500 Creative Classroom Techniques for Teachers and Trainers
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5.
D
ivide the material into sections.
Pre-read and decide how the material can be chunked—ideally to equal the same number of
table groups. Then, when the class is underway and you get to the section of the book or
handout that will be read, ask for five volunteers (assuming there are five table groups)—one
from each of five groups. Once five hands go up, loan their owners your instructor’s guide so
they can mark off the five sections in their own manuals. Or have five sheets of paper ready,
each telling the passage-boundaries for each of the five volunteers.
Then have them decide among themselves which of the five sections will be theirs. The
volunteers also get to choose the group they’d like to lead for this assignment. They go to the
group and tell the group members the section to be read. Group members read the material and
prepare brief reports on it. If no one volunteers or not enough people do, simply assign five
group leaders and continue with the plan.
Brainteaser:
It is the concensus of opinion that their are three errers in this sentence. Can
you find them? (Can you find more than three?)
Answer: Two you will spot readily. “Their “ should be “there,” and “errers” should be “errors.” But “concensus” is also
spelled wrong. It is also redundant or tautological to say “consensus of opinion,” because a “consensus” really is a collection
of opinions. And the statement that there are three errors is wrong, because there are actually five.
6.
L
et there be contrapuntal movement.
Begin by dividing the material to be read in half: men take the first half, women the second.
Other options: Those under a certain age take the first half, and those equal to or above it, the
second half; those who like football, the first half, and those who do not, the second half. Any
division will work. Then assign the reading, telling them to select their three favorite points as
they read. (In the meantime, post flipchart paper around the room—use one wall for the men
and one for the women, or for whatever two divisions you have created.)
When it seems that most people have finished, hand a magic marker to one person. Ask her to
record her favorite learning point from the three she selected. When she has finished, she will
pass the pen to someone else who will record hers on the appropriate flipchart page.
After everyone has recorded, appoint a “duplicator” and give her a heavy magic marker. It will
be her job to cross off duplicated points of information.
Finally, read both lists to the class, providing commentary as appropriate.
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