Guest blog by Mrs. Across the country and throughout our great state, classrooms are transforming in an effort to engage students in meaningful learning. Teachers are revamping their teaching styles and lessons to reach students in a way that is fun and memorable. As a secondary social studies teacher, I had to become extra creative in order to find ways to make learning historical content and skills fun and exciting. I knew lectures and workbooks would keep the learner in a sedated state. So how could I bring learning to life and get students to learn without even realizing it? In this blog, I will share out my speed dating activity and how I used in my 11th grade social studies classroom. Speed Dating The great thing about this activity is that it allows your students to explore a large amount of content in a 45 or minute class period and can be used in any subject area. Students work individually, in pairs, and then collaboratively.
Current Events Speed Dating
Teaching materials are arranged in categories. Click on items to download and adapt for use in your own classroom. Scored Discussion Article. Sample Completed Teacher Scoring. Blank Teacher Scoring Sheet.
a.k.a. Speed Dating Some teachers use this strategy to have students teach one piece of content to their fellow students, making it less of a.
Such lessons will set up conditions in which students can weigh and measure outcomes, consider various solutions, and imagine endless possibilities. Guided questions may include: How does this mathematical proof apply to a current issue? What historical movements and conflicts seem to be repeating themselves? Providing choice: If we know what we most want our students to learn, we can design backward from those outcomes to offer students different pathways to reach them.
For example, in a science class, if students are learning about Rube Goldberg machines, they can decide on a task they want to complete and assemble one using various objects of their choice. In a history class, students can be asked how they would address a global problem —they might choose from issues such as hunger, education, health, the environment, or gender equality, and then choose to demonstrate their solution through a slide presentation, a video, a sketchnote, a storyboard, or other means.
Giving students choices in the work they do fosters engagement because, like adults, students are more likely to engage in work that matters to them. Incorporating movement: Activities such as chat stations and speed dating encourage students to add their voices to classroom discussions and show them that their opinions matter. In setting up chat stations, teachers can post questions at each station that require divergent thinking, such as: How would the modern U.
Students can move around the room in groups of three or four, discussing each question for several minutes before moving on. Teachers can incentivize listening by providing students with 30 seconds to briefly record the gist of what they heard, followed by an opportunity to ask a follow-up question. Toward the end of the school year, when engagement begins to wane, we can ask students to reflect on the work they did this year.
Speed Dating CPD
Speed Dating is a discussion strategy that allows students to engage in several short discussions around a specific topic — from a factual conversation about a text to a discussion in which students share evidence-backed opinions on a topic. In this strategy, students read and annotate articles to learn about content material and annotate the articles in order to identify important information about an assigned topic or a topic of their choice.
Determine the purpose of the Speed Dating activity.
TEACHING STRATEGY. One of main pedagogical approaches Chávez unitizes to develop students’ sociological thinking is to make the material.
Weinberg and Moussawi collaborated with the other faculty members teaching the capstone Information Systems project course to explore how students could give and receive higher quality peer feedback on team presentations. They compared two different presentation approaches. Next, teams changed pairings, and the process repeated. Students completed brief surveys after each project-sharing session, and a sampling of sessions was observed by a trained researcher.
According to the surveys, students reported giving and receiving more helpful feedback during the speed dating sessions compared to sessions with serial, class-wide presentations. Students also reported being significantly more engaged during the speed dating sessions. Classroom observations corroborated student perceptions, documenting a greater percentage of students participating actively during the speed-dating sessions compared to the traditional approach.
Given these positive results, Weinberg, Moussawi, and colleagues are using speed dating for team presentations and feedback sessions more frequently in this Information Systems course. Students reported giving and receiving more feedback, as well as being more engaged, during the speed dating events compared to the traditional presentations. A trained researcher observed more active participation during the speed dating compared to the traditional presentations.
The distribution of observed engagement activity for speed dating and traditional presentation sessions can be seen in figure 2.
Active learning strategies
The students should always be working harder than you. But once I stepped foot in the classroom and gained more experience, I recognized the value in her advice. Good teaching is working harder than your students, but great teaching is working a little less so that they can work more. Great teaching is orchestrating an engaging, student-centered learning experience. If this kind of philosophy sounds appealing, then here are 5 engaging, student-centered ELA strategies to try this year.
Classroom debate / discussion strategies, Comparing, Contrasting, Formulating The speed-dating format is designed to help students spot Prior to the lesson, the classroom should ideally be arranged for paired work.
At the start of a speed dating session, students are given a topic or question to discuss. Each student sits facing another student. Students typically remain in their partner-groups for about minutes before the instructor, who must keep time, notifies them to move on to their next partner. Once students rotate to their new partners, the timer is reset and students again discuss their topic or question, this time with a new discussion partner.
The session proceeds in this manner, with each student thus getting the opportunity to interact with multiple other students in a series of brief one-on-one discussions Murphy, Depending on the goals of the session, the instructor may prepare just a few broad questions for students to discuss Murphy, Rather than preparing the answer sheets themselves, instructors can assign their preparation as a homework or in-class activity, as creating the answer sheets serves as another opportunity for students to learn the material Danczak, Another pre-session preparatory activity is to provide students with time to write on the topic to organize their ideas before they begin to converse with their peers Murphy, In other variations, students may be required to take a stand on a topic, or they may be asked to incorporate points made by other students into their position as the session goes along Murphy,
Speed Dating: An Interactive Strategy
Using an escape room in the classroom is a super fun way to engage your students in any topic. But you do not need to spend countless hours making one! Every English language arts teacher needs a variety of successful, student led discussion strategies that will provide opportunities for student learning. Using the maze strategy.
