Speed dating cooperative learning

Students were seated across from each other and would be moved some number of seats as instructed by the teacher.At each “stop” they would be given a question to ask their new partner as well as answer the question themselves.As each student came into the class, they were given one question each.They were asked to sit at a table with others who had the same question.Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences.There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence." Students must work in groups to complete tasks collectively toward academic goals.When we went back to the classroom, each student would be invited to the front of the room and I would ask the three questions.

The Teaching Commons is a collaboration between academic partners across the university, and we are happy to facilitate the exchange of teaching strategies and materials.They can make notes, but they shouldn’t write any more than key words.Once they have prepared their ideas, place them in pairs.It also brings to the classroom the idea of speed dating, as proposed by in his blog, Teach Them English.This is a great activity for the start of the school year, to get students to share personal information.I used a speed dating concept from the whole school INSET day delivered at the start of the year and adapted it to suit my AS PE class.My class were studying a topic on the organisation of sport in the UK and were struggling to get to grips with all of the various organisational bodies and their roles.Dewey believed it was important that students develop knowledge and social skills that could be used outside of the classroom, and in the democratic society.This theory portrayed students as active recipients of knowledge by discussing information and answers in groups, engaging in the learning process together rather than being passive receivers of information (e.g., teacher talking, students listening).Each student has two minutes to tell their partner about their topic.The partner can help by asking questions or prompting, but cannot begin their turn until the two minutes is over.