CAPÍTULO 3: IMPLEMENTACIÓN Y PRUEBA
3.2 T AREAS DE INGENIERÍA
Time Required
15 minutesPurpose
To provide a quick, energizing interim review of session content.Objective(s)
Through the use of a fast-moving, creative process, the facilitator will be able to:• Cause learners to reflect on key concepts covered during the session;
and
• Identify key concepts that need further review.
Group Size
Up to twenty-fourProcess
Explain to learners that they are going to participate in a quick review of key concepts.Tell them that you will shout out a key concept or idea covered in the ses-sion and the people knowing what it means should jump to their feet (or if they are not able to do so, raise their hands or otherwise signal quickly).
Let them know that anyone giving an answer correctly will receive a prize (candy or small prizes may be used).
Answer any questions learners have about the process and then proceed.
After all terms have been called and defined, have everyone give a round of applause for their efforts.
Process Review
Revisit any key session concepts not covered in the review and ask learners to define the terms;Ask: “Which of the concepts covered in the session do you think you will be able to immediately use? Why is that?”
“Which concepts might not be readily useful? Why not?”
“What questions do you have about anything covered in the session?”
Option(s)
1. Instead of you calling out terms, start with a volunteer who stands and calls out the first idea or concept he or she remembers from the session.Each learner in turn stands, calls out a concept, then sits back down; any other learner can then stand and define the concept identified. The process continues until all key concepts have been covered. Tell learners at the beginning that they cannot use a concept or idea already called out by someone else. Pass out candy or small rewards to anyone identifying or defining a concept; or
2. Instead of using this activity as an interim review, use at the end of the session as a final review and follow the process in the original activity.
Props/Tools Needed
Candy or small prizes.Possible Topic Application
Unlimited.Why It Is Brain-Based
Adds fun;Requires memory access and recall of concepts or previously stored information;
Mentally and physically engages learners; and Recognizes and rewards behavior.
32. Name It
Time Required
30 to 45 minutes (depending on group size)Purpose
To provide a fast-moving, energizing interim review that focuses on session content.Objective(s)
Through use of a game loosely modeled after the classic game Password®, the facilitator will be able to:• Provide an opportunity for learners to revisit key concepts from the session; and
• Create a friendly but competitive atmosphere.
Group Size
From ten to twenty-fourProcess
Prior to the start of the session, prepare two stacks of at least twenty-five 3-by-5 index cards with the names of key session terms on them (for example, in an Introduction to Computers session, the terms might include keyboard, monitor, boot, or log on).Arrange chairs in two large, equal-sized circles and ensure that there is a chair for each learner.
Note
If you have twelve or fewer learners, only use one circle.When ready to start the activity, form two equal-sized groups of learners (based on the total number of learners).
Have each group proceed to a circle of chairs.
Once everyone is seated, designate a Team 1 and Team 2 in each group by having everyone count off to the right 1, 2, 1, 2, and so on.
Designate one scribe (note-taker) from each team, have them sit next to one another, and provide the Team 1 scribe with a pencil and pad of paper for scoring.
Have the scribe with the pad write “Team 1” and “Team 2” at the top right and left portion of the paper and draw a line vertically down the center to separate the two teams’ scoring areas.
Hand one pile of index cards face down to a Team 1 member on the oppo-site side of the circle from where the scribes are seated.
Tell learners that they will have 2 minutes to play.
Explain that, when you say “Go,” the person holding the cards will turn over the top card without showing it to anyone else.
That person will provide clues as to the card’s content, but cannot actually say what the word or concept is.
Tell them that they will have 1 minute to provide clues and that only their teammates may guess what is on each card.
If a teammate guesses correctly, the scribe will record 1 point for that team and play stops for that round.
Share with learners that at the end of 1 minute you will sound a noisemaker (demonstrate the sound, such as a bell, buzzer, whistle, etc.) to alert them that time is up if a team is still playing.
Say that, when they hear the sound, all clues and guessing stop; otherwise the opposing team will be awarded 1 point.
The last card used is placed face up at the bottom of the deck if not guessed.
If it was guessed, the card is discarded to the side.
After the first round of clues and guesses, the card deck is then passed to the next person to the right and the play continues in like fashion until all cards are guessed or until time has elapsed.
If a team gets to the cards that are face up, they will turn the deck over and continue play.
When the card deck moves to the scribe keeping score, he or she will pass the score pad to the second scribe and scorekeeping responsibilities will tem-porarily pass to that person until his or her turn to provide clues, at which point it passes back to the Team 1 scribe.
After game time expires, if there are still cards remaining to be guessed, take them and do a quick instructor-led review of those concepts with all learners.
Process Follow-Up
Ask: “Which of the concepts that you just reviewed do you feel are the most useful to you? Why is that?”Which will be the least useful to you? Why?”
Answer any question learners have about content reviewed.
Reward all scribes with candy or small prizes.
Have everyone give a round of applause for their efforts.
Option
Instead of an interim review, use this activity as an end-of-session review, using key concepts and following the guidelines above.Props/Tools Needed
• 3-by-5 index cards;• Candy or small prizes;
• Pencil and pad of paper; and
• Noisemaker (train whistle, cow bell, or gong)
Possible Topic Application
Any activity in which interpersonal communication and a review of key session concepts are desired outcomes.Why It Is Brain-Based
Adds fun and novelty;Adds noise, which stimulates the brain;
Increase adrenaline and provides friendly competition;
Adds eustress;
Appeals to visual, auditory, and kinesthetic learners;
Requires learners to recall information; and Recognizes and rewards behavior.