500 Creative Classroom Techniques for Teachers and Trainers
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6.
H
ave them respond to a parent’s or boss’s question about
what they have learned so far.
In an effort to have participants think beyond the confines of the classroom, have them
contemplate this situation:
(For elementary/middle school students) “If your mother or father or grandparent asks you
what you have learned so far, what will you say?”
(For corporate participants) “If your boss asks you what you have learned, what will you
tell her?”
Don’t hesitate to point out that education/training is not free. Someone is paying, directly or
indirectly, for these participants to be in the classroom. The accountability factor acknowledges
that they are responsible for learning and for using the learning. Questions like the ones above
bring that accountability-awareness into sharper focus.
Brainteaser:
What letter comes next in the series?
B E H K N ___
Answer: Q. Each letter is separated by two from the one that precedes it.
7.
H
ave them write a “singles ad” to attract others to their
school or firm.
A number of Hollywood movies use the singles ad as a pivotal plot point—Sleepless in Seattle or
Must Love Dogs, to name a few. This will be your students’ opportunity to write a singles-like ad.
The ad is not designed to attract someone for dating purposes, however. Rather, the ad will be
written to attract other students to the school or employees to the company.
Example: Serious computer company seeks meaningful relationship with someone who loves
to keep busy.
Brainteaser:
If four proofreaders can read 400 sheets of a manuscript in 4 hours, how long
will it take eight proofreaders to read 800 sheets?
Answer: Four hours.
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