activate the learner
TRANSCRIPT
Activate and MotivateTIPS TO INVOLVE THE LEARNER
KNOW WANT TO KNOW LEARN
KNOW WANT TO KNOW LEARN
HowOn a board or chart write up what they already know about a certain subject or topic
KNOW WANT TO KNOW LEARN
HowOn a board or chart write up what they already know about a certain subject or topic
Once they have exhausted all of the shared knowledge in the room the trainer asks what they want to know
KNOW WANT TO KNOW LEARN
HowOn a board or chart write up what they already know about a certain subject or topic At the conclusion of the lesson or session
the class reviews what they wanted to know and reflect on what they have learnedOnce they have exhausted all of the shared
knowledge in the room the trainer asks what they want to know
KNOW WANT TO KNOW LEARN
WhyWhyTrainees explicitly identify connections between different pieces of learned knowledge
KNOW WANT TO KNOW LEARN
WhyWhy
It provides the instructor with a guide to the level of detail needed for the lesson and can adjust according to the student’s needs
Trainees explicitly identify connections between different pieces of learned knowledge
KNOW WANT TO KNOW LEARN
Why
This method works best for instructors who are very familiar with their subject matter and can adjust the lesson to suit as they goIt provides the instructor with a guide to the
level of detail needed for the lesson and can adjust according to the student’s needs
Trainees explicitly identify connections between different pieces of learned knowledge
THINK PAIR SHARE
THINK PAIR SHAREHow
THINK The trainer provokes trainees’ thinking with a question, prompt or observation. The students take a few moments just to THINK about the questions
THINK PAIR SHAREHow
PAIR Trainees then PAIR up to talk about their idea/observation. They compare their mental notes and identify the answers they think are best or most convincing
THINK The trainer provokes trainees’ thinking with a question, prompt or observation. The students take a few moments just to THINK about the questions
THINK PAIR SHAREHow
SHARE After trainees discuss for a few moments the trainer calls for pairs to share their thinking with the rest of the class
PAIR Trainees then PAIR up to talk about their idea/observation. They compare their mental notes and identify the answers they think are best or most convincing
THINK The trainer provokes trainees’ thinking with a question, prompt or observation. The students take a few moments just to THINK about the questions
THINK PAIR SHAREWhy
Trainees learn, in part, by being able to talk about the content. Think-pair-share structures the discussion
THINK PAIR SHAREWhy
Trainees learn, in part, by being able to talk about the content. Think-pair-share structures the discussion
Trainees follow a prescribed process that limits off-task thinking and off-task behaviour
THINK PAIR SHAREWhy
Trainees learn, in part, by being able to talk about the content. Think-pair-share structures the discussion
Trainees follow a prescribed process that limits off-task thinking and off-task behaviour
Accountability is built in because each must report to a partner, and then partners must report to the class
BRAIN STORM
HowBrainstorming is an informal approach to problem-solving using lateral thinking
Allan Ajifo
BRAIN STORM
HowBrainstorming is an informal approach to problem-solving using lateral thinking
During brainstorming sessions there should be no criticism of ideas. You are trying to open up possibilities and break down wrong assumptions
Allan Ajifo
BRAIN STORM
HowBrainstorming is an informal approach to problem-solving using lateral thinking
During brainstorming sessions there should be no criticism of ideas. You are trying to open up possibilities and break down wrong assumptions
Record each idea and go around the room at least twice. No discussion of the ideas until all ideas are exhausted
Allan Ajifo
BRAIN STORM
Brainstorming is useful when you want to break out of stale, established patterns of thinking and develop new ways of looking at things
Why
Allan Ajifo
BRAIN STORM
It provides a free environment in which everyone is encouraged to participate
Brainstorming is useful when you want to break out of stale, established patterns of thinking and develop new ways of looking at things
Why
Allan Ajifo
BRAIN STORM
It provides a free environment in which everyone is encouraged to participate
All participants are asked to contribute fully and fairly, liberating people to develop a rich array of creative solutions to the problems they are facing
Brainstorming is useful when you want to break out of stale, established patterns of thinking and develop new ways of looking at things
Why
Allan Ajifo
HOT POTATO
HowTrainees are given a topic or question to brainstorm and write down a key point (or more) before passing the paper to the next person
HOT POTATO
HowTrainees are given a topic or question to brainstorm and write down a key point (or more) before passing the paper to the next person
Each time, the students read what is written then add their statement. Points can not be repeated
HOT POTATO
HowTrainees are given a topic or question to brainstorm and write down a key point (or more) before passing the paper to the next person
Each time, the students read what is written then add their statement. Points can not be repeated
The paper keeps getting passed around until it arrives back with its original owner
HOT POTATO
Why
Trainers can find out what the students know and use this for planning
HOT POTATO
Why
Trainers can find out what the students know and use this for planning
Trainees can activate and build their prior knowledge by thinking about what they know
HOT POTATO
Why
Trainers can find out what the students know and use this for planning
Trainees can activate and build their prior knowledge by thinking about what they know
Trainees learn from reading each other’s (often divergent) comments
HOT POTATO
!A Health Blog
HowA mind map is a diagram used to represent words, ideas , tasks or other items linked to and arranged around a central key word or idea
MIND MAPPING
!A Health Blog
Elements are arranged according to the importance of the concepts, and are classified into groupings, with the goal of representing connections between portions for information
