Active Learning and Teaching Methods for Key Stage 3 - Northern ...

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Active Learning and Teaching MethodsCARD RANKINGSkills••Working with OthersThinking, Decision-MakingWhat is it?• This activity allows pupils to prioritise ideas and information and discussjustifications for their choices. See Diamond Ranking for a further prioritisingactivity.Implications for classroom layout• Pupils can work at a board or wall space. Alternatively, groups can work around atable.How does it work?1. Pupils in small groups receive a range of cards.2. Pupils arrange them in order of importance/priority. They might do this in a straightline or build up tiers.3. Pupils might then compare each other’s ranking as a starting point for classdiscussion of the issue.4. A debrief after this activity might be beneficial.5. Further tools such as Five Questions might be used to explore ideas further.11
Key Stage 3CAROUSELSkills••Working with OthersThinking, Decision-MakingWhat is it?• This is a structured information or thought-gathering activity which generates areasonably concise list of pupils’ thoughts and responses on a particular topic. Pupilswork in small groups to convey ideas or to make suggestions as regards the issue at hand.They also have the opportunity to assess collaboratively the ideas of other groups and touse them as a possible basis for forming their own responses to questions. See OpinionFinders or Post-Its Collection for some more useful small group information-gatheringactivities.Implications for classroom layout• Pupils might need to rotate in groups to different desks in a room. Alternatively, pupilscould remain seated and pass their flip chart sheet to the group beside them after theallocated time.How does it work?1. Pupils are divided into small groups.2. Each group is given a flip chart sheet or an A3 sized piece of paper with a question relevantto a particular topic at the top. Each piece of paper might have a different question.3. Pupils work in their groups within a time limit to write down their responses, thoughts andideas which stem from the initial question.4. Each group might be given a different colour of pen to allow for easy identification ofresponses afterwards.5. After the allocated time pupils rotate to another sheet with a different question.6. They read the responses of the previous group and discuss whether they agree ordisagree. If they agree, they tick. If they disagree, they could justify this by writing anexplanation.7. Pupils then write down their own thoughts on the issue. If their ideas have stemmed fromthe previous groups’ written responses, they could connect the ideas with an arrow.8. The carousel could be continued, if time permits, until each group has had the opportunityto see and respond to each question.9. A debrief afterwards is beneficial.10. Carousel is also a useful evaluation tool. Questions might include: what have you learnedtoday? What was the most surprising/shocking/interesting/useful thing for you today?What might you have done differently?12
Page 2 and 3: CONTENTSActive Learning and Teachin
Page 4 and 5: Active Learning and Teaching Method
Page 6 and 7: Active Learning and Teaching Method
Page 9 and 10: Key Stage 3ROLE OF FACILITATORNeutr
Page 13: Key Stage 3CAF TemplateIdea/Issue/s
Page 17 and 18: Key Stage 3COLLAGESkills•••Wo
Page 19 and 20: Key Stage 3CONSCIENCE ALLEYSkills
Page 21 and 22: Key Stage 3CONSTRUCTING WALLSSkills
Page 23 and 24: Key Stage 34. This activity might b
Page 25 and 26: Key Stage 3DIAMOND RANKINGSkills•
Page 27 and 28: Key Stage 3DRAMA TECHNIQUESSkills
Page 29 and 30: Key Stage 3FACT or OPINIONSkills•
Page 31 and 32: Key Stage 3FIST-TO-FIVESkills• Se
Page 33 and 34: Key Stage 3FREEZE FRAMESkills••
Page 35 and 36: Key Stage 35. Subsidiary questions
Page 37 and 38: Key Stage 3HASSLE LINESSkills••
Page 39 and 40: Key Stage 3HOT SEATINGSkills••
Page 41 and 42: Key Stage 3IDEAS FUNNELSkills••
Page 43 and 44: Key Stage 3JEOPARDYSkills••Mana
Page 45 and 46: Key Stage 34. Once pupils have foun
Page 47 and 48: Key Stage 3KWL (Know - Want to Know
Page 49 and 50: Key Stage 3MEMORY GAMESkills••
Page 51 and 52: Key Stage 3MIND MAPSSkills•••
Page 53 and 54: Key Stage 3MIND MOVIESSkills••B
Page 55 and 56: Key Stage 3NO EASY ANSWERS BOARDSki
Page 57 and 58: Key Stage 3OPINION FINDERSSkills•
Page 59 and 60: Key Stage 3PEOPLE BINGOSkills• Wo
Page 61 and 62: Key Stage 3POST-IT COLLECTIONSkills
Page 63 and 64: Key Stage 3Pyramid Examplewhy do pe
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Key Stage 3SIMULATIONSkills••
Page 67 and 68:
Key Stage 3SPECTRUM DEBATESkills•
Page 69 and 70:
Key Stage 3SWOT (Strengths, Weaknes
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Key Stage 3TABOOSkills•••Thin
Page 73 and 74:
Key Stage 3THINK, PAIR and SHARESki
Page 75 and 76:
Key Stage 3TRAFFIC LIGHTSSkills•
Page 77 and 78:
Key Stage 3USING PHOTOGRAPHSSkills
Page 79 and 80:
Key Stage 39. A debrief after the a
Page 81 and 82:
Key Stage 3WORD GAMESSkills••Th
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Key Stage 3Zone of Relevance Exampl
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