Teach Reciprocally

Students learn well when teaching the material to others. Not only must they understand the material in the first place, but imparting that knowledge to others helps solidify it in their own minds. Naturally an active form of learning, reciprocal teaching lends itself well to technology (and can also create  less burden on the teacher).

Real Lesson Example

Shakespeare Web-quest

Each group should create a PowerPoint presentation of at least 5 slides to present to the class. Every person in the group must talk about at least one slide when presenting. Feel free to be creative! You may conduct searches beyond the sites linked below for more information. You may wish to include images to illustrate your ideas. Let's get to know Shakespeare and his time! You will earn participation credit for this activity.

Group 1: Shakespeare's Life. Choose 8-10 biographical facts about Shakespeare to share with the class.

Group 2: Shakespeare Trivia. Choose 8-10 fun facts about Shakespeare to share with the class.

Group 3: The Globe Theater. Introduce the class to this famous historical location.

Group 4: Elizabethan plays and actors. Introduce the class to the ways plays were put on during this time period.

Group 5: The Historical Richard III. Introduce the class to the "real" Richard III.

-Form small groups and assign roles (discussion leader, note-taker, speaker, etc.) Use LAN school to send a question to the groups on their computer screens. Assign a time limit (perhaps 4 minutes) for students to discuss the question. When ready, send another question, but have the students switch roles. Repeat until all questions have been sent. When finished, reconvene as a class to discuss results. Fill in any information learners may have missed.

-Assign students "expert" roles. Break a broad topic down into its component parts. Delegate a component to each student (or small group) to research (provide websites or other resources if necessary. Often, a webquest can be a fun way to do this). After an appropriate interval, have students present their findings to the class.

-Have students complete peer review of work, and assess the quality of their peer reviews (see attached example). Be sure to establish appropriate norms of collaboration before starting. Encourage learners to discuss their findings, not just hand back their responses.
Nora Villarreal,
Jan 8, 2012, 5:07 PM