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 onwhat 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)
