Chapter 2: 25 Ways to Test for Understanding
27
8.
L
ist ten key terms related to the course.
Do this in random order on chart paper, and post it. Then have groups prioritize the list in
terms of what was most valuable to them. (The last item will be the least-valuable concept for a
given team.) Finally, have them report and explain their selections (or at least the top two).
Brainteaser:
Each of the words in this brainteaser has an A-T-O-M in it. Granted, the letters
of the word “atom” may have other letters come in-between. In fact, wherever you see a
blank space, that is where another letter (A, T, O, or M) will be placed. Your clues precede each
puzzle word.
1. Whirlpool _ A _ _ _ T _ O M
2. Marcel’s expertise _ A _ T O M _ _ _
3. Capital of the Sudan _ _ A _ T O _ M
4. Robot A _ T O M _ _ _ _
5. Cerebral squall _ _ A _ _ _ T O _ M
Answers: 1. maelstrom 2. pantomime 3. Khartoum 4. automaton 5. brainstorm
9.
A
sk them to describe someone they know.
That “someone” would be an individual who really loves/excels at math, social studies, time
management, or whatever the course topic is. Have them imagine what her days are like. What
actions would she take? How would she be different from the individual with only a mild
interest in the topic?
Then form large groups of at least eight people. Their job, step one: To share their descriptions.
Step two: To glean ideas for ways to incorporate what they are learning into their lives after the
class has ended. When possible, they should note the behaviors of the subject-matter experts
they described earlier.
Brainteaser:
What are the next four letters in this sequence?
A, F, H, I, ___ ___ ___ ___
Answer: K, N, Y, Z. These letters require three pen strokes in their formation.
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