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Implementing Group Work in the Classroom | Centre for

Date of publication: 2017-09-02 00:51

Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. But without careful planning and facilitation, group work can frustrate students and instructors and feel like a waste of time. Use these suggestions to help implement group work successfully in your classroom.

Education World: Ten Great Activities: Teaching With the

The five senses lend themselves to science activities that require students to make observations with their eyes, ears, nose, tongue, and skin. That isn't all, though! Ten great activities will have your students investigating with and thinking about their senses.

Lesson Plans

Interactive demonstrations can be used in lectures to demonstrate the application of a concept, a skill, or to act out a process. The exercise should not be passive you should plan and structure your demonstration to incorporate opportunities for students to reflect and analyze the process.

TeachingEnglish | British Council | BBC

Understand the media. Distribute advertisements cut from newspapers, and ask students to list the products in order, according to the appeal of the ads. Create a chart showing how students rated each product. Then distribute a list of the following propaganda techniques:

Students are provided with a scenario, and they then interact with people and/or machines who respond to their choices and actions as if in real life. After the simulation has ended, the student reflects on the consequences of their choices and actions, often in response to questions from their classmates or teacher(s).

How group reporting is done “can make the difference between students’ feeling that they are just going through their paces and the sense that they are engaged in a powerful exchange of ideas” (Brookfield & Preskill, 6999, p. 657).

Guiding questions lead students through the activity. The questions should be designed to develop student’s critical thinking by asking students to distinguish between fact and assumptions, and critically analyze both the process they take in solving the case study as well as the solution itself. Example questions include:

Make papier-mâché. Finally, when you've done everything else you can think of with your newspaper, don't throw it away. Make papier- mâché! Here's how:

Of course, when teaching a skill, it 8767 s always helpful to have a word list on hand.  Providing your students with a white board and then giving them words to spell using au or aw is a great activity to wrap up any session. If you 8767 d like just the word list just click on the link below.

Provide students with access to a text (., journal article, blog, multimedia presentation). Accompany the text with a number of questions which will help guide students' focus as they engage with the text. The questions could be provided for personal reflection, they could be addressed further in a subsequent synchronous session (online or on-campus), they could be presented in the form of an online quiz (weighted or unweighted) or survey, or they could be required as part of an asynchronous activity (online) among other options and possibilities.

Activities that focus on or include interaction with others can support student development of a range of learning outcomes, inclusive of declarative and functioning knowledge. All of these examples could be used in either online or on campus environments.

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