online dating people think - Speed dating activity for classroom

This lesson plan focuses on conversational practice to encourage English learners to use a wide variety of language functions such as demanding explanations, making complaints, giving warning, etc.

The activity used is a variation on the popular practice of speed dating.

The design should be intentional and well-thought-out.

speed dating activity for classroom-2

Introductions and icebreakers; helping students cover a lot of material (e.g., sharing what they learned from readings); starting class discussion¬; allowing all students to speak without taking a lot of class time. Each person interviews the other, with questions provided by the instructor. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis.

Then the pair finds another couple and forms a quad.

In reflecting upon their feedback, I had an epiphany: speaking directly with others about their work is similar to dating.

In dating you have to ask questions to get to know each other and you must have a conversation to learn about the other’s experiences.

It is often helpful to introduce new learning activities by talking about why you're including it in the course.

Make sure you explain how the activities you've planned are linked with the course learning objectives.You might also consider asking students why they think you've asked them to engage in a certain activity. Among other reasons students may cite, active learning often... The students must face each other and then one side, for me usually the guys, must move along one seat and the students “meet” someone new. The students have some basic information and a picture but they must “become” this person and then take it from there.There is a “scorecard” to fill in, usually by the girls, as well as questions to stimulate conversation.Steps for using the method in class: Outcomes of such an activity include: students become more conversational with their topics, students become more conversational with their classmates (on academic topics), an increased probability of connection with others and their learning, foster a more robust ‘thinking’ process with their own work and every voice is heard.

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