Those who will not be able to follow the dance moves in each round will be eliminated until one or only a few remain. Activity II-I Title: “Pick-Chaw-nary’ (Fictionally + Charades) Time: 20-30 minutes Materials: whiteboard, whiteboard markers (or blackboard & chalk, paper & markers), strips of paper with words to be drawn or acted out, container, camera and timer (optional: candies) Process: The students will be grouped together in order to facilitate the activity. The number of groups will depend on the number of people in the room. Ideally, there will be two groups.
Each group will be asked to send out one representative, in alternating turns, for five rounds. The representatives will then be asked to randomly select a piece of paper from a container. Written on the pieces of paper are words that they must either act out or draw (using the whiteboard & marker); the goal of each group is to successfully identify this unknown word within the allotted time (I. E. One minute). The group with the most number of points (I. E. Correct answers) wins the game. (optional: winners will be given a small prize. Learning Points: Acting out or coming up with images that serve to illustrate the given words involves drawing from prior experience of what the particular concepts are about. Such practice helps the students performing the act elaborate more on what they know about the concepts and consequently arrive at more concrete depictions of the unknown words. The same thing goes with studying. As students try to make sense of the materials they encounter in their subjects, it will be helpful for them to build up on what they already know about the topic.
This may come in the form of theoretical knowledge acquired from other courses or concrete experiences in which the technical terms or phenomena apply. In this way, learning may prove to be easier nice there is already a body of knowledge to which the new information can be integrated. In cases wherein the unknown words are missed, members of the group tend to discuss the things that the “actors” could have done to convey the concepts more effectively. With this, the students incorporate their different ideas about the given concepts and each can learn from the other.
The same dynamics can be observed in a group study setting. Students may generate their own mental illustrations of the materials. But upon sharing them to others, they can also obtain other ways of presenting the information. This provides them with several options to choose from in terms of which representation will be most effective for them. Activity 11-2 Materials: one short narrative (print out), pens, paper, and timer Process: would be three groups. The groups will then be asked to form single lines; the first person in each line will be given a print out of one short narrative which they should read.
After reading, they will have one minute to relay the story to the person behind them. This process is repeated until the story reaches the last person. The last person will then have to write down, within two minutes, his/her version of the story on a sheet of paper. These will then be compared to the original narrative. It is important that we pay attention to the material we are trying to learn. This can be reflected in our note-taking strategies. When taking notes, it is important to prioritize writing down the core ideas, and not Just simply take down whatever the teacher is saying or whatever the teacher is writing on the board.
They will be given 2-3 minutes to list down all the words that they were asked to identify during the first activity (I. E. A total of five words per group). Each group will be asked to send out one representative, in alternating turns, for five rounds. The representatives will then be asked to repeat or replicate the exact action or drawing of the previous representative (Activity I-I : “Pick-Chaw-nary’) for a particular word, randomly assigned by the facilitators.
O Representatives from the first activity would not be allowed to replicate their own words. Checking would be done in one of two ways: a) comparison with the previous raring of the word (either through a photograph or actual copy), and b) comparison with the previous action of the word (either through a video or side-by-side performance by the two representatives) Processing and storing knowledge must not constitute replicating the exact words or ways by which information was first presented.
In studying, focusing on too many details regarding the specific words or phrasing can oftentimes be overwhelming, such that less resources can be devoted to actually understanding the material and remembering the important concepts for a longer period of time.