A mind map is a diagram used to represent words, ideas , tasks or other items linked to and arranged around a central key word or idea
How
MIND MAPPING
!A Health Blog
Presenting ideas in radial, graphical, non-linear manners encourage a brainstorming approach and open up the mind to additional information
Why
MIND MAPPING
!A Health Blog
Presenting ideas in radial, graphical, non-linear manners encourage a brainstorming approach and open up the mind to additional information
It helps recall existing information and develops connections between pieces of information
Why
MIND MAPPING
!A Health Blog
Presenting ideas in radial, graphical, non-linear manners encourage a brainstorming approach and open up the mind to additional information
It helps recall existing information and develops connections between pieces of information
It helps to connect concepts beyond a particular conceptual framework (helps people build alternate maps in the brain)
Why
MIND MAPPING
FLASH CARDS
FLASH CARDSHow
Write a question or acronym on each card and an answer overleaf
FLASH CARDSHow
Write a question or acronym on each card and an answer overleaf
Flashcards can be used for recall of facts such as dates, formulae, acronyms, structures, weapons etc
FLASH CARDS
Use flash cards at beginning or end of a lesson to recall current or previous lessons
Write a question or acronym on each card and an answer overleaf
Flashcards can be used for recall of facts such as dates, formulae, acronyms, structures, weapons etc
How
FLASH CARDS
Apart from plain illustration purposes, flashcards can be used to to support memorisation by way of spaced repetition
Why
FLASH CARDS
Flashcards are also handy in visual representation of organisational structures, using the cards to display connections between each fact, similar to a mind map
Apart from plain illustration purposes, flashcards can be used to to support memorisation by way of spaced repetition
Why
FLASH CARDSWhy
Flash cards can also be easily used to identify the material committed to memory and those yet to learn simply by sorting into piles as you recall the facts
Flashcards are also handy in visual representation of organisational structures, using the cards to display connections between each fact, similar to a mind map
Apart from plain illustration purposes, flashcards can be used to to support memorisation by way of spaced repetition
POST IT NOTES
POST IT NOTESHow
Ask trainees to write an answer or idea on a single post it note about a particular subject
POST IT NOTESHow
Ask trainees to write an answer or idea on a single post it note about a particular subject
Have the students sort the class response into similar categories and group on a board
POST IT NOTESHow
Ask trainees to write an answer or idea on a single post it note about a particular subject
Leave there for reference in a future lesson to link what they have already demonstrated they know
Have the students sort the class response into similar categories and group on a board
POST IT NOTESWhy
Using this method ensure all trainees participate in the lesson and don’t hide behind other’s responses
POST IT NOTESWhy
Using this method ensure all trainees participate in the lesson and don’t hide behind other’s responses
Thinking about an answer and writing down a response forces the student to further process the information
POST IT NOTESWhy
Using this method ensure all trainees participate in the lesson and don’t hide behind other’s responses
Thinking about an answer and writing down a response forces the student to further process the information
The grouping of responses provides another opportunity for discussion of the learned material and helps to identify other ways of processing the same material
THREE TWO ONE
THREE TWO ONE
HowRecall three things from the lesson. These can be either written down or verbalised
THREE TWO ONE
Recall three things from the lesson. These can be either written down or verbalised
Write down two insights or ideas received during the lesson
How
THREE TWO ONE
Recall three things from the lesson. These can be either written down or verbalised
Write down two insights or ideas received during the lesson
Write one question that you still have. Trainees then share what they have written
How
THREE TWO ONE
WhyAt the end of a lesson trainers can use this method to encourage reflection and monitoring of learning
THREE TWO ONE
WhyAt the end of a lesson trainers can use this method to encourage reflection and monitoring of learning
It encourages trainees to be independent in reflecting on what they learn and how they learn
THREE TWO ONE
WhyAt the end of a lesson trainers can use this method to encourage reflection and monitoring of learning
It encourages trainees to be independent in reflecting on what they learn and how they learn
It also provides trainers with valuable information on trainee learning progress and any gaps that may need to be addressed
POSE
How
The trainer talks about a subject or topic then sets up a question
Normally an open question with divergent responses is the best rather than yes/no responses
Do not look directly at someone when asking the question and don’t lead with a name
PAUSE After posing the question take a few seconds to allow everyone to think about a response
This is your opportunity to look around the room and mentally decide who you will direct the question to
Don’t linger on any face for too long, move around the room and move your gaze
How
The best techniques is to not ask the person you are standing closest too but someone who might feel they went ‘under the radar’
POUNCE
Then drop a name at the last minute
This can be used to redirect someone who may look like they are not paying attention
How
POSE
This method keeps everyone in the class paying attention as they know at any moment they may be asked to answer a question
Why
PAUSE
Asking open questions also allows trainees to think about a response rather than just being ready with a yes or no
Why
POUNCE
Asking the question to someone not paying attention can be a reminder to the whole class. The mild embarrassment for the student will ensure they pay attention to the rest of the lesson
Why
What strategyCOULD YOU USE TODAY TO ENGAGE THE LEARNER?
GO!BE AWESOME