Reviewing Material


There is a saying in training that goes something like this "First you tell them what they are going to learn, then you teach them what you want them to learn, then you remind them of what you told them."  Reviewing material helps people to increase their level of understanding of the material.  However, it can be boring if you just re-teach what you have taught.  This section looks at innovative ways to review material and concepts that have been covered during the training period.
 
 
 
 


 
 
 

FRAME GAME


Give each learner four blank cards and instruct them to fill in four different responses on the subject :

“What were the main topics or learning points of the material we just covered?”
Give them about five minutes to complete the exercise, then collect the cards, shuffle them, and randomly deal three cards to each learner.  (Note: If desired, the trainer can make up four cards of her own, but they should be philosophically unacceptable with the principles presented.)

Ask everyone to read the cards they just received, and then to arrange them in order of personal preference.

Place the extra cards on the table and allow them to replace the cards in their hand that they do not like.  Next, ask them to exchange cards with each other.  They must exchange at least one card.

After about three minutes, form them into teams and ask each team to select the three cards they like the best.  Give them time to choose, then have them create a graphic poster to reflect the final three cards.

Select or vote on best poster that best represents the topic.

Note: Based on a game framework by Thiagi

SOURCE:
Big Dog’s Bowl of Biscuits.  Date created: January 27/00
Internet.  Last updated: March 12/00  Date viewed: August 5/00
Available URL: http://www.nwlink.com/~donclark/leader/icebreak.html


 
 
 

TOY STORY


Using Legos, Tinker Toys, clay, log cabins, etc., have each person or small group build a model of the main concept that they have just been presented.  After a given time period, have each person or team present their model to the group.  They should describe how their model relates to their work or the subject being taught.

Encourage creativity!

SOURCE:
Big Dog’s Bowl of Biscuits.  Date created: January 27/00
Internet.  Last updated: March 12/00  Date viewed: August 5/00
Available URL: http://www.nwlink.com/~donclark/leader/icebreak.html


 
 
 

BALL TOSS


This is a semi-review and wake up exercise when covering material that requires heavy concentration.  Have everyone stand up and form a resemblance of a circle.  It does not have to be perfect, but they should all be facing in, looking at each other.  Toss a nerf ball or bean bag to a person and have them tell what they thought was the most important learning concept was.  They then toss the ball to someone and that person explains what they thought was the most important concept.  Continue the exercise until everyone has caught the ball at least once and explained an important concept of the material just covered.

SOURCE:
Big Dog’s Bowl of Biscuits.  Date created: January 27/00
Internet.  Last updated: March 12/00  Date viewed: August 5/00
Available URL: http://www.nwlink.com/~donclark/leader/icebreak.html


 
 
 

PROCESS BALL


This is similar to the above exercise, but each person tells one step of a process or concept when the ball is tossed to them.  The instructor or learner, in turn, writes it on chalkboard or flip chart.  For example, after covering “Maslow’s Heirarchy of Needs”, you would start the ball toss by having everyone give one step in the pyramid of needs, e.g. Safety, Physiological, Esteem, etc.

SOURCE:
Big Dog’s Bowl of Biscuits.  Date created: January 27/00
Internet.  Last updated: March 12/00  Date viewed: August 5/00
Available URL: http://www.nwlink.com/~donclark/leader/icebreak.html


 
 
 

THE REVIEW GAME


Objective:

Advance Preparation:

Prior to the game decide on what categories you are going to cover and write them in bold letters on separate pieces of  paper.  For example, when reviewing a number of sessions on communication the categories might be: I Said No (assertiveness);  Is What You Said What I Got? (non-verbal communication); etc.

Once you have decided on your categories you need to come up with an equal number of questions for each category.  For example, five questions under I Said No, five under Is What You Said What I Got? and so on.  Write the questions  on individual index cards.

In my groups I also get a number of "fabulous" prizes from someplace like a dollar store.

Procedure:

Tell the group that today is going to be a review day and rather than giving a quiz or using another traditional method,  they are going to get involved in a competitive game where the winners will walk away with "fabulous" prizes.

Divide the group into teams.

Explain that each team will be given a choice of which category they will choose.  Have categories posted on the wall,  with index cards with questions on them underneath each category.  Of course the index cards are turned so that  participants can't see the questions!

Explain that once they choose a category, you will take an index/question card from the wall and read them the question.  They will be given 30 seconds to discuss the question then give their answer through their spokesperson.  If they get the answer right, they get 3 points.  If they get the answer wrong, the next team can give their answer and if they "steal" the question, the get 1 point.  Teams will rotate turns picking categories and answering questions till all index/questions have been asked.
Ask if there are any questions before you begin.

