Shared by Ignacio García:
The activity
lies in introducing a part of the subject’s contents to their classmates. They
will work by groups of three-four pupils. Firstly, the teacher will make clear they
are not dealing with a conventional exposition. They are used to copying and
paste some information to create a PowerPoint presentation, and then they
usually read these contents.
However, in this activity they have to provide
their classmates with useful tools and efficient communication so the pupils
can get the key points related to the contents. Moreover, they have to provide
themselves with an accurate feedback from their mates, and reflect on the
process of learning they have carried out.
For this
purpose, the teacher will set out a series of tasks:
-Write a
couple of introductory questions about the contents. This way, they can use
different types of driving questions.
-Explain
briefly the main points of the topic, so they can develop both vocabulary and
summarizing skills.
-Offer their
mates some material to clarify the exposition: pictures, or a brief video.
-Think about
an activity to resume the key points, and search for some feedback of their
classmates’ learning, who can ask their ‘teachers’ any doubt they mayhave.
This activity could consist of more questions, a crossword, a kahoot,…
Let’s see an
example: We are dealing with the classic musical instruments, and a group is in
charge of the family of string instruments.
-They
introduce the matter by asking these questions to their classmates:
*What is the element that
vibrates in a string instrument?
*How is the sound produced?
*How many string instruments
could you name?
-Then, they
show a scheme/presentation with the three main types of string instruments
(bowed, plucked and struck), and a couple of examples.
-Each member
of the group introduces an instrument with a picture or video, and explains how it works.
-Finally,
they propose an activity. For instance, they could put some videos of unknown
string instruments and their classmates have to find out how to classify them.
Once the activity is finished, the whole group will proceed with the assessment, using
some rubrics as a reference:
RUBRIC
|
DEFINITION
|
MARK
|
Selection of information
|
The information is accurate, and the group has made
clear the priority of the contents.
|
|
Clarify of exposition
|
The members of the group have worked in coordination
with each other, and they have use accurate tools of communication.
|
|
Knowledge
|
The members of the group have shown good knowledge
of the contents. They aren’t been reading the information all the time, and
they knew the main points of the matter.
|
|
Materials
|
The materials(schemes, pictures, videos) they have
search of were appropriate and useful.
|
|
Activity
|
The activities of review they have elaborates were
useful to retain the key points of the contents.
|
|
Both pupils and ‘teachers’ have to mark the
exposition, showing accurate arguments to this purpose. That way, all the
pupils will be encouraged to use a variety of structures such the conditional
(‘If you had share out better your roles,
your exposition would have been clearer’.)
In my opinion, this would be a very complete activity
to practice both oral and written performance, and could be specially
recommended to develop the ‘Learn to learn’ skills.
