October 11, 2012 at 5:23 pm #60047
This is something I saw in a PD recently, and it helps kids get to the gist of what is being said, but also practice ACTIVE listening.
There is a ‘talker’ and a ‘listener’. The talker must present a point of view about something, anything you like really. The listener then has to give 4 silent cues that they are listening 1. nodding for agreement, 2. shaking their head for disagreeing, 3. looking confused (self-explanatory) or 4. giving a please continue hand motion in encouragement if they want more information about something or their partner is experiencing difficulty.
This has really increased my students’ listening techniques, as I use it when they are on the floor during whole class time, partner work, introductions to topics, and as a way the whole class can actively listen to teacher’s instructions and show and tell time.
It’s seems to stop them ‘zoning out’ as they now have a role to play.
June 28, 2015 at 2:28 am #60048
Turn to a friend helps stop everyone trying to talk at once and finding no real audience ie noisy useless chattering!
Turn to a friend and tell them the most important thing you just learnt.
Turn to a friend and tell them your favourite part of the story.
Turn to a friend and tell them what we have to do next.
Turn to a friend and share your experience about..
This concept can be extended to teach a friend, explain a concept.
The possibilities are endless.
PS Ring a bell, or whatever, to indicate that it is the partners turn to talk.
June 28, 2015 at 2:28 am #60049
That idea is great!Students attending to the task is crucial for effective learning.
To encourage participation in oral language tasks, I play a game with my students. I have used this K – 8 – I just adapt the complexity of the task.
The game is called Soapbox. (based on the way speakers used to put theirs views forward in public places) It is especially good when teaching debating and exposition/argument but can be adapted for all text types as the need arises.
A topic/idea is given. The students have to decide their point of view and stand at a designated part of the room. In the centre there is a chair. The first person is chosen to come and stand on/near the chair(soapbox)- watch OH&S – and give their point of view, with reasons. From that students can move to the side of the room supporting that view or stay put. The next speaker has an opposing view and states their ideas and reasons. Again, the students can change places. This continues until everyone speaks.
My students love it. I love it because they must articulate their view and give reasons and evidence to support it. It allows students of all abilities to participate (self-differentiates the activity). Students have to really listen and think in order to participate effectively. It also takes away the worry some students have of speaking in public.
It is especially good for engaging boys in purposeful oral language.
June 28, 2015 at 2:28 am #60050
Fantastic. So cute!
Do you keep photos or cartoons of the options and a mirror for kids to look at their faces?
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