Start the game and have fun!  The winning team will get "fabulous" prizes.  If you wish to, you can have "lesser" prizes for the losing team.

Time Required:

This will depend upon how many participants you have, the number of categories and questions.  This game usually takes about 45 minutes or so when I plan it.

Resources Required:

Masking tape, index cards, paper for category headings and fabulous prizes.

SOURCE:
This lesson plan is mine, so no references!  Just have fun and cover the material.


 
 
 

COMPETING FOR DOLLARS


Objective:

Procedure:
Select a set of items which a training group is to have learned (e.g., the characteristics of a new product or the components of a machine).  List these and other erroneous items on two large display boards, screens, or worksheets.  Select two teams of two persons each to work at the board.  Their objective is to place an “X” next to each of the CORRECT features.  The non-participants are assigned the same task at their regular tables.  After a brief period of time, the trainer stops the action.

The boards are then turned towards the audience, who are asked to spot errors on the boards.  Members identifying a true error are awarded a dollar for each one spotted.  Then the winning team members (those with the least errors) are awarded five dollars.

The exercise provides a spirit of competion as well as an achievement opportunity for the participants.  It is, in effect, a fun way to “test” an entire group, and the camaraderie that develops often is exemplified by the “winners” buying refreshments for the “losers.”  Multiple products (and lists) allow repetition of the exercise several times.

Materials Required:

Advance list and display board (hook and loop, magnetic, chalk, etc.)

Approximate Time Required:

15 – 20 minutes

SOURCE:
Newstrom, John W. and Scannell, Edward E.  (1980)  Games Trainers Play
New York: McGraw Hill Book Company  pp.119


 
 
 

EACH ONE TEACH ONE


Form:

A good change-of-pace activity, this energizer asks participants to reflect on one idea that has truly sunk in--a bit of knowledge, a formula, a technique, et cetera they have fully comprehended. They then teach that idea to a partner, who in turn teaches his or her own concept. The exercise takes about 10 minutes and requires no materials other than a flip chart and marking pen.

Function:

1. Divide the group into teams of five or six and ask each team, without looking at their notes (or anyone else's notes), to write down the 10 or 15 most important things they have learned thus far.

2. Ask each person in each team to isolate the one kernel of information they most fully understand.

3. Mix up the teams now: Have each participant find someone on another team as his or her partner. The partners will then teach each other the knowledge kernels they have selected.

Follow-Up:

Suggest participants serve as SMEs (subject matter experts) when they return to the workplace and that they teach coworkers at least one of the skills they have learned in this training.

Transition:

The goal, of course, is to have you feel as comfortable with all the major concepts as you feel with the one you have selected. How can I help you? What is still unclear to you? What should I repeat, more clearly, more carefully this time?

SOURCE:
McGraw-Hill Trainer’s Toolchest.  Date online not available
Internet.  Accessed date: July 17, 2000
Available URL: http://www.pbg.mcgraw-hill.com/training/toolchest/games.html


 
 
 

RAPID REVIEW


Objective:

Materials:

None, other than a chalkboard  or flipchart for recording responses.

Procedure:

After a presentation, and just prior to a scheduled break, remind the participants that the discussion has ranged far and wide across topics.  To check on what they’ve heard  so far, you’re going to do a quick review.  Before you break the session, invite them to summarize the key things they’ve learned or concluded to this  point.

Then, as rapidly as possible, ask for responses.  After each one, say “Thank you, that’s a good one” and so on, until ten (or more) key points are started.

Discussion Questions: Tip:

The number of points that you solicit from the group is arbitrarily chosen each time by the group leader.  It could be as few as three, or unlimited (until the ideas run out).  The number will depend on the time available, as well as on the diversity of the discussion topics.

If you have more time:

Ask the group members to brainstorm their own lists first.  Then ask the group to generate a master list.  This provides a rich opportunity for individuals to compare their own perspectives and assessments of importance to those of their colleagues.

SOURCE:
Newstrom, John and Scannell, Edward (1996)  The Big Book of Business Games.
New York: McGraw-Hill  pp.142


 
 
 

SURE, POSSIBLY/LIKELY, NOT


Here is a way to conduct a review for a final exam that my students like.

I place three headings on the chalk board: For Sure, Possibly/Likely and NOT.

I then get students to tell me topics that they think may or may not be on the final exam and I place them under one of the three headings.  Sometimes I even place topics they suggest in the middle of two topic headings.

This process gets the students input and lets them share their ideas on what is more important as some students have better test-taking skills than others.

