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The Bob Pike Group
14530 Martin Drive
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Learner-Centered Activities: Graffiti Board By Priscilla Shumway Attention: We were just made aware of the fact that the link to confirm your Creative Teaching e-Zine subscription link in the e-Zine we sent out on 2-21 is not working. Please use this link to confirm your subscription.
Graffiti Board: A fun revisit or closing activity that helps students learn new content area vocabulary words.  The bulletin board can be kept up for the duration of the unit.
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Students write the key vocabulary words in a unique graffiti style on construction paper
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They sign their designs and place on the bulletin board
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Example of math content area vocabulary: Classify, compute, simplify, re-group, estimate, calculate
Sample standard: Grade 6: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
If "graffiti" has a negative connotation in your community, consider changing the name of this activity to "Word Art" or "Fabulous Fonts".
FOUND IT!
Help teach students about vocabulary words and glossaries and indexes. This can be done in small groups or as an individual activity as a revisit activity or as a way to preview new vocabulary in a new unit:
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Give students one vocabulary word at a time.
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In their small groups or individually, students must find the word in their textbook AND in the glossary or index.
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The person or team who finds it first yells out "FOUND IT!"
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The page number and sentence from the text is read and the page in the glossary or index is shared.
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A score keeper keeps total of points.
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New word is given.
Sample standard: Grade 3: Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
These ideas were submitted by Priscilla Shumway, a former teacher and training consultant with the Bob Pike Group. New Study shows Corporate Social Networking Trends in Talent Management
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Stress from a computer screen? If learners are motivated, they retain more information. But can you extrinsically motivate your session attendees? Is it possible?
“While you can’t make your participants be motivated, you can create a motivating environment,” said Becky Pluth, vice president of training and development at The Bob Pike Group. Research shows that interacting with your learners “is one of the most powerful factors in promoting learning” while “interactions among learners is another” (Angelo 1993). And teachers who present the information in a dynamic manner and display a genuine interest in what they Getting people to use learning resources in the company library can be tricky, Kathleen Miller-Buettner and Susan Hayley-Gates say.
Their library has books, videos and audio tapes on communication skills, management skills, balancing work and home lives, and dozens of other topics.
But, as in many organizations, the materials once went mostly unused.
To encourage corporate library use—and learning—the training department initiated a TOM (theme of the month) Club. Membership is free. Each month has a topical theme – effective feedback, industry information and the like. Trainers, however, don’t disclose what the month’s theme is. Instead they post clues throughout the office and via email on the first day of each month. Employees guess the theme, placing their guess in one of the special TOM Club raffle boxes around the workplace. |
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