6. Placemat CHECK FOR UNDERSTANDING (A different way of using a placemat) X X X X
7. Placemat/PMI (Start with Plus, then rotate….then Minus…..) X X X X P P P P M M M M I I I I In the centre write one P, one M and one I which the group agrees summarises main ideas.
17. Mind Maps Key words Print Stylized EMPHASIS Arrows Bubbles Wavy lines Colours Make links Chains Branches Organisation Meaning Visualizations Facilitate retention Pictorial details Novel shapes Trigger ideas Cross links R N A K I N G Most important Least important Peta Beutel 2005
23. Mind Maps & Concept Maps MIND MAP CONCEPT MAP Has key ideas Hierachical Connects ideas Uses colour Branches out Key ideas in the centre Key ideas usually at the top More easily incorporates other types of organizers Words placed on lines to illustrate the nature of the relationship Use of visuals and words Use of words
Participants create business cards. Tell them that these will be their cooperative groups for the 3 sessionsGetting to know each other wellUnderstand the processes that students go through Having to learn the social skills of tolerance and acceptance that doesn’t occur if groups keep being moved because they don’t work (will go over those processes later in the day)Collect desk labels at the end of the day.
Grouping activity - half an hour A3 paper for Window, A4 card for business cards – fold in half to display on tableRound Table – talk and write then pass to next person.Placemat type set up with numbers 1 – 4,5 (depending on number of people in group) in different quadrants. Get them to draw up how it is done. A student draws a rectangle in the centre of the paper and passes the paper to the person on their left.The next student draws a line from the corner of the rectangle to the corresponding corner of the page and then passes the paper on.The process is continued until all four corners of the window is connected to all four corners of the page.The four sections are numbered 1, 2, 3, 4.Students record commonalities. Student 1 suggests something all students might have in common such as “Do we all like chocolate ice cream?” If all students do, student 1 records ‘chocolate ice cream’ in the 4 box; if only two do, the student records it in section 2. Next, student 2 suggest a commonality and records it in the appropriate section. The process is continued and student disover qualities they have in common and those that are unique. They search for things they all have in common, especially those that make them distinct from other teams.Later, teams build a team name based on the commonalities and the centre segment is used to record the team name.Each person takes it in turns to say something they like. If they all agree ie chocolate biscuits, the idea gets put in the highest numbered quadrant. If only 2 agree, it gets placed in the are with number 2 in it. Continue this activity until there are a few things everyone has in common. They create a group name using those ideas.Business cardTeam nameLogoHandshake(Cheerleader) chant
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