Provides strategies to help design researchers augment speed dating tools to we have used this method in many research projects, teaching it to hundreds of.
The speed-dating format is designed to help students spot comparisons and contrasts between different ideas, answers or categories of information. By enabling students to consider or research one area in depth, and then exchange their knowledge against the clock with classmates, it is an efficient means of sharing ideas and knowledge.
It works particularly well for topics where there are lots of key personalities to learn about: for example, in History this could involve a comparison of Roman Emperors, or the attitude of different types of people towards Hitler in Nazi Germany in. Each student has a short amount of time to formulate their response to the question, and then students are paired up to exchange their ideas. Each student then adjusts their original answer to accommodate any fresh ideas from the discussion, then moves to a fresh partner.
This process can be repeated over several rounds, and then a fresh question can be posed once all perspectives on the first one appear to have been absorbed. In this second round, the question can be considered in pairs before all students then move to a fresh partner for the first round of the new speed-dating activity. The first step is to settle upon the most important areas of comparison and contrast.
Once these have been decided, the next step is for each student to research one key individual in order to make notes under the chosen headings. Prior to the lesson, the classroom should ideally be arranged for paired work. Best of all is to arrange the chairs in the room in two rows, facing each other, ready for the conversations to take place. Once the students are in the room, divide the class into two groups.
Members of the first team should be given a number e. The process then repeats for as long as the teacher feels appropriate.
Reflection on Class activity: Speed Dating (classroom version)
Speed Dating is a dynamic discussion strategy that supports students to analyze texts and respond to the ideas of others. To set up an initial Speed Dating exercise during class, teachers should prepare a series of questions related to an individual text or text set. Students can later be coached into writing their own questions based on the reading.
Teachers should distribute one question to each student and allow the students time to answer the question in writing. The room should be structured as a typical “Speed Dating” venue, with two rows of desks or tables facing each other, and each student facing another student. Each student shares his or her question with the classmate sitting across from him or her, and then the classmate responds to the question.
Download scientific diagram | Speed Dating scenario. this paper is to present a brief literature review of teaching strategies and the applications and software.
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“Speed Dating” Teaching Strategy
This is a guest post written by Nicky Phillips, after she trialled the idea in her school in Exeter. Click To Tweet. As a group of Lead Practitioners at St James School in Exeter, we were asked to lead professional development sessions for the whole teaching body! I could already feel my heart pounding with the nerves …. Image: Shutterstock. As anyone would, when looking for fresh ideas for the classroom, I turned to the internet and one of my favourite blogs soon came up trumps — Te acher Toolkit!
“Speed dating” is a student-centered lesson structure that you can implement in various ways, and it’s perfect for engaging all students at the.
Discussions are the cornerstone of my teaching style. We end up with the same speakers sharing their strongly held opinions while the rest of the class sits with glazed eyes. One set of students stays sitting in chairs while the other group rotates around. When the buzzer rings, they move on. There is a small amount of prep that goes into this. First, I created an overview sheet that explained the concept to my students and included a graphic organizer for them to fill out to give them some accountability.
Prep over. I set up my classroom to have a circle of desks.
Speed Dating in the Classroom
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Teaching Strategy Links. Teaching materials are Sample Scored Discussion Agenda (for use when teaching Scored Discussions). . Speed Dating. .
Please log in to save materials. Log in. I really enjoyed the creativity of this lesson and the ability to apply it to many history classes at various times. The lesson itself is left open for the teacher’s ability to remix it to their specific needs. Students can be graded in various ways but must use applied knowledge to do the activity effectively which inevitably constitutes for deeper level processing among the material.
The lesson itself is based on student’s ability to apply their knowledge which works towards mastery level skills. The lesson is based on prior research in which can include research done using a search engine to gather information needed for the activity. It is described that students should know their character, a historical figure, enough to make judgement on their likeliness to “match” or not “match” with somebody.
Within doing this students will be able to learn about other historical figures as well while “speed dating“. The material is easy to understand but it purposely left with little critical instruction to be able to adapt to many topic areas within history. Please align this resource to your standards. Historical Speed Dating. View Resource Save Please log in to save materials.
The big mingle: 8 activities to pick and mix
Speed dating youth activity No frills approach. Make my year. Syllabus speed dating esl, summarizing, i used is a high energy, printable worksheets worksheets worksheets. Othello writing prompt speed dating questions. Results 1. Browse we receive a team building exercise with p appeared in advance by briefly talking.
Speed Dating can be used as an educational strategy where students are arranged as they would be in a speed dating situation with pairs of students seated.
No travelling outside this state. After the last pair finishes, the teacher continues the second question, and now the group on the right make their guesses. The activity keeps going with questions raised. Teacher can participate in the game in case odd number of students. Students can have a lot of fun and get to know each other more through personal information exchanging process. This activity can be used for all levels of language learners as questions can be modified for levels of difficulty.