Speed Dating

What is it?

A revision technique or way of getting pupils to teach each other about a new concept/theory.

How does it work?

Step 1:  Provide pupils with a number as they walk into the lesson - for the more courageous, ham it up and act like the most enthusiastic speed dating host/hostess that has ever existed.  Pupil numbers will correspond with a seat in the classroom, which has on it a sticky label with the name of a concept, case study, key term you want pupils to know.  Pupils must wear these labels during the lesson and 'become' that idea/key term/concept/theory.

Step 2:  Provide pupils with 10 minutes to become the expert on their sticky label - you could provide them with specific things they must know about it or you could leave this open to interpretation to create challenge.  Around the room you could create knowledge bars where pupils can pick up information about their sticky label - for year 11 revision I provided textbooks, computers, revision booklets and revision print offs - pupils needed to find the information for themselves from the knowledge bar.

You may want to use music to set the 'mood' - I have seen some teachers throw Lionel Richie on, however I've found using the following from classroom tools works just as well: http://www.classtools.net/education-games-php/timer

Step 3: The speed date - have the classroom set up in either a horse shoe or circle shape (this allows for the flow of pupils around the room in an organised manner).  Have the outer part of the horse shoe or circle move around in a clockwise direction, meeting and greeting other pupils and taking notes on
what their 'date' has to tell them.  This can again be open, with pupils choosing the information from their dates they think is most important, or can be more prescriptive with a graphic organiser provided for pupils to fill in when they meet their dates.

Timings - I've found 2 minutes with each date provides a sense of urgency and keeps pupils on their toes, however if covering a more indepth concept, it might be best to give pupils 3-5 minutes with each other.

Step 4: Reflect and re-meet - Pupils now need to be given a reflection card covering
1) Who did I meet that I really got along with (the key concept they are now very confident in their understanding)? 
2)  Who would I like to spend more time with (the key concept they feel they need to revisit to gain further understanding)? 
3) Who did I not get along with at all and why (the key concept they still don't understand and find difficult to explain)?

Pupils then take their cards to those three dates and meet back up to discuss further.  Timings here can be more flexible to meet the needs of pupils to gain confidence.

Step 5:  Group date - Pupils will now need to either be given an exam question including the information they have learnt or will need to create something from their learning - you could have pupils group themselves according to what information is linked together and create a product based on their group understanding.

Possible adaptations???

• Pupils choose their topic, rather than having that assigned, based on their confidence levels.
• Pupils provide peer feedback on their dates and set targets for learning (an 'it's not me, it's you' moment)

Tweet2Terrific

What is it?

A strategy to improve literacy skills using social media as a hook.

How does it work?

Pupils are to 'tweet' a peer what they have learnt or the definition of something or an explanation for how something works.  Pupils can use text speak and # just as they would on Twitter and must stick very strictly to the 140 character limit.

Next, pupils pass their tweets to a peer who reads, deciphers and then rewrites their peer's tweet into a terrific sentence/paragraph about the same concept - must be grammatically correct and will not have a world limit.

Possible adaptations???

• In upper school pupils can actually tweet the teacher their ideas, teacher runs the feed to their twitter page on the board and pupils can then pick from the responses on the board which they'd like to make terrific (see example from @FMGeoggers to the right:
• As in the original, however a third step can be added where another peer assesses the finished terrific sentence/paragraph.

Smart Goggles!

What is it:
An unusual way of checking pupil progress and confidence.

How does it work:
Sell to pupils that you will be checking how they are getting on in their learning via the 'smart goggles' test.  As pupils finish a task they put on their 'smart goggles' (see image for variations), those who finish learning tasks quickly can then be given an extension task or turned into experts who are to assist others in their work, with the goal being that everyone in the lesson gets to show how 'smart' they are in their 'smart goggles'.  For those needing help or feel like they are struggling with a concept, they can show their brains are on fire (hands to heads and fingers flailing like fire).

This works best in classes were pupils are less confident in showing they need help to progress in their learning, as it leaves the raising of hands behind.

Possible adaptations???

• Holiday themed hand signals - Reindeer antlers/elvish ears

Circuit Training...for your brain

What is it:
An opportunity to make revision interactive, well paced and fun.

How does it work:
Pupils work in groups in circuits stations for 8 minutes each and rotate on a claxon/bomb.  At each station there is a different 'exercise' for their revision - memory techniques, exam techniques, skills and knowledge focus tasks employed.  See the ppt link below for an example from Geography -
http://www.scribd.com/doc/154289042/Revision-Stations

Resources needed:
Flash timer - http://www.online-stopwatch.com/bomb-countdown/full-screen/
Post-it notes
Lists of key terms, case studies, key concepts etc.
Blank paper, lined paper, coloured paper, sugar paper - some cut into small strips (for paper chains)
Red pens
Markers
PowerPoint print offs of each revision station
Exam Question(s)

Possible adaptations???

• Less time/more time at each station
• Add in other types of activities - such as using Play-dough to make visual representation of concepts instead of doing pictionary
• Provide a prize for a winning team - could be extra time for a homework/on an in class exam.

Inspired by: Mr Peter J Jeffery (resource on the TES at - http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6335163) and @ASTSupportAAli

Peer Check and Send Service

What is it:
An opportunity for pupils to improve and assess each other's work.

How does it work:
Explain to pupils they are going to 'check and send' the work already completed by their peers.  This can be 'sold' by explaining the Passport Check and Send Service from the Post Office.

Supply peer checkers with either the correct version of information you want all pupils to have (and/or) improved/extended information they all should have - they must then 'check' the information gathered by their peers for accuracy/detail  This can be done with different coloured pens to make it more 'official'.

They must then 'send' a corrected or new piece of information to their peer's work and then hand this work back to the original owner.

Ideas for adaptations???

• Provide pupils with a tick-list as part of the check and send service, they can then glue into their peer's work
• Provide a 'charge' for this service and make certain pupils the check and send service operators (G&T pupils) in the classroom - can then be embedded routine.