500 Creative Classroom Techniques for Teachers and Trainers
36
24.
A
ppoint a roving reporter.
Before the session begins, ask one participant to serve as a roving reporter. Work with her to
prepare a list of five to ten course-related questions. Then introduce her to participants and
begin the class by explaining that she will be gathering information about the learning in which
they are about to engage.
Ask her to stand and introduce herself—perhaps she could even read a few of the questions.
Once you have begun the lesson, the reporter will periodically go over to a table group (or
various individuals) and ask questions regarding the course. Before she begins her relentless
pursuit of truth and knowledge, though, have the class vote: Do they want a tape recording to
be made of their answers? If so, the tape could be used for review, for sharing with future
classes, or to demonstrate to the HR department, for example, that money spent on this training
was money wisely spent.
Upon the completion of your presentation, ask the reporter to give a brief report regarding what
she has learned.
25.
G
ive them a choice of questions to answer in a group essay.
List ten essay questions related to the course content on a sheet of paper. Cut the sheet into ten
strips of one question each and place the strips in an envelope. Have the group leader pull one
from an envelope. If she thinks the question on the strip is too hard for the group to answer,
she can put it back and choose another, but she can only do this exchange two times. She will
briefly confer with her table mates, if necessary, to determine which of the three possible
choices will guarantee them an “A” in the essay response they will then have to write.
Acknowledge that writing a group essay is harder than writing an individual essay, but also
acknowledge that group projects are part of being a high school, college, or graduate school
student. Further, point out that such writing is an important part of being in the workforce. Use
the example of the multiple-author mission statement.
Allow up to a half-hour for essay completion. Then give the groups a choice: They can turn
their essays in for your grading or they can read them aloud and have the grading done then
and there.
Option: Each person writes three really tough questions related to the course material. Start by
calling on one person to read her question. Select someone in the class to answer it. If the
responder cannot answer the question, she (the responder) then has the opportunity to read her
question aloud and call on someone else to answer it. However, if the responder is able to
(continued)
Chapter 2: 25 Ways to Test for Understanding
37
25. Give them a choice of questions to answer in a group essay. (concluded)
answer the question, the original question-asker will go on to her second question and then her
third. If the same responder can correctly answer all three questions, she will deserve some
reward—a round of applause, at the very least.
Brainteaser:
Here are examples of “Pronounced Oddities.”
Polish furniture needs someone—no matter what ethnicity—to polish it.
Lead if you can get the lead out of your feet.
Produce produce on your own farm.
He will refuse to remove the refuse.
Entrance me with your entrance.
Try to come up with comparable sentences of your own.
Brainteaser:
What letter belongs in the empty space?
Answer: The missing letter is “e.” If you start with the letter “c” and move in a clockwise fashion, you will get the word
“complete.”
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