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

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Active Learning and Teaching MethodsCLUSTERINGSkills••Thinking, Decision-MakingWorking with OthersWhat is it?• This activity might be a useful tool for transferring factual information amongstpupils and for encouraging pupils to seek connections and links betweenstatements and/or facts. See Each One Teach One for another activity useful fortransferring information.Implications for classroom layout• A large space is needed for ease of movement and interaction. Alternatively, if thereis not enough room, small groups of pupils could cluster the cards around a desk.Each group might then present and compare their clusters.How does it work?1. A piece of card with a particular statement or fact is distributed to every pupil.Ideally there should be a different statement for every pupil.2. Pupils read their statement to ensure that they understand its meaning.3. Pupils move around and compare their statement with other pupils’ cards.4. If two pupils decide that there is a link between their statements they form a cluster.5. Another pupil might join the cluster if their statement is connected to otherstatements in the cluster.6. Pupils might decide to break into sub-clusters if they see patterns within theconnections.7. Pupils might want to give their cluster a name.8. Pupils might introduce their cluster and explain why they have formed a group and/or sub-group.9. Main findings might be written on a board or flip chart whilst pupils are presentingtheir formations.10. A debrief afterwards is beneficial.13
Key Stage 3COLLAGESkills•••Working with OthersBeing CreativeThinking, Decision-MakingWhat is it?• This kinaesthetic activity asks pupils to represent their views on an issue or conceptin a visual, creative and engaging way. It encourages pupils not only to communicateeffectively, but also to develop their interpretation skills of other people’s work.Implications for classroom layout• Pupils might work in groups around a desk or set of desks. Ease of movementmay be needed so that pupils can view other groups’ productions at the end of theactivity.How does it work?1. Pupils get into groups of between two to four.2. Each group is given a relevant word, idea, issue or concept which they mustrepresent using a range of provided materials. Such materials might includemagazines, newspapers, sticky shapes, coloured card and paper, marker pens,scissors, glue and felt-tips.Example Collage Representations: Citizenship• Discrimination• A particular Right from the Human Rights’ Convention• Inclusion.Example Collage Representations: Historical Events• First landing on the moon• Guy Fawkes• The Battle of the Somme.3. The facilitator may wish to establish a certain criteria for the collages in order toadd a challenge aspect to the activity (i.e. the collages must contain a number ofcolours, images and words and be completed within a certain deadline, etc).4. Once completed, pupils could move around the room carousel-fashion and viewthe work of other groups. They could try to guess what word, issue or concept eachgroup in turn is trying to represent.14
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 and 14: Key Stage 3CAF TemplateIdea/Issue/s
Page 15: Key Stage 3CAROUSELSkills••Work
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
Page 65 and 66: Key Stage 3SIMULATIONSkills••
Page 67 and 68:
Key Stage 3SPECTRUM DEBATESkills•
Page 69 and 70:
Key Stage 3SWOT (Strengths, Weaknes
Page 71 and 72:
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
Page 83:
Key Stage 3Zone of Relevance Exampl
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