Database “Speed Dating”
Guest blog by Mrs. Across the country and throughout our great state, classrooms are transforming in an effort to engage students in meaningful learning. Teachers are revamping their teaching styles and lessons to reach students in a way that is fun and memorable. As a secondary social studies teacher, I had to become extra creative in order to find ways to make learning historical content and skills fun and exciting. I knew lectures and workbooks would keep the learner in a sedated state. So how could I bring learning to life and get students to learn without even realizing it? In this blog, I will share out my speed dating activity and how I used in my 11th grade social studies classroom. Speed Dating The great thing about this activity is that it allows your students to explore a large amount of content in a 45 or minute class period and can be used in any subject area. Students work individually, in pairs, and then collaboratively.
Speed Dating Discussion
To access hundreds of premium or staff resources, log in or sign up for an account. They spend ten minutes in pairs, offering each other specific feedback on a high-stakes writing assignment, before moving on to another partner for another round of critique. Actually two student exemplars. I want you to go back to the two articles and I want you to evaluate them based on the content and development criteria.
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Speed Dating is a discussion strategy that allows students to engage in several short discussions around a specific topic — from a factual conversation about a text to a discussion in which students share evidence-backed opinions on a topic. In this strategy, students read and annotate articles to learn about content material and annotate the articles in order to identify important information about an assigned topic or a topic of their choice.
Determine the purpose of the Speed Dating activity. Will students interact with one another in order to:. Determine the format of the Speed Dating activity. Will all students be involved in researching one topic, which would allow for a whole class Speed Dating, or would the class be divided into groups to explore different topics? A recommended minimum should include 4 – 6 articles, which would allow for 2 – 3 rotations of Speed Dating on one topic. Locate the Cooperative Learning Chart in the resource section below, if needed, to use as a reference.
Consider creating an organizational tool – a chart handwritten or digital – to track which topics have been assigned to which students. Refer to the examples in the resource section below.
Speed Dating Using Newsela with Elementary Students
Hosted by the company Denver Catholic Speed Dating, the event is geared towards Pennsylvania and the East Coast, but open to Catholic singles from any geographical location. Participants can choose from three speed dating categories, separated by age group. Singles ages will virtually meet from 6 p. Singles ages will meet afterwards from 8 p. A third option open to singles of all ages will virtually meet from 10 p.
Denver Catholic Speed Dating has organized Catholic speed dating events for the past nine years in various U.
Othello writing assignment speed date each situation. What better way to try speed dating learning in your. Give students had the kids are the art classroom.
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Peer feedback: Speed dating
Gist: Students rotate with a question or answer until they find their perfect match. Why Do It? This gets students talking about the assignment, analyzing answer choices, and moving. Applicable to ANY content. Number students off 1 and 2.
This lesson is an individual assignment on the first day (unless the teacher has so many students that they opt to have multiple students play a single character).
Students will be able to identify and use appropriate databases to form an effective research strategy. Students will be able to differentiate databases based on functionality and content scope. This activity works best if all students are in the same discipline, although it can be scaled to include general research databases or multiple disciplines.
Part C asks students to quickly identify a research topic and evaluate their databases by searching for that topic. This will work if students already have a research topic in mind for an assignment. If not, you may wish to offer one or more examples for them to use, or skip it entirely. Skip to main content.
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Speed networking or speed business meeting is a meeting format designed to accelerate business contacts. Speed networking basically involves participants gathering together to exchange information. During an interaction, participants share their professional backgrounds and business goals. Speed networking is often referenced as a derivative of speed dating ,  the round-robin approach to meeting potential suitors first developed by Rabbi Yaacov Deyo in the late s.
Speed networking combines speed dating with business networking.
Hosted by the company Denver Catholic Speed Dating, the event is geared towards Pennsylvania and the East Coast, but open to Catholic.
At the start of a speed dating session, students are given a topic or question to discuss. Each student sits facing another student. Students typically remain in their partner-groups for about minutes before the instructor, who must keep time, notifies them to move on to their next partner. Once students rotate to their new partners, the timer is reset and students again discuss their topic or question, this time with a new discussion partner.
The session proceeds in this manner, with each student thus getting the opportunity to interact with multiple other students in a series of brief one-on-one discussions Murphy, Depending on the goals of the session, the instructor may prepare just a few broad questions for students to discuss Murphy, Rather than preparing the answer sheets themselves, instructors can assign their preparation as a homework or in-class activity, as creating the answer sheets serves as another opportunity for students to learn the material Danczak, Another pre-session preparatory activity is to provide students with time to write on the topic to organize their ideas before they begin to converse with their peers Murphy, In other variations, students may be required to take a stand on a topic, or they may be asked to incorporate points made by other students into their position as the session goes along Murphy, Conversely, speed dating sessions prevent dominant students from monopolizing class discussion time Murphy, Because each conversation is quick, speed dating provides a way to cover a lot of information potentially about disparate topics in a relatively short period of time Lashbrook, By participating in speed dating sessions, students gain practice thinking under time pressure.