I also qualify when I begin that I will only list topics they suggest BUT that the review is only a guide and simply by not listing a topic does not mean it will not appear on the exam.  This ensures they will bring up all topics even though they may hope it won't be on the final exam.  After the students have listed all their suggestions I give them some time to ask questions and review any topic they may be needing some extra help in.

Sometimes in the final day or two before the final the students may find they have too much material to catch up on (this wouldn't happen in a perfect-student world) I sometimes encourage them to realistically look at their options...maybe they should cut their losses on a particular topic and spend time on ones they are pretty much sure will be tested.

SOURCE:
Dave Morris
BITS Instructor
New Brunswick Community College – Saint John


 
 
 

IT’S IN THE HAT


Prior to exam time students sometimes ask for a review session to cover material.  I ask them to come to the review period “prepared” by having their questions written on slips of paper.

As they come in, the slips are passed in and put in a hat.  In this way there is anonymity in “who” has asked the questions.  The method for the review is that I pull each question from the hat and the students and I cover the material through discussion.  By having the students generate the questions and take part in giving the answers, the session is student-centered.  They also need to do some research (and hopefully study the material) in order to design their questions.

SOURCE:
Joe Marriott
Computer Programming Technology Instructor
New Brunswick Community College – Saint John


 
 
 

TEACHING QUIZ


Students make up their own trivia questions.  Each student picks a topic and  then prepares a teaching quiz.

SOURCE;
Twenty-Five Other Ways of Teaching Geography
Steve Gillick, Executive Director, CITC-ONTARIO
Presented at the Annual Educators’ Update, June 9, 2000


 
 
 

COLLEGE BOWL


Students respond to trivia – in a college bowl format.  The class is divided into 2-3 teams.  Open questions can be answered by the first person in the class to raise their hand.  Then the team may answer a bonus question.  For example in a travel agent class:

Where would you find the Eiffel Tower?  First person to raise hand says  “Paris”.  Then the team’s bonus question is list 5 items you would expect to see on a menu in a French restaurant.


SOURCE;
Twenty-Five Other Ways of Teaching Geography
Steve Gillick, Executive Director, CITC-ONTARIO
Presented at the Annual Educators’ Update, June 9, 2000


 
 
 

SITUATIONS IN A JAR


Have a number of situations written and placed in a jar.  Each student chooses a situation in turn and then talks to a class about it.

Example (from a travel agent program):

Mrs. Smith wants to see the pyramids.  She not only hates the hot temperatures of the Middle East but does not like Middle Eastern food.  Where will you send her?  Answer: Send her to Yucatan – she can see the Mayan pyramids.


SOURCE;
Twenty-Five Other Ways of Teaching Geography
Steve Gillick, Executive Director, CITC-ONTARIO
Presented at the Annual Educators’ Update, June 9, 2000


 
 
 

WEB RESOURCES


Each student is responsible to bring in one web site each day – the site deals with topics covered in the training program.

SOURCE;
Twenty-Five Other Ways of Teaching Geography
Steve Gillick, Executive Director, CITC-ONTARIO
Presented at the Annual Educators’ Update, June 9, 2000


 
 
 

MAGIC  MOMENT


Give students a 60 second break during an exam when they can look at any resources they have brought with them.  The group can decide prior to the exam when they wish  to take this moment.  Encourages students to know their resources so that they can make the best use of them in a short period of time.

SOURCE:
Unknown


 
 
 

RESOURCE SHEET


This is an opportunity given to students at exam time.  They are allowed to bring in one 8 ½ by 11 sheet to the exam with any information they wish to put on it.  This reduces test anxiety for some.  It also encourages students to think through the most important information they will need.

Variation:

Instead of an 8 X 11 ½ paper, allow them to bring in an  index card.

SOURCE:
Unknown


 
 
 

INDUSTRY TROUBLESHOOTING


In a class where this is applicable, have students go out to industry and identify a problem that industry is experiencing.  Have students work on troubleshoot that problem and present their results back to the industry.  This helps industry, is good PR for your program and gives your students a real world problem to work on to practice their skills and knowledge.

SOURCE:
Unknown


 
 
 

DESIGN A …


In a correctional program, the students were asked to design a correctional facility.  In order to do this they had to interview a number of  people, do research on different types of facilities and the effects of those designs, match the philosophy of their in-class  learnings  to the design, look at security issues and so on.  Students had to build a miniature mock facility and present it to the group.

Variation:
Have evaluation of the design done by resource people outside of the classroom setting.

SOURCE:

Unknown

Back to Home Page