Осы сабақ білім алушылардың

Once again, pupils might be asked to choose the most and least lucrative potential business idea. For example:

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  Most lucrative = Indian – for professionals – on a conveyer belt
  

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  Least lucrative = French – for teens – meals on wheels
  

5. 
   A debrief afterwards might ask pupils to consider their work within groups – were groups able to build on ideas? How did the groups structure their discussions? Was there a facilitator? Was agreement reached, and if so, how?
   

5. 
   This activity might lead on to further exploration of relevant topics. Tools such as Consider All Factors, Plus-Minus-Interesting, Other People’s Views, and Opinion Finders may be beneficial in order to consolidate and deepen pupils’ understanding of key issues arising from the Creative Matrix.
   

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  Working with Others
  
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  Thinking, Decision-Making
  

This is a small group activity aimed at prioritising information and ideas. It can be a follow-up activity used after information-gathering sessions such as Post-Its Collection and Ideas Avalanche. It encourages pupils to consider and express their justifications for placing certain issues above others. See Card Ranking for another possible prioritising activity.

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table.

1. 
   Pupils receive (or write out beforehand) nine ideas based on a particular question on card or post-its.
   

2. 
   They place their first priority card at the top, followed by two in second place, three in third place, a further two and then the card which represents the lowest priority at the bottom. This forms a diamond shape.
   

3. 
   Pupils should strive for a consensus amongst themselves. This may involve various discussions on the order of cards involving justification.
   

4. 
   Top priorities might be explored in greater detail using activities such as Five Questions.
   

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  How to reduce crime
  
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  Measures to prevent environmental pollution
  
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  Making our roads safer.
  

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  Working with Others
  
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  Managing Information
  

This is an alternative way of transferring a large amount of factual information amongst pupils. Rather than the teacher lecturing or dictating, pupils share a selected piece of information relevant to the topic with their peers. See Clusters for another useful activity for transferring information.

A large space is needed for ease of movement and interaction. Alternatively, if pupils are seated at desks in groups of four, two pupils could change group after the allocated time.

1. 
   A slip of paper with a particular fact or statistic is distributed to every pupil. Ideally there should be a different statement for every pupil.
   

2. 
   Pupils read their statement to ensure that they understand its meaning.
   

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3. 
   Pupils move around and share their statement with other pupils. They should aim to explain their fact or figure with as many people as possible.
   

3. 
   Pupils could be encouraged to extend their explanations by giving examples, if relevant, or by linking their statement with those of other pupils.
   

3. 
   After adequate time for communicating their facts, pupils might work in smaller groups to classify the information they have acquired during the process of the activity.
   

3. 
   In a subsequent debrief pupils could explain and justify their classification system.
   

3. 
   They could also be asked to share their reactions upon hearing various facts/ statistics. What surprised them? What shocked them? Did any particular statement make them feel sad or happy? What particularly interested them?
   

3. 
   Pupils might also be asked to think about their own learning. What pieces of information did they find easiest to remember and why? Which did they find most difficult?
   

3. 
   Main findings for all debriefing activities might be written on a board or flip chart.