In Effective Teaching Strategies. January 20, Jacqueline S. Hodes EdD. The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. My previous experiences facilitating successful panel discussions led me to believe that a panel would be a good method to use here. It was not. In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise.
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Each pair turned in a list of three-five questions ranked by their specific interests. As the instructor, I assigned one-two questions per pair.
I added follow-up questions to each set so students could delve deeper into the issue if time allowed. Planning the event requires thought and organization. Prior to the actual event, the questions should be sent to the panelists so they can organize their thoughts. The students in the class should be provided with short biographies for each panelist. Having this information prior to the event will allow the students to use their short time it is a speed event after all most effectively.
Small touches will make a difference. Providing name tags for everyone, water for the panelists, extra paper and writing instruments for taking notes, and encouraging the professionals to pass out business cards will add to the experience for both parties. It is important to pay attention to time during the activity. Each round has to be long enough for the students to gather some information and short enough to get to each panelist during the activity.
A stopwatch and a whistle are essential equipment. Most important is to leave time for reflection for the students. At the end of the experience, have students work in their pairs to discuss what they learned.
Ask them to synthesize their learning and report to the group their general conclusions.
Teaching and learning speed dating
Then, create an opportunity for each student, or pair of students, to share what they learned with the rest of the class.
This sharing can be done in class or in a written format, which can be compiled and distributed to the entire class. The feedback in my class following this activity confirmed for me that this format was a richer learning experience than a traditional panel discussion.
One student remarked that she felt they were getting a special backstage pass to connect with professionals in their field. The activity allowed for deep learning and sparked inquiry into the profession that carried throughout the semester.
References: Feden, P.
Speed dating originated in as an efficient way for prospective romantic partners to meet each other (Deyo & Deyo, ); however, the method was co-opted by the educational world and adapted for the classroom in (Muurlink & Matas, ). In an educational setting, speed dating consists of a series of brief one-on-one interactions between students (Murphy, ; Muurlink & Matas, ). Jul 26, Nice post, Tom. I've been teaching in the Shanghai area (and surrounding cities/provinces) for 12 years now. I've done the speed dating quite often. Usually when I'm doing teacher training. It is interesting to observe the differences in this activity over the years. It seems that every year, it's a little different. Jul 23, The activity used is a variation on the popular practice of speed dating. In this exercise, students "speed date" each other to practice role plays calling for "chunks" or phrases used for each situation. This type of approach to teaching is based on the lexical approach or the chunks of language we tend to use to speak about certain situations.
Teaching without telling: Contemporary pedagogical theory put into practice. Journal on Excellence in College Teaching, 23 2 Kuh, G.
Does teaching and learning speed dating consider, that you
Zepke, N. Improving student engagement: Ten proposals for action. Let students role play the situation for one minute and then say stop. Ask the moving students to switch to the next partner.
It helps if students move in one direction. For example, ask students to rotate in a clockwise manner.
For the next round, ask students to switch roles i. Continue on through the ten role-plays. As a class, discuss phrases used for the various situations.
Take note of the helpful phrases and forms on the board for students to use in the next round.
Ask students to create five or ten of their own short role-plays. Use the new situation role-plays to play another round of speed dating role-play. A: Complain to the store manager that your food is cold and inedible.
B: Respond to the complaint and explain that the dish the customer bought is supposed to be eaten cold, rather than heated. B: Try to say 'no' nicely.
Jan 20, Employing a speed dating model in the classroom in place of a panel can be an effective way for students to learn a variety of perspectives in a short amount of time. This model improves and enhances student engagement and "creates learning that is active, collaborative, and fosters learning relationships" (Zepke and Leach, ). The speed-dating format is designed to help students spot comparisons and contrasts between different ideas, answers or categories of information. By enabling students to consider or research one area in depth, and then exchange their knowledge against the clock with classmates, it is an efficient means of sharing ideas and knowledge. Feb 21, I want to start the education part of my blog with one of my very favorite teaching strategies. (I have found it especially effective with 9th graders). The strategy is called "speed dating." Here is a break down: Give students various questions (about ) to ponder and write about on a particular topic. (This can be.
Be vague in making an excuse for not begin able to come. A: You've been having difficulties finding a job.
Ask your partner for help. B: Listen patiently and make suggestions based on questions you ask about your partner's skills and experience.
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A: State your opinion about the benefits of globalization. B: Firmly disagree with your partner, pointing out various problems caused by globalization.
A: Your child comes home after midnight on Tuesday night.
Demand an explanation. B: Apologize, but explain why it was necessary for you to stay out so late.
A: Explain the difficulties you've been having finding the restaurant "Good Eats". B: Explain that "Good Eats" has closed. A: Decide on a plan for Saturday with your partner.