Due to the repetitive nature of the interactions, students may become expert in a particular content area by the end of the session Lashbrook, Educators note that students seem to find the novelty of a speed dating session to be a fun and interactive way to learn material Lashbrook, ; Murphy,
Using the “Speed Dating” Model to Enhance Student Learning
Discussions are the cornerstone of my teaching style. We end up with the same speakers sharing their strongly held opinions while the rest of the class sits with glazed eyes. One set of students stays sitting in chairs while the other group rotates around.
This lesson is an individual assignment on the first day unless the teacher has so many students that they opt to have multiple students play a single character and a group activity on the second day. The teacher has some leeway as to whether they want to provide certain primary and secondary sources or whether they want to treat it as more of a research assignment, where students can search for their own information.
Students tend to learn facts about different presidents but sometimes they have trouble relating presidents to one another and making connections over time. It gives the students an opportunity to become a certain president — to look at presidents in a slightly different manner and to give them the experience of thinking as they did and walking around in their heads for a little while. Andrew Jackson. Abraham Lincoln. Ulysses S. Theodore Roosevelt. Herbert Hoover.
Bureaucratic Speed Dating
Common Core State Standard Read and comprehend complex literary and informational texts independently and proficiently. Standards for the 21 st Century Learner: 2. Describe your thoughts about your Book Speed Dating experience and explain what you enjoyed the most about it. How many books did you add to your future reading list? Explain whether or not Book Speed Dating will help you choose your next reading book.
Park View Middle School: Mrs.
I’ve done speed dating to review Supreme Court cases in the past the goals of the assignment are necessary for optimal student success.
In Effective Teaching Strategies. January 20, Jacqueline S. Hodes EdD. The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. My previous experiences facilitating successful panel discussions led me to believe that a panel would be a good method to use here.
It was not. In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise. As the instructor and panel moderator, one has to manage the questions from the class as well as rein in the excitement and enthusiasm of the panel participants to impart their wisdom.
A large panel makes that difficult. I asked the class for feedback following the inclusion of two panel discussions. They loved the panel but wanted to have time to ask more questions and hear more from each person than time allowed.
Using a Speed Dating Protocol to Think Critically about Writing
Name, wherein i called it is a formative assessment tool for literacy by using visible learning speed debating a. Flirt, woo, it is speed dating! Thus we are plenty of them receive. We offered teachers use a question,
Weinberg and Moussawi collaborated with the other faculty members teaching the capstone Information Systems project course to explore how students could give and receive higher quality peer feedback on team presentations. They compared two different presentation approaches. Next, teams changed pairings, and the process repeated. Students completed brief surveys after each project-sharing session, and a sampling of sessions was observed by a trained researcher.
According to the surveys, students reported giving and receiving more helpful feedback during the speed dating sessions compared to sessions with serial, class-wide presentations. Students also reported being significantly more engaged during the speed dating sessions. Classroom observations corroborated student perceptions, documenting a greater percentage of students participating actively during the speed-dating sessions compared to the traditional approach.
Given these positive results, Weinberg, Moussawi, and colleagues are using speed dating for team presentations and feedback sessions more frequently in this Information Systems course. Students reported giving and receiving more feedback, as well as being more engaged, during the speed dating events compared to the traditional presentations.
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The speed-dating format is designed to help students spot comparisons and contrasts between different ideas, answers or categories of information. By enabling students to consider or research one area in depth, and then exchange their knowledge against the clock with classmates, it is an efficient means of sharing ideas and knowledge. It works particularly well for topics where there are lots of key personalities to learn about: for example, in History this could involve a comparison of Roman Emperors, or the attitude of different types of people towards Hitler in Nazi Germany in.
Tom Hitchner. “Speed Dating”: A Research Paper Prewriting Exercise Explain that the goal of the assignment is to force the students to focus their minds.
Select your area of interest to begin exploring. The purpose of this assignment is to 1 expose students to current events in environmental science, 2 connect those stories to concepts covered in class, and 3 allow students to gain experience discussing important topics in environmental science. Students choose an article written in the last three months relevant to the field of environmental science. They can use any reliable news source, but are highly encouraged to use The New York Times.
Students write a brief summary of the article and describe the topics in the article that are relevant to topics that have been covered in class. Students work in pairs and have approximately three minutes to communicate the main points of the article to their partners. After students have had a chance to share with their colleagues, we discuss why they — as future environmental scientists — might need to communicate their science in a very brief time period.
We discuss potential scenarios such as press conferences, discussing potential proposals with program officers at funding agencies and communicating with policymakers.