Lesson Strategies

 

Connect Three  

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Introduction/Rationale
Process
Example: Religious Studies Year 11 ACT - Sacred Texts
Examples used on this website

 

Introduction/Rationale

This is a revision strategy or comprehension strategy.

Year after the year, the same pressures attend exam revision. Each year teachers try the old favourites, alongside a few new revision strategies to keep our students interested. Happily, we now have a wealth of evidence to support some revision strategies over others as we approach the revision stretch.

We know that students are not the most reliable when it comes to judging their own learning, with regular self-testing proving the most effective antidote. We also know that some strategies, like re-reading and using highlighters, are largely ineffective, whereas as quizzing does the trick. We know that a little ‘deliberate difficulty‘ may well prove a good thing for revision, and that ‘cramming‘ is inferior to ‘distributed practice‘ (or spreading revision out over time), when it comes to remembering. (Source: The Confident Teacher)

Use this strategy to help students connect new ideas and information to their prior knowledge about a particular topic. The protocol described here engages students in metacognitive reflection by asking them to identify ideas and pieces of information that are consistent with their prior understanding of a topic, those that cause them to revise their thinking, and those that are confusing. This process helps students both deepen their understanding of a topic and become more thoughtful and independent learners. (Source: Facing History)

 

Process (Source: Kenneth Beaton, ACU Education Student)

This activity can be used as a revision exercise for the whole class, for groups or individuals on a particular topic or a comprehension exercise after providing the students with stimulus material.

Students know their subject or have been given stimulus material about a subject. The students are then given 3 creative activities around/about this subject to complete by selecting 3 activities themselves out of 9.

TeacherTeacher - How to create a Connect Three...

  • Create a table of 9 squares.
        
  • In each row have a variety of different activities eg. a straight forward revision tool and at least one creative activity.
      
  • Remember to check that the diagonals also have different types of learning tools
       
  • Suggestions for activities include:
       
    • Plan an essay/short story
    • Draw a comic or political cartoon
    • Create a diagram
    • Create a game
    • Prepare a talk
    • Compile recommendations
    • Prepare a slideshow
    • Create a mind map
    • Create a diorama
    • Create a One-Minute play
    • Create a role play to explain.....
    • Create a Venn diagram
    • Watch "Would I lie to you" and get 5 other students to nominate either a Lie or True by listing reasons
    • Use a list of names from the text to create new names
    • Create a picture gallery
    • Create a marketing video
    • Create a Haiku poem
    • Compare and contrast
    • Prepare interview questions
    • Create an infographic
    • Create a Poster
    • Create a Voki
    • Find a suitable piece of music to illustrate ....
    • Create an online crossword with 10 clues
    • Paint a scene from ....
    • Write a follow-up story 
         
  • After you have created the "Connect Three" squares, present this revision tool to the students on paper so they can decide which three activities they would like to complete.

 

Students are to select one row (horizontal, vertical or diagonal) and complete the three activities individually or for younger students to complete as a group.  

Square

 

Example: Connect Three: Religious Studies - Sacred Texts - A Semester Unit at Tertiary Level Revision for Year 11 students
(Source: Kenneth Beaton, ACU Education Student)

Plan an essay discussing a definition of what is a sacred text. Identify what makes them sacred, with particular reference to the Torah, the Qur’an, and the Gospels. Give a couple of dot points for each section. Create a short game or activity to explain the synoptic problem. Include instructions and an explanation. Prepare a slideshow illustrating how the Hebrew Scriptures are read or understood by Judaism, Christianity, and Islam. What are their differences and similarities?
Draw a short comic that illustrates the similarities in interpretation between Islam, Christianity, and Judaism. Make sure to also include two differences, and a short explanation of the comic. Compile a list of at least four rules for interpreting Sacred Texts within Judaism, Christianity and Islam. What differences and similarities are there between these traditions? If you could create an extra rule for each of these, what would it be? Why? Create a mind map for ‘Sacred Texts’. Identify and explain links between the three Sacred Texts studied over the semester (The Torah, the Gospels, and the Qur’an). What differences or unique qualities or aspects does each text have?
Create a diagram to illustrate the differences between Luke’s Gospel and the other synoptic gospels. Note which differences affect Luke’s Christology, and whether it reflects a low or high Christology. Sacred Texts are those written by the founder of a religion.” List strengths and weaknesses of this definition when discussing the Torah, the Gospels, and the Qur’an. Afterwards, create your own definition and explain why it is better than this definition. Prepare a short (2 min) talk on the differences in interpreting Sacred Texts between Judaism and Christianity. Include authorities, decisions on canon, and one similarity.

Students are to select one row (horizontal, vertical or diagonal) and complete the three activities.

 

 

Examples used on this website
#TC indicates the stimulus material is from The Conversation

Horse Float Driver

Horse Float Driver
How to tow a Horse Float

This Connect Three is a comprehension exercise for English or a Driving School exercise

Word Doc

MiddleMiddle  High SchoolSecondary

Lesson Strategy:
Revision of complex and detailed material using Connect Three
Marine Archaeologist  

Archaeologist
Shipwrecks, Seaweed, Climate Change & Marine Archaeologists
#TC

This Connect Three is for Teachers of Geography, English, Science, RE [Ethics], & Philosophy or Theory of Knowledge

Word Doc

High SchoolSecondary
Minister of Religion

Minister of Religion
Sacred Texts

For Teachers of Religious Education as a revision exercise for Sacred Texts


 Word Doc

High SchoolSecondary
Religious Studies (Year 11, ACT)
Surfboard Repair Technician

Surfboard Repair Technician
BTN Surfing Stories - A follow up by creating a "Connect Three"!

This "connect three" is following up 3 stories from BTN

PrimaryPrimary
Life on the Job
LOTJ: Cedar & Stu Anderson

Beekeepers

Beekeeper
Honey Bees

This Connect Three is for students studying Science

Word Doc

PrimaryPrimary MiddleMiddle  High SchoolSecondary
LOTJ: Evonne Goolagong Cawley

Sportsperson

Sportsperson
Evonne's Life

For English or PE Teachers this Connect Three uses the stimulus material of this great Australian to promote: but also how to make a presentation, short story, marketing video, mindmap, poetry, or a compare and contrast.

Word Doc


PrimaryPrimary MiddleMiddle  High SchoolSecondary
LOTJ: Corrie Waller

Steward of Racing

Steward of Racing
The Life of a Steward of Racing

For English Teachers & PE this Connect Three uses the stimulus material of the World of Racing

Word Doc

MiddleMiddle  High SchoolSecondary



 

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