How To Draw Letters In Graffiti Style Step By Step 46 Activities to Check Learner Comprehension

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46 Activities to Check Learner Comprehension

There may be 50 ways to leave your lover, but there are at least 46 ways to test your student’s understanding. These fall into one of five general categories of highly experiential learning activities: (1) Paper-based, (2) Spoken word-based, (3) Materials-based, (4) Game-based, or (5) Movement-based. . Some of the activities skim the surface of the student’s understanding, while others require much deeper thought.

All of these activities can also be used at the end of any training module to check student understanding. However, the purpose of these activities is to ensure that students leave a training session with a good understanding of the content taught. Hopefully students will have the opportunity to test their new knowledge or skills in application exercises during the training session. The activities identified here are intended to close a module or training session on a high, content-focused note.

With only a few exceptions, these learning activities are completely self-directed. This means that the facilitator simply provides the necessary instructions and materials, and then walks away from the participants.

The facilitator will have to allocate 10 to 50 minutes for these activities. Activities can be structured in pairs, small groups or the whole group. Some of the activities can be structured for individuals to work independently.

Whenever possible, ask participants to write or draw on flipchart paper that can be hung up for everyone to see. For activities that don’t involve everyone, remember to save time for debriefings to the rest of the group.

Take digital photos of the results of these activities to mail to participants after class to reinforce their learning.

Closing activities on paper

Paper-based activities include writing, drawing and graphing ideas. These activities require writing paper or flipchart paper, pens, ballpoint pens, pencils, or colored markers.

ABC: Fill in a word or phrase related to the content that begins with each letter of the alphabet.

drawing: Identify five or six key learning points and then draw a picture of them on a flip chart. The image can be representative or abstract, with words or phrases.

slogan: Create a saying of 6-8 words or phrase that captures the essence of what they learned.

metaphor: Identify a metaphor for what they learned that day.

Word Cross: Write the title of the training session in the middle of a piece of flipchart paper, then add words related to the content that are based on the letters on the page to create a crossword diagram.

equation: Create a mathematical equation that summarizes the key content.

haiku: Write a short poem.

mind map: Represent your key learning on a mind map.

Circle the learning objectives: Write down each learning objective, leaving enough space to add key words and related phrases around each objective.

Flow diagram: Graphically represents the sequence of steps, topics or decisions.

caricature: Draw a cartoon that represents what they learned.

graffiti: Write the key learning and/or draw pictures on a long piece of paper taped to the wall.

Acronym: Creates a word from the first letter of words related to the content.

Reminder card: Write key points to remember on a card small enough to fit in a wallet.

questionnaire: Answer questions related to the content using multiple choice or fill in the blanks.

Spoken word closure activities

Activities based on spoken words include the verbal expression of ideas through stories, drama or songs. Although movement is often involved, the primary delivery of ideas is through spoken words.

Key Take-Away: Stop and report your session key.

Paired instruction: Pair up and explain to your partner the key learning of the day, as if your partner was not in the session. Each participant will have 5 minutes to speak.

stations: Stand at different assigned stations representing a key topic of the day and explain the main points in 2 minutes.

Commercial Radio: Create and present a key learning sales pitch.

Parota: Represents key learning in a humorous way: what to do and what not to do.

song: Speak or sing the lyrics of a song that captures the essence of what has been learned.

Briefing of key concepts: When prompted by the facilitator, stand up and provide a 2-minute briefing on a key concept chosen at random by the facilitator.

Verbal relief: Stand in parallel lines facing each other, taking turns to report a key concept and/or build on what someone else said.

Closing activities based on materials

Materials-based activities are distinguished from other closure activities by the fact that materials are used to summarize, represent, or represent ideas. These activities require objects, art supplies, and/or building materials. They result in products that can be photographed and, in some cases, taken back to work as a reminder of the class.

bedspread: Write the key learning on small squares of construction paper and point to what is written as they tape it to a flip chart or foam board.

puzzle: Select the most important learning points from a roll of labels with different learning points. Place each selected tag on a puzzle piece and then create a puzzle (which can be free-form or pre-designed).

Tinker Toys: Build something with Tinker Toys that represents key learning.

totem: Select an item from a bag of miscellaneous items and explain how it captures the essence of what has been learned.

Beach ball: Stand up and throw a beach ball that has different questions related to the content written in different sections. Answer the question facing the participant.

Collage: Create a collage that represents key concepts using images already cut out from magazines.

Building blocks: Explain the stages of a learned process, using blocks to represent each stage.

carousel: Create a Tinker Toy carousel and explain what concept each colored piece represents and how the concepts relate to each other.

Closing activities based on games

Game-based activities involve competition between table groups or teams to answer content questions and win by accumulating the most points or completing the game first.

Take the Koosh: Take turns asking other participants about the content. Participants who pick up the Koosh (or other object) from the middle of the table and answer the question correctly get points.

Board game: Compete in teams to roll dice and take turns responding to content cards ready to move around the board. Use a bingo board or create a simple game board inspired by Candy Land or Life.

danger: Compete in teams to answer questions in specific content categories on a real game board or PowerPoint Jeopardy.

Competitive brainstorming: Compete in table groups against each other and against the clock to give the best answers to a content question.

Relay race: Compete in teams to add words or phrases related to the content that begin with each letter of the training program title.

pass over: Compete in teams to identify the most useful solutions to content problems written in different envelopes.

Movement-based closure activities

Movement-based activities generally require participants to stand up and move around to complete them. These activities may involve standing, walking or running.

treasure hunt: Talk to different participants to complete a form identifying how each one plans to incorporate what they have learned in their daily work activities.

Charade: Represent key concepts of learning.

Walk through the gallery: walk from flip chart to flip chart (each titled with a key learning point or training topic covered that day) and write down do’s and don’ts, or tips, or action items.

Rotating flipcharts: After a gallery walk, groups review each other’s flipchart answers and make additions or revisions to the writing.

Pop-up element: Stand up to answer a content question.

Signal responses: Point to answers to multiple-choice questions with the fingers of one hand, point to answers to indicate agreement by raising your hand, and point to answers to yes or no questions by pointing your thumb up for yes or down for no.

Throwing snowballs: Write a problem on a piece of paper, roll it up, and throw it up in the air, for others to find and answer the problem.

Blow up the balloon: Write a problem on a piece of paper, roll it up and put it in a balloon. Pop and tie the balloon, then keep the balloons in the air until the music stops. Take a balloon, weigh it and answer the problem.

walk around: Join another person and walk together for a few minutes, sharing how you each plan to use what you’ve learned.

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