You are searching about A Main Goal In Writing Multiple-Choice Test Questions Is To, today we will share with you article about A Main Goal In Writing Multiple-Choice Test Questions Is To was compiled and edited by our team from many sources on the internet. Hope this article on the topic A Main Goal In Writing Multiple-Choice Test Questions Is To is useful to you.
46 Activities to Check Learner Comprehension
There may be 50 ways to leave your lover, but there are at least 46 ways to check the student’s understanding. It falls into one of five general categories of experiential learning activities: (1) Paper-Based, (2) Spoken Word-Based, (3) Material-Based, (4) Game Based, or (5) Action Based. . Some of the activities involve surface learning to understand, while others require deeper thinking.
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 be given 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 a training session on a high, content-centered 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 gets out of the way of the participants.
The facilitator should spend from 10 to 50 minutes for these activities. Activities can be structured for pairs, small groups or whole groups. Some of the activities can be structured for individuals to work independently.
If possible, have the participants write or draw a paper flip chart that can be posted for everyone to see. For activities that do not involve everyone, remember to save time for reporting to the rest of the group.
Take digital photos of the results of these activities to send to participants after class to reinforce their learning.
Paper-Based Closing Activities
Paper-based activities include writing, drawing and graphing ideas. These activities require writing paper or flip chart paper, pens, pencils, crayons or colored markers.
ABC: Fill in a content-related word or a phrase starting with each letter of the alphabet.
Drawing: Identify five or six important learning points and then draw a picture of them on the flip chart. The image can be representational or abstract, with words or phrases.
Slogan: Make up 6-8 words to say or catch 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 flip chart paper, then add the words related to the content built into the letters on the page to make a cross word-like diagram.
Equation: Create a mathematical equation that summarizes the key content.
Haiku: Write a short poem.
Mind Map: Describe their key learning in a mind map.
Circle the Learning Objectives: Write each learning objective, leaving enough space to add relevant key words and phrases around each objective.
Flow chart: Graph the sequence of steps, topics or decisions.
Cartoon: Draw a cartoon that describes what they learned.
Graffiti: Write important learning and/or draw pictures on a long piece of paper taped to the wall.
Acronym: Make a word from the first letter of the words related to the content.
Reminder Card: Write the key points to remember on a card small enough to fit in a wallet.
questions: Answer the questions related to the content using multiple choice or fill in the blanks.
Spoken Word-Based Closing Activities
Spoken word-based activities include verbal expression of ideas through reports, theater or songs. Although movement is often involved, the primary conveyance of ideas is through spoken words.
Key Take-Away: Stand up and report their key take-away from the session.
Paired Instruction: Pair up and explain to their partner the important learning from the day, as if their partner is not in the session. Each participant has 5 minutes to speak.
Stations: Stand at assigned different stations representing an important topic from the day and explain the main points within 2 minutes.
Radio Commercial: Create and present a commercial selling key learning.
Skit: Act out key learning in a funny way: what to do and what not to do.
song: Say or sing the lyrics of a song that captures the essence of what has been learned.
Key Concept Briefing: When called by the facilitator, stand up and give a 2-minute briefing for an important concept chosen by the facilitator at random.
Verbal Relay: Standing in parallel lines facing each other, take turns reporting a key concept and/or building on what others have said.
Material-Based Closing Activities
Material-based activities are distinguished from other closing activities by the fact that materials are used to summarize, represent or describe ideas. These activities require objects, art materials, and/or building materials. This results in products that can be photographed and, in some cases, returned to work as a reminder of the class.
Quilt: Write the key learning on small construction paper squares and say what is written as they stick it on a flip chart or foam board.
Puzzle: Select the most important learning points from a roll of labels with different learning points on them. Place each selected label on a puzzle piece and then create a puzzle (which can be free-form or pre-designed).
Tinker Toys: Create something with Tinker Toys that represents important learning.
Totem: Choose something from a bag of different things and explain how it captures the essence of what was learned.
Beach Ball: Stand up and throw a beach ball with different questions related to the content written in different sections. Answer the question facing the participant.
Collage: Create a collage that illustrates key concepts using pictures that have been cut out from magazines.
Building blocks: Explain the stages involved in a learning process, using blocks to represent each stage.
Merry-Go-Round: Make a Tinker Toy merry-go-round and explain what concept each colored piece represents and how the concepts relate to each other.
Game-Based Closing Activities
Games-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.
Get the Koosh: Take turns asking other participants in the content. Participants who take the Koosh (or another object) from the middle of the table and answer the question correctly get points.
Board Game: Compete in teams to throw dice and take turns answering prepared content cards to move around the board. Use a bingo board or make a simple game board modeled after Candy Land or Life.
Danger: Compete in teams to answer questions in specific content categories on a real or a PowerPoint Jeopardy game board.
Competitive Brainstorming: Compete in table teams against each other and the clock to generate 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 title of the training program.
Envelope Pass: Compete in teams to find the most useful solutions to content problems written on different envelopes.
Action-Based Closing Activities
Movement-based activities often require participants to get up and move to complete them. These activities may include standing, walking or running.
Scavenger Hunt: Talk to different participants to complete a worksheet indicating how each one plans to incorporate what they have learned into their daily work activities.
Charade: Act out key learning concepts.
Gallery Walk: Go from flip chart to flip chart (each titled with a different key learning point or training topic covered that day) and write down the dos and don’ts, or tips, or things that action.
Rotating Flip Charts: After the gallery walk, the groups review each other’s flip chart answers and make additions or revisions to what was written.
Pop Up: Stand up to answer an internal question.
Signal Responses: Signal answers to multiple choice questions with the fingers of one hand, signal answers to show agreement by raising the hand, and signal answers to yes or no questions by pointing thumb up for yes or down for no.
Snow Ball Throwing: Write an issue on a piece of paper, take it and throw it in the air, so that others can find and answer the issue.
Pop the Balloon: Write an issue on a piece of paper, roll it up and put it in a balloon. Blow up and tie the balloon, then raise the balloons in the air until the music stops. Take a balloon, stomp on it, and answer the issue.
Take a walk: Join another person and walk together for a few minutes, sharing how each one plans to use what was learned.
Video about A Main Goal In Writing Multiple-Choice Test Questions Is To
You can see more content about A Main Goal In Writing Multiple-Choice Test Questions Is To on our youtube channel: Click Here
Question about A Main Goal In Writing Multiple-Choice Test Questions Is To
If you have any questions about A Main Goal In Writing Multiple-Choice Test Questions Is To, please let us know, all your questions or suggestions will help us improve in the following articles!
The article A Main Goal In Writing Multiple-Choice Test Questions Is To was compiled by me and my team from many sources. If you find the article A Main Goal In Writing Multiple-Choice Test Questions Is To helpful to you, please support the team Like or Share!
Rate Articles A Main Goal In Writing Multiple-Choice Test Questions Is To
Rate: 4-5 stars
Search keywords A Main Goal In Writing Multiple-Choice Test Questions Is To
A Main Goal In Writing Multiple-Choice Test Questions Is To
way A Main Goal In Writing Multiple-Choice Test Questions Is To
tutorial A Main Goal In Writing Multiple-Choice Test Questions Is To
A Main Goal In Writing Multiple-Choice Test Questions Is To free
#Activities #Check #Learner #Comprehension