Different Teaching Activity Strategies: To create both Safety and Accountability
Developed by Barry Bennett
Anticipation Guide Exercise:
A list of points about the subject/topic area is created and each student is required to assess whether the points are true or false and then debate in pairs or groups their answers. Correct answers are then shared.
Aim is to help to anticipate what they will need to learn about the topic and to assess their current levels of understanding.

Assessment Matrix
To test/check your assessments in your learning plan against your unit elements and performance criteria.

Jigsaw the information:
A way to get students to breakdown a complex document and share information (their understandings) with the class as a whole.
  • Break the document into sections on a jigsaw template;
  • Give each group a section to quickly notate and then get representative from each to report on their section to their group;
  • Get the person from one group to report to those in another group so that by the end they all have an understanding of the overall topic.
  • Only a few minutes required for each step – not to be laborious task.
How Jigsaw builds safety and accountability:
  1. Safety first in group building of competency
  2. Accountability as everyone then has to report on it.

Concept Map Flow Chart:
Will demonstrate how the key concepts related to a topic area link to each other through the use of key words and ideas. You can supply a concept flow chart with the inputs and final outputs and some missing along the way and ask students to insert the connections between the key ideas. Great way to assess or test a student’s knowledge. (Fishbone is used for this)

Group Quiz
Once you have spent some time exploring a topic area (or analysing a handout) get each group to write 5 questions about the topic to test another group on. This is a great way to revise what has been covered in a particular area.
  • 1 group devise questions on the topic covered (5 mins);
  • 2 group has to answer them (maximum of 2 mins)

Mind Map – Brainstorming
Different to a concept map, as not showing the connection between ideas but mainly brain-storming from a central idea.

Placemat:
A way to get people to first think for themselves their position on a topic, to share it in their small groups and then to put forward a group position on the most valued points.
  • Individually thinking/writing about your topic;
  • Round robin (take turns) to share and read what they have put forward;
  • Pull out three things in common that you have and put them in the placemat
  • Call on someone in the group to share this with the wider group.

Mix & Match
Great for getting people to engage with definitions and terminology – for the adult learner gives them time to process and become familiar with them.
Method:
  • Give students an envelope full of mix and match terms and definitions related to their topic area;
  • Give students the answers and get them to correct their own.

Snowball exercise
Everyone is giving a bit of paper to write their question on. Write the questions on a bit of paper then you get everyone to scrunch it up, stand in a circle around a bin and throw it in. Get the class to then pick our each other bit of paper and read them out to the group.

This allows trainer to see the issues or questions students have about the course outcomes or whatever questions you set (has safety and accountablility and do not need to say who said what question). Important at the end for the trainer to go back to questions/concerns raised and to re-hash them.

Values Line:
A good exercise to use when you are exploring a controversial issue and you would like to get people to acknowledge and be respectful of a diversity of view points.
  • Give the two extreme points of a value position on a given topic;
  • Ask people to position themselves along the value line depending on where they think they stand on a position;
  • Get those on the extreme right to file around to those on the extreme left;
  • Let them know they are going to spend a few minutes each, without interruption telling each other why they have allocated themselves in that position along the value line;
  • Then you can do some work on discussing the controversial issue, providing more background and understanding and then re-run the values line to see where people end up.

When you are working with students/people on issues of values need to ensure collaborative skills have been underpinned by strong agreed mutual agreement about good/respectful participation behaviour.