Pat
Chavez-Nunez asked for a reference on activities a teacher could do when a short
period of time is left in class, and the class discussion has come to a good
ending point.Activities for Short Periods of Time
Pat
Chavez-Nunez asked for a reference on activities a teacher could do when a short
period of time is left in class, and the class discussion has come to a good
ending point.
I. Active Learning
A.
The University Center for Teaching and Learning offers an "Active
Learning" page that lists some specific activities. Doing things
in partnerships of two rather than a larger group allows for a shorter activity
(eg. ask a question that the students discuss).
B.
The source is an article by Joyce Povlacs Lunde, Teaching and Learning Center,
University of Nebraska-Lincoln. This is part of "Teaching
Tips II: 101 Things You Can Do in the First Four Weeks of Class".
C. The Active Learning page also links to the following topics that may be of interest:
Helping Student Know They are Back in School
Directing Students' Attention'
Challenging Students
Providing Support
Building Community
II.
Stephanie Semier's 2000 Student Success entry on "Attention Span"
A.
Hot Potato: Start by asking a student a
question. Answering a question correctly gives the student the chance to ask
one of his or her classmates a question. Questions circulate around the room
until everyone has answered a question.
This works particularly well if there is prepared material for the students
to work from, but advanced classes can do this as a challenge without such materials.
B.
Against The Clock: Give students a question
which they must answer in writing in a short amount of time (usually 5-10 min).
This activity reminds students why they should pay attention, especially if
they know that questions like the one you've given are very likely to appear
on an exam. This may be used also as a verbal activity, if students are asked
to read their papers out loud or one of their classmate's papers (this helps
to get some of the more shy students to speak).
(n.b.,
Remember some students with visual-motor processing deficits may have a hard
time writing quickly, even though they have good ideas. gl)
C.
Learning on our Feet: Anytime there is a
student in front of the class, the rest of them will pay more attention. Get
students to go through exercises at the board or on video. Movement will attract
attention as well.
III.
Other Ideas
A.
Read aloud to the students (i.e., story
from a different culture, beginning of their homework reading, a continuing
story of relevance to your content, etc.)
B.
Write a statement on the board and ask them,
"Do you agree? Why or why not? Discuss
with your partner." Time permitting, in last minute or two,
field a few responses from class as a whole group.
C.
Prepare index cards with quiz-type
questions to read aloud to students. If you like, you can add some
trivia questions, logic puzzlers, riddles, jokes, or bizarre questions coming
out of your field. "How did they do that" type questions, using content
related to your field, or solving paradoxes stimulate creative thinking.
D.
Do a CATS
- Classroom Assessment Techniques inquiry, which is based upon work by Angelo
and Cross.
Examples
of CATS with Explanation
E. Online Puzzlemaker - prepare a puzzle ahead of time and copy it for those moments. (From Margaret Prothero)