are already avid users of social networking sites, and are used to communicating like that.

Social Networking in plain English:

Comments

This example is developed in relation to the two EU projects COMBLE (https://www.comble-project.eu/).

PSI: https://psi.methopedia.eu/learning-activity/social-networking