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

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Active Learning and Teaching MethodsLIFELINESSkills• ThinkingWhat is it?• This activity can be used as an icebreaker for new groups, as a team-buildingactivity, as an introduction to a particular topic or as a first step which may lead tofuture planning, decision-making or extended discussion. It encourages pupils toreflect and think on their own experiences before comparing with others.How does it work?1. Everyone receives a ‘Lifeline’ sheet with different ages noted along the line.2. On the Lifeline, pupils document experiences in their lives since they were born thatare relevant to the topic under discussion.Icebreaker:• My favourite toys at different ages.• My favourite TV programmes at different ages.• My favourite holidays at different ages.Topic: Rights and Responsibilities• When I was allowed to make decisions.• When I was deemed old enough to try new things.3. Once completed, pupils could share their experiences with others, or a large lifelinecould be placed on a wall and an example from everyone’s individual lifeline placedon it.4. Pupils could, as a team-building exercise, discuss the similarities and differenceswhich emerge from their documented lifelines.5. The lifeline activity could be used to stimulate further discussion. Why, for example,are certain rights granted at 12,14,16,18,21 etc?6. Pupils might also specify a particular age and run an Ideas Avalanche. To cite aninstance, what decisions should an 8 year old be allowed to make and why?45
Key Stage 3MEMORY GAMESkills•••ThinkingWorking with OthersManaging InformationWhat is it?• Much learning depends on active and effective use of memory and memory skills.This activity provides pupils with relevant contexts in which they can become awareof memorisation strategies and therefore helps make them more effective learners.The memory game focuses pupils’ attention on the importance of accuracy anddetail, and it can be a more interesting way to deliver factual information. It alsopromotes teamwork, communication and concentration.Implications for classroom layout• Pupils work in groups. There must be easy access for each pupil to the front of theroom.How does it work?1. Pupils cluster in groups of three or four.2. Three copies of the same sheet are placed at the front of the room. The sheet mightcontain eight to ten sentences containing factual information about a particulartopic or issue. Different colours and images may also be used.Topic: Modern Languages – Food and Drink Context (statements in the targetlanguage).• On Mondays I eat fish.• On Tuesdays I eat chicken and rice.• On Wednesdays I eat potatoes, vegetables and meat.• On Thursdays I eat pasta, fruit, crisps and chocolate and drink milk.• On Fridays I do not eat!• Pupils from each group come to the front to view the sheet. Each person mightbe allowed to view the sheet only once, for thirty seconds. For example, if thereare four people in a group, the group will have four chances to view the sheet,with each person taking a turn for 30 seconds (timings and frequency may needto be changed depending on the difficulty of the sheet).• Pupils must write out the sheet as accurately as possible in their groups,including any images, words underlined, different colours, etc. This should bedone against-the-clock.46
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 and 16: Key Stage 3CAROUSELSkills••Work
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: Key Stage 3KWL (Know - Want to Know
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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