CONSOLIDATING ACTIVITIES
Theoretical introduction
New information introduced during classes is retained in short-term memory for a very limited time (usually no longer than 15 – 30 seconds). To transfer the information successfully to the long-term memory one must effectively repeat it. Exercises that enable students to remember and consolidate new knowledge can be used in class, but they can also be planned for students who may do them individually after synchronously conducted classes.
Both: exercises of a purely repetitive character that need just constant repetition of the studied content and creative exercises that require a deeper understanding of the studied content, and the ability to combine it with prior knowledge, help memorize new information. Achieving the learning outcomes, however, is impossible without the second type of consolidating activities.
Exercise I: BLANKS
Google Slides + MS Teams (or any other tool that enables online meetings: Google Meet, Zoom)
Might be used as a sum-up part of any class during the semester
Online
Synchronous
To facilitate memorizing the content by extending the time new information is stored in students’ memory
STEP I
The teacher prepares a text referring to the content of the class. There are blanks in the text that must be filled in with the key information concerning the subject of the class (e.g. names, dates, terms). There can be one text and all students will work on it or there may be several different texts (each text for a different group of students). Text/texts is/are placed on Google Slides
STEP II
The teacher uses the Breakout rooms option (MS Teams) to divide students into several groups. Each group gets a link to their slide in Google Slides. The task of each group is to fill in the blanks in their text with the information gained during the class. Students are allowed to use their notes and other materials. Special attention must be paid to the composition of groups to minimize the risk of having those who work harder and those who rest on the work of others.
STEP III
The teacher monitors the exercise. Since Google Slides provides a preview of all slides, the teacher can constantly monitor the progress and results of all groups’ performance.
- Students are encouraged to repeat information gained during the class which can help to remember it for longer.
- Group work enhances cooperation: looking for the solution together is a kind of peer-tutoring.
- By using Google Slides, teachers can monitor group work effectively – they can see each group’s progress, so if there is a group that has already finished while other groups are still working, the teacher can intervene (give some additional tasks to the students that have already finished their task, or can join them for discussion)
- Online collaboration development.
– Not all students in each group may be equally engaged in the exercise. There may be one/two students who fill in the bl anks, while the rest of the group just watch them work.
+ To minimize this risk, the teacher can arrange small groups (preferably pairs or groups of three students). The teacher can also monitor the work of all groups not only by checking the Google Slides but also by joining their Rooms. Sometimes this problem can be solved by assigning various roles to the students, so that each student is responsible for a different part of the task. It is possible if the task is more complex or sophisticated.
Exercise II: MIND MAP
Coogle
Might be used after each class during the whole semester
Online, blended
Synchronous
To consolidate new knowledge by encouraging students to repeat and reanalyze new material.
STEP I
The teacher assigns a homework task for students. They are supposed to create a Mind Map containing all key information concerning the studied content. It is a group assignment, so the teacher divides students into groups (they can be either homogeneous or heterogeneous in this case). For example:
- in the history of literature class students may be asked to gather information on the image of a child in Romantic literature and present it in a Mind Map form
- in creative writing class students can be asked to gather all information about mimesis and present it in a Mind Map form
STEP II
Members of each group meet online on the agreed date and prepare a Mind Map together.
STEP III
At the beginning of the following classes groups present their Mind Maps and discuss them briefly. After the classes students have access to all Mind Maps created by all groups.
- This exercise enables students to repeat creatively the information they gained during the class – it requires a deeper understanding of the learning content, ability to analyze and structure it
- Group work enables each student to confront his/her own way of thinking with those presented by other students; the strengths of each group member can be used to solve the problem
- Mind Map is prepared several hours or days after the class and then discussed a week (or more) later, which arranges the consolidation activities in time and supports memorizing the content
- Mind Maps can serve as a ready-to-use material to revise the studied issues in the future – the teacher can refer to the information they contain whenever needed; students can use them revising material before final exams
– Such exercise can be very time-consuming. Although students create their Mind Maps after class, presenting and discussing them can take a lot of time during the class.
+ This problem can be minimized but not eliminated as revising and memorizing information is a time-consuming process. One possible solution is to use this exercise not as a summary of every single class but a whole block of classes dedicated to the same topic. It will still be time-consuming but used occasionally it should not disturb the time management of the whole course. Another possible solution is doing most of the activities
asynchronously, also setting up a kind of competition among students by awarding the best map (which will later be presented in class).
– Not all students in each group may be equally engaged in the exercise
+ Teacher can inform students in advance that while presenting their mind maps all group members should be active. If they are not, teacher can ask them additional questions. This should help to get them engaged in the process of preparing the mind map, as otherwise it might be difficult for them to answer the teacher’s questions.
Exercise III: STUDENTS’ ZONE
Padlet
Might be used as a sum up part of any class during the semester
Online
Synchronous
To facilitate memorizing the content by extending the time new information is stored in students’ memory.
It is worth using this exercises regularly – the last 5/10 minutes of each class can always be devoted to this sort of activity. In the case of some subjects, it may be impossible to reduce this activity to 5/10 minutes – in such cases, work can be continued from home, also in an asynchronous mode.
