Already Registered?
Download this course for use offline or for other devices.
The materials below are provided for offline use for your convenience and are not tracked. If you wish to save your progress, please go through the online version.
Free Statement of Participation on completion of these courses.
Earn a free digital badge if you complete this course, to display and share your achievement.
If you create an account, you can set up a personal learning profile on the site.
Use this thread to describe a classroom activity in your subject that could be used to teach thinking skills. You can describe a sequencing exercise as in the case study, or provide another example.
I used e case study to teach my course on gender inequality.
Sequence
Thank you very much Martha. I am optimistic that very soon, Africans will get it right in the teaching and learning field
Hello, Samuel. I would love to be able to visualise how this works. Could you possibly provide us with a few practical details on how the lesson would enfold?
A familiar model in which I was a student is one in which learners are expected to read self explanatory and learner friendly course materials, after which they come together in well organized study groups. Each group determine when, where and how they meet, subject to the availability of an assigned facilitator.
The meeting is usually for the purpose of sharing what each learner has read, with emphasis on shady/complex areas.
Our facilitator played the role of a moderator, adviser and a stimulant for the discussion of relevant subject matter.
Preparation for clearing soiled plates:
1. Keep good eye contact with the table and prepare to clear the soiled plates.
2. Only proceed when all the guests have finished their course, all plates, cutlery and side dishes related to the dish must be removed.
3. For removing equipment from the table, the same service rules apply as for serving the items.
4. If the item is served from the right, it must be removed the right.
5. Of course, if the guest is not easily reachable from that side, one shall collect the items from the other side.
6. The guests on the table have finished eating.
7. The cutlery is placed together on the plate.
8. There is nothing left on the plate.
In the steps above the students will develop their thinking skills by identifying the exact activities to be done.I will bring a hard copy to class in case of failure
I will demonstrate to the student
I will ask student to do similar task
I will evaluate them
Some really great examples!
I feel all examples have the potential of being bored and adapted to our own circumstances. Some of them need to be expanded a little and made more practical.
The ones that I feel work best are the ones where we can actually picture what happens in the classroom.
Thanks you for sharing your practice!
Grouping large classes
Preparing adequately
Removing extra furnitures
Moving around the class
Knowing students by their names and
assessing questions related to students experience
* the learners can a be ask to plant two seeds, one a living and the other dead, provided by the teacher. (plant A $ B)
* the learners can be group if the class is a large one.
* the learners can be asked to give equal treatment to both the planted seeds for a given time(days)
* of course one of the plant will germinate while the other will not.
* then the learners will be asks to think-out what could have make Seed A to germinate and Seed B not. If the learners did not know that seed B is a dead one, they may explore all others factors that might caused a seed B not germinate including the issue of the dead seed, and what could have make seed A also to germinate.
Coincidentally i used a case study last week to my student teachers as we did online learning.
the topic was PSYCHO-SOCIAL EFFECTS OF DISABILITY.
Was the first time for students to use online learning and since we discussed the effects to parents and to the individual with disability.
" John is 25 yrs of age and is the only child to a local politician.As he drove his dad's car, he got and accident and he is to remain on a wheelchair the rest of his life. What is t-he psycho-social effect of disability to both John and his dad?"
I finally gave them a case study and next week they are to give feedback and i intend to randomly give them a chance to share their views.
Am yet to learn how to group them online....
In event management course, I can use a case study by presenting a scenario of a crisis that occurs in a live event and ask students to think of possible ways of solving the situation.
I use a lot of classroom discussion in my class and I often set out two competing views of the same idea and I like to record the points raised by supporters of each view. But my major interest is not just the point being raised, but why they think so. One topic I have asked often is Free Education: Should Education be free? Who would pay for it if its free? Its usually an emotion filled session when this topic is being addressed. With each side advancing views that everyone in class is sure to recall at a later date when they are dealing with a similar question in their examination.
Great idea! Setting up a debate on such topics would also provoke interesting outcomes, possibly encouraging participants into considering a wider range of possibilities.
For more about debates, see
A lot of food for thought, thanks Felix!
I have adopted the following teaching activity in the past for teaching narrative writing. I grouped learners into five teams and encouraged them to find folk tales which could be found in their local communities. During the lesson, a representative of each group is given 5 minutes to narrate their stories. Then, i used the stories as a basis for teaching narrative essay writing
- Flexible use of whole - class, group and pair work where students discuss a shared appropriate task.
- Frequent and relevant use of learning materials, beyond the textbook.
- Open and closed questioning , expanding responses, encouraging student questioning.
- Letting the students to demonstrate and explain their work.
I can teach my students on 'Human Cell' by giving them group activities to discuss the function of each organelle in the human cell. They can be asked to draw the diagram of each organelle. They can also cross match the organelle to their functions.
For further information, take a look at our frequently asked questions which may give you the support you need.
If you have any concerns about anything on this site please get in contact with us here.
©2021. All rights reserved. The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking.