competencies_rubric_2016.docx | |
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Group/Discussion Based Activitiesjigsaw: 5 to a group - each person being responsible for a different question, idea, or article - share with the original group Post-it: Have various (15-30) discussion based questions tacked around the room, have the students simply answer yes or no and continue to rotate. Have the students stop in front of one question that they will report back to the class what the consensus was from the class and why (in their opinion) the class answered in that particular manner. It will encourage discussion. Silent recording time: A prompt is at the center of a sheet of chart paper. Each participant is given a marker and write statements or respond to the ideas of others silently. Share after. I used to think..Now I think: Great way to help students reflect on what they have learned. Could be used after a reading, a lesson, a debate etc.. example: I used to think that content is what students need to retain after a lesson. Now I think that students need to learn the skills that will help them in their future. Connect/Extend/Challenge: C-How are the ideas and information presented connected to what they already know? E-What new ideas did you get that extended or broadened your thinking in new directions C-What challenges or puzzles have come up in your mind from the ideas presented? Word - Phrase - Sentence: Text-based protocol aimed at eliciting what a reader found important or worthwhile. Used with discussion to look at themes and implications. |
Review ActivitiesQuiz/Quiz/Trade: Each student is responsible to create review questions, they then travel from student to student asking questions to each other
Quiz/Quiz/Trade (version B - discussion based): Have 5 groups of diferent coloured cards so that students need to either discuss with same colour first and then to two other coloured cards. Many variations possible here. Dice: Game or Discussion - Each group has two die, one represents a verb, a term or a person, and the other answers a question, tense, or importance of the particular verb, term or person Example: 1=tu 1= présent or 1 = Constitution 1 = importance Visual timeline to be described: In groups they need to decide how they will represent an event or order of events with images only. They should each have ideas before joining with the rest of the group. They will stuggle with the collaborative part, but they learn to listen to eachother and help each other learn the importance of the events. Constant Visual Review Somewhere:
You have somewhere in the room that is a visual representation of what you've covered as you go. (ie: on the blackboard, poster board..) |
With a video...C - Colour that they associated with and why
S - Symbol that they associated with and why I - Image that they associated with and why I used to think...now I think: They respond with the sentence...I used to think..now I think and then explain why.
It made me wonder....explore : They need to ask a question and answer the question with some research to report back to the group.
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Languages ResourcesSpanish
http://www.quia.com/fc/992494.html Duolingo - For French or Spanish beginners (very easy for learners)
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Social Studies ResourcesRecognizing an Historic Injustice: Canada's First National Internment Operations, 1914-1920 by the Critical Thinking Consortium (in my classroom if interested)
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