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Extra resources for 50 Templates for Improving Teaching and Learning
How to use Students begin with a word, idea or concept which they write in the centre of the circle. The diagram can then progress in a number of ways. For example, students could break the topic down into a number of categories which become the ‘legs’. Alternatively the spider diagram can be used as part of the process of generating initial ideas about a topic. Students can write at the ends of the spider’s legs any words, ideas or phrases which they associate with the central idea or concept.
Evaluation: Did the benefits outweigh the costs? Output What have we got to produce or do? A five-minute presentation using Powerpoint and a set of notes for my own file Time frame How long have we got? What is the deadline? Two weeks to prepare for the presentation in the lesson on 14 March Roles Who is doing what in the group? Me: researching the beginning of space race in 1940s/50s, including costs Steve: space race in 1960s – to the moon, including costs Frankie: benefits of space race in general All of us: preparing the presentation next week Method How are we going to do it?
Assessment How will this work be judged? Other information © Connect Publications 2007 46 50 templates for improving teaching and learning Section 4: Effective group work Allocation of group roles: Teachers’ notes Rationale In group work the allocation of roles implies that each individual is an important part of the group and helps create a feeling of accountability. This promotes a sense of worth and belonging which is one of the important benefits of cooperative learning. Assigning roles provides explicit expectations and can add to the sense of order in the group work (Fogarty, 2002).