By A. Grisdale, teacher of History
Students form a line based on a question that has an answer based on an opinion.
The question could be:
Was Henry VIII a good king?
At one end you can have students who have to agree, with statements, at the other the ones who have to disagree. Somewhere in the middle of the imaginary line is a bit of both - disagree and agree.
It's a good way of being able to visually see the students opinions.
I tend to say who I am going to ask in advance sometimes (good for those who lack a bit of confidence).
Also, sometimes, for the more able, I may get them to summarise why they are standing there in just 3 or however many words!
Again, a great idea easily adaptable in many subjects. You can for example replace opinions with levels of difficulty. One end has "easy" questions and the other end more difficult ones. Great differentiation!
Students form a line based on a question that has an answer based on an opinion.
The question could be:
Was Henry VIII a good king?
At one end you can have students who have to agree, with statements, at the other the ones who have to disagree. Somewhere in the middle of the imaginary line is a bit of both - disagree and agree.
It's a good way of being able to visually see the students opinions.
I tend to say who I am going to ask in advance sometimes (good for those who lack a bit of confidence).
Also, sometimes, for the more able, I may get them to summarise why they are standing there in just 3 or however many words!
Again, a great idea easily adaptable in many subjects. You can for example replace opinions with levels of difficulty. One end has "easy" questions and the other end more difficult ones. Great differentiation!
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