STEP I
The teacher prepares a Padlet (“Wall” view). He asks each student to write 3 pieces of information he/she has learnt during the class.
STEP II
Students work synchronously using Padlet. They write their names and then 3 pieces of information (it can be anything they have remembered).
STEP III
The teacher monitors the results. To encourage the students to compare their answers and comment on their classmates’ choices, the teacher can ask additional questions (also in a written form).
- Students not only revise the information gained during the class, but also confront what they have memorized with information remembered by other students, which can help them realize what they might have missed
- Interaction (Padlet enables users to comment on somebody else’s entries) enhances group integrity
- It is mostly a written exercise that gives equal chances for participation to the students who do not feel comfortable speaking out in public
- The Padlet can be used later as a source material.
– Some students may postpone their answers, waiting for the results of other students’ works and simply imitate their answers.
+ The exercise is still partially effective. By rewriting someone else’s answers, students revise information, which is the aim of this exercise. What is more, students who delay their answers and give exactly the same ones as their classmates’ might be asked for additional explanation (e.g. to hierarchize the information if possible or to explain their relevance for the studied issue).
Exercise IV: MIX AND MATCH
LearningApps
Might be used as a sum up part of any class during the semester
Online, blended, face-to-face
Synchronous/asynchronous
To facilitate memorizing of the content by extending the time new information is stored in students’ memory.
This exercise can also be used during face-to-face classes: questions and answers can either be written on matching cards or students can use their phones to get access to the LearningApps.
STEP I
The teacher writes a few questions and answers reflecting the most important issues discussed in classes.
STEP II
Using the option of a Matching pair (in LearningApps) teacher prepares a test for students: their task will be to match each question with a correct answer. LearningApps also allows the use of audio recordings, short films, and pictures.
STEP III
Students work individually to match questions with answers. They can see the results immediately. In some cases, students can also work in groups – if the teacher finds it more effective.
- Students are encouraged to repeat information gained during the class, which can help to remember it for longer
- The variety of materials that can be used in this exercise (texts, pictures, films, audio recordings) make it attractive for users.
- Students work individually (unless the teacher decides otherwise), everyone is given a chance to repeat studied material
- The process of forgetting new information is the most intensive soon after this information has been introduced, therefore planning this sort of exercise as a sum up part of the class seems to be a good idea to prevent this process
– This exercise can help to repeat the information that appeared during the class, however, if not accompanied by other consolidating activity, well-arranged in time, it is likely to be not very effective.
+ Some additional exercises of similar kind can be designed for students and links (or codes) to tests can be sent several hours or even days after the class with information about the deadline for fulfilling the task.
– This exercise can be considered a boring game to be done as quickly as possible and with little attention
+ Teacher should avoid using this type of exercise too often and carefully choose classes/content that can be interestingly presented in a matching-pairs form. For example: if in a history of literature class, the teacher asks students to match the title of the work with the name of the author, it will certainly be considered as boring exercise. But it he/she asks to match the quotation from the text with the possible interpretation students will have to put some effort into this task.
Exercise V: REFLECTIVE DIARY
MS Teams
Might be used after each class during the whole semester
Online, blended, face-to-face
Asynchronous
To consolidate new knowledge by encouraging students to repeat and reanalyze new material. To enhance the reflection on the very process of learning.
This exercise is best to be used not after a single class but as a sum-up of a whole block of classes dedicated to a certain subject/issue.
STEP I
The teacher asks students to write at home a short statement answering the question of what was the most surprising (or valuable, useful, essential) information concerning the studied subject/issue they gained during the class/es. Students are supposed to justify their answers. The statements should be short (not longer than one page).
STEP II
Students place their written works in the Class Notebook (Student Notebook) section in Teams – which is accessible only to the teacher and a particular student.
STEP III
The teacher reads students’ works and decides what kind of feedback is required in each case (short written information, discussing a certain point made by the student with a whole group, individual meeting with an author, etc.). Note that the aim of the written exercise is to encourage students to think over the studied content and reflect on the process of learning. The teacher reads student’s text not to evaluate it but to support this process and offer assistance if needed.
STEP IV
After each block of classes, students write similar works, and they are all kept in the Class Notebook section. Each student has access to all his/her essays all the time and can recall his/her observations whenever needed. This way he/she can monitor his/her own process of learning.
- This exercise enables students to repeat the information they gained during the class – it requires a deeper understanding of the learning content.
- It encourages students’ personal reflections on the studied issues, enhances an individualized and engaged approach.
- If used regularly, it helps to create a reflective attitude towards the very process of learning.
- For the teacher, it is another possibility to verify the understanding of the teaching content as well as a chance to get to know his/her students better as well as their way of thinking, their individual needs, and preferences.
– This exercise requires teachers and students’ engagement. The aim can only be achieved if students work creatively and independently, however, there is a risk that they will treat it just as another homework that must be done, not paying too much attention to its importance and quality.
+ To encourage students’ interest and engagement teachers can suggest an alternative form a “reflective diary”: short audio or video recordings, photo stories, comic strips, etc. In the long-term perspective it will also be a teacher’s feedback that will stimulate students’ engagement: realizing that the teacher notices interesting ideas and uses them as a starting point for discussions with the whole group; students will be more and more motivated.
