Ever heard of PMI? It's a great little strategy that can be used to evaluate how something has gone in your class. The letters stand for: Plus, Minus, Interesting. Towards the end of a lesson, you can ask students to identify a "plus" (something positive about the lesson), a "minus" (something negative), " interesting" (something that they found interesting). I was on the receiving end of this little evaluation exercise recently. We were asked to do it in the groups we were in for the day. Then we were invited to offer up one item from each of the three sets of responses from our groups.
One interesting variation: Recently, I experienced this little strategy, but with a difference. The facilitator changed it to PMIC, the last letter standing for "Change". We were asked to share in our groups what we would like to change about the situation we had been considering. It could also apply to the process that is being used.
Sunday, December 9, 2007
Thursday, December 6, 2007
Some Classroom Strategies
I came across the following strategies over the past week. I want to keep them logged and that is why I place them here. Perhaps others will benefit from reading about them.
Group Pie Chart
This strategy is used in group work situations at the end of a lesson. Have each group member draw a circle. Then, by consensus, divide its area into segments, each one representing the contribution of each member of the group. Conclude the strategy with a brief discussion about sharing the load.
I can imagine a loafer being embarrassed when his peers assess his performance as minimal. Perhaps the strategy might serve to motivate him to try harder the next time the group meets.
Dealing with the unfamiliar
This strategy was used at a workshop before we commenced our tasks. Because the facilitator was aware that the material would be unfamiliar to many and perhaps somewhat unsettling, he invited us to fold our arms. Then he directed us to unfold them and fold them again in the reverse direction. The latter was quite uncomfortable. We sat with our arms folded in the unfamiliar position while he informed us that some of the material to be covered might leave us feeling uncomfortable. If we give ourselves permission to feel that way, then it will become easier to deal with the material. Likewise, when we feel uncomfortable in a new situation, or when we have something new to learn, it is likely that the discomfort comes from the unfamiliarity and not from the material or the situation.
I like the strategy. I hope I remember to use it when I deal with new issues with my students. I do see one problem which requires more reflection. Sometimes we find ourselves in situations, or sometimes we choose to go into situations that are morally suspect at best. The discomfort is a warning sign. In those situations, it is better not to remain there, but to retreat. I suppose I would raise this as a question to be answered when I use the strategy.
I came across the following strategies over the past week. I want to keep them logged and that is why I place them here. Perhaps others will benefit from reading about them.
Group Pie Chart
This strategy is used in group work situations at the end of a lesson. Have each group member draw a circle. Then, by consensus, divide its area into segments, each one representing the contribution of each member of the group. Conclude the strategy with a brief discussion about sharing the load.
I can imagine a loafer being embarrassed when his peers assess his performance as minimal. Perhaps the strategy might serve to motivate him to try harder the next time the group meets.
Dealing with the unfamiliar
This strategy was used at a workshop before we commenced our tasks. Because the facilitator was aware that the material would be unfamiliar to many and perhaps somewhat unsettling, he invited us to fold our arms. Then he directed us to unfold them and fold them again in the reverse direction. The latter was quite uncomfortable. We sat with our arms folded in the unfamiliar position while he informed us that some of the material to be covered might leave us feeling uncomfortable. If we give ourselves permission to feel that way, then it will become easier to deal with the material. Likewise, when we feel uncomfortable in a new situation, or when we have something new to learn, it is likely that the discomfort comes from the unfamiliarity and not from the material or the situation.
I like the strategy. I hope I remember to use it when I deal with new issues with my students. I do see one problem which requires more reflection. Sometimes we find ourselves in situations, or sometimes we choose to go into situations that are morally suspect at best. The discomfort is a warning sign. In those situations, it is better not to remain there, but to retreat. I suppose I would raise this as a question to be answered when I use the strategy.
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