Small group

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'Cards Against' Feedback
This activity was designed for an academic and study skills workshop, 'Making the Most of Feedback'. This is a game based on the infamous card game 'Cards Against Humanity' (but without the extremely offensive content!). 20-30 mins activity. Split students into groups of 3-4 (ideally 4). There are 12 blue cards which should be cut up, shuffled, and placed face down in the centre of the table. Each blue card presents a situation related to receiving feedback on assessed work. There are 36 orange cards, which should be cut up, shuffled and dealt out to all students. Each orange card gives a response a student could have to each of the situations on the blue cards. Some are 'good' responses, some are 'bad' responses, and some are blank so they student can write their own response. Each student takes a turn at selecting a blue card from the centre of the table. They read out the situation from the card and ask the other students in their group for an appropriate response to the situation. For example, a blue card might read 'Your feedback is: You have not addressed the question/title. What is the best response?'. The other students around the table then select an orange card from their hand which they think best suits the feedback situation. For example, an orange chen gets to taard might read 'Re-write the assignment brief in simple / another language to check understanding', or 'PANIC!'. Once each student has selected an orange card, they play that card, face up, on the table. The student who selected the blue card then chooses which orange response card was the best, giving a reason why they think this is the best solution, and explaining how they might go about implementing the solution. The student who played the winning orange card take the blue situation card. Play continues with each student taking a turn at selecting the blue card and judging the best answer from the other students' responses. Play is finished when all blue cards have been drawn and won. The winning student is the one with the most blue cards in their possession at the end of the game. Online version(s): 1. Translate into a Kahoot quiz with the situation as the question, and 4 different response options the students can choose from. There can be multiple correct answers (e.g. for the situation 'Your feedback is: You have not addressed the question/title. What is the best response?', answers could include 'Re-write the assignment brief in simple / another language to check understanding', 'Highlight and define the instruction verb(s) in the assignment brief' and 'Analyse the assignment learning outcomes'. The proportion of votes will demonstrate which solution most students deem favourable, and discussion can follow as to why they selected this answer. 2. Use a programme like Padlet to create an online space for student collaboration. Write each situation in a comment/sticky note on the padlet, and ask students to use the comment thread to write in what their response would be in each situation. Ask students to use the 'like' or 'upvote' function to select another student response they think is good, and add a comment explaining why this is a good solution. This version encourages students to think up their own responses and reflect on previous behaviour in response to assignment feedback.* Please note that some of the orange response cards reflect the specific study skills workshops and provision at MMU, and you will need to change these to align with the provision at your institution.*
Activity time: 30 mins
Types of media: Word document
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Excelling at critical analysis: a 3-stage method with an image
The aim of this activity is to clarify the difference between descriptive and analytical writing and emphasise the importance of research-based argument. Participants engage in an interactive 3-stage exercise that interrogates a (visual) text in order to generate a piece of academic writing.
Activity time: 1 hour
Types of media: Handout/s, Slides, Powerpoint file, PDF file
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Videos to develop dissertation writing
Discuss the requirements of each dissertation chapter Apply the advice to your own dissertation
Activity time: Videos from 13-22 minutes each, but further time needed to complete activities
Types of media: Powerpoint file, PDF file, Video
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Active note-making skills
- Understand the value of keeping a record of information and insights - Understand how to differentiate between important and unimportant information - Understand how to apply recorded important information to help complete a task - Understand the importance of note-making at university
Activity time: 45-60 minutes
Types of media: Worksheet, Handout/s, Word document, Interactive learning object, Quiz
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The CDE Presentation Model
The session is designed to simplify presentation making by dividing it into three elements that need to be considered when preparing: content (what to deliver), delivery (how to deliver it) and engagement (how to engage the audience). By the end of the session, students gain confidence in their ability to present effectively and have a better idea regarding how to share their knowledge in a way that will resonate with their audience.
Activity time: 1-2 hours
Types of media: Handout/s, Slides, Powerpoint file
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Using an academic glossary
Academic glossary booklet, and slides and activity sheet
Activity time: 30 minutes
Types of media: Handout/s, Slides, Powerpoint file, Word document
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The Three Domains of Critical Reading
The Three Domains of Critical Reading
Activity time: Depends - could be 10 mins to 1 hour
Types of media: Powerpoint file, Word document
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Employability Skills Assessment
To acknowledge the skill employers are looking for in new employees in the workplace. Learners will identify their personal employability skill level and critically reflect upon how they can provide evidence that they have gained employability skills from their life and learning experiences.
Activity time: 30 minutes
Types of media: Worksheet
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Critical Thinking Card Game
• Identify what critical thinking is • Apply critical thinking • Recall questions to ask of source material to aid critical thinking, reading and writing • Interpret and analyse subject information
Activity time: 10 minutes
Types of media: Handout/s, Interactive learning object
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Critical Evaluation of Evidence
- Question, discuss, and critique Assertive Discipline theory - Identify the strenghts and weaknesses of the theory, and the contexts in which the strengths and weaknesses occur - Come to a reasoned conclusion about Assertive Discipline based on their evaluation
Activity time: 30-45 minutes
Types of media: Lesson Plan, Helpsheet, Slides, Powerpoint file, PDF file
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Critical Thinking in Everyday Life
- Understand what critical thinking is - Understand how this is applied in a daily context - Understand how this skill can be transferred between different contexts
Activity time: 20-30 minutes
Types of media: Lesson Plan, Slides, Powerpoint file, PDF file
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Source Top Trumps
• Identify good academic sources • Describe pros and cons of different reading materials • Create improved reference lists / in-text citations
Activity time: 15 minutes
Types of media: Handout/s, Interactive learning object
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