Objectives:
• Learners are given the opportunity to compose questions about a topic new to them; (links to intended learning outcomes)
• Learners are enabled to contribute things they already know about a new topic; (links to learning incomes)
• Learners are helped to learn from what each other already knows;
• Learners can gain confidence finding out that many others have similar questions.
Overview
This exercise greatly increases the ownership felt by learners about the curriculum content in a series of classes or lectures. This post-it exercise can usefully be a main part of the first lecture in a series on a topic or module. After a brief introduction to the ‘big picture’ of what is to be addressed in forthcoming sessions, learners are issued with a blue post-it and a pink post-it. They are given the opportunity to anonymously jot down (1) a question they believe could be important about the topic (pink post-it), and (2) something they already know about the topic (blue post-it).
They are then helped to look at each others’ post-its (both kinds).
The post-its are then collected by the teacher/lecturer, who uses them to plan the start of the next session in the series.
Activity
Session 1
1. Brief the learners very quickly (no more than two slides, or five minutes orally) about the main subject matter to be addressed in the forthcoming series about the topic or theme concerned. It can be useful at this stage to show on a slide (but not expand upon) the intended learning outcomes relating to the topic.
2. Issue blue and pink post-its, one to each learner (other colours if necessary of course).
3. Brief learners to write privately (and in clear handwriting) on the pink post-it one question about the topic, which they think may be important, but to which at this stage they do not know the correct (or best) answer to. Make the point that there’s no such thing as a silly question, and that it’s OK not to know the answers at this stage.
4. Then brief learners to use their blue post-its to write down one thing that they do already know about the topic. “Everyone knows something about anything” you might say. Encourage them to write down something interesting, or fascinating, or unusual if they can. Explain that at this stage it does not matter at all if what they know turns out to be wrong.
Steps 2-4 usually take no more than five minutes.
5. Ask learners to pass their post-its around, so they can look at each others’ questions, and the things their classmates already know about the topic. Learners’ confidence can often be seen to be increasing rapidly, when they see that several other learners have written similar questions to their own (“it wasn’t a silly question after all!”), and they are often quite fascinated by the things that others in the group have written on their blue post-its (“Well, I didn’t know that!”).
[optional] Suggest that learners spotting someone else’s question on a pink post-it could add a tick for ‘me too’ if they also want to find out the answer to the question.
Depending on the size of the group, and how interesting the learners find this task, this can usefully take 20 minutes or so.
6. When most learners have had the opportunity to look at most of the post-it entries, ask them to stick the post-its onto two charts, one for pink post-its (questions) and the other for blue post-its (things they already know).
7. This is probably most of the first session used up (if for example lecture slots are around 50 mins), and if so, only do general interest things until the end of the session, but take the charts with the respective post-its away with you.
8. Look through the pink post-its for recurring questions, addressing important topics in the curriculum, and linking well to one or more of the published intended learning outcomes. Look also for blue post-its which suggest that their owners already know the answers to these common questions. Prepare a slide as follows…
9. ‘37 of your pink post-its from the last session were similar to the following (very good) question: “…..” Hands-up if your question was similar to this one. Now hands up if you too want to find out the answer to this question’.
Session 2
10. Use the slide as above, then announce ‘Eleven of you probably know the answer to this question – I know this from what you wrote on your blue post-its! Hands up if you know the answer, and please keep your hand raised, until three or more people who don’t know the answer move to near you. Now, those who know the answer, talk your classmates through it.
11. You can then go on to another recurring question, with the same processes.
This kind of activity allows ownership of the important questions by members of the class, and the fact that other class members can share answers to these questions, rather than the teacher/lecturer providing the answers.
Skill Development:
This activity allows teachers/lectures to develop skills and confidence in allowing learners to contribute significantly to shaping the way that important questions are addressed in class.
It is also very comforting to learners entering a new topic to find out that many of their classmates have similar questions that they want or need answers to, and reassuring that lecturers/teachers take their questions seriously enough to base future class sessions on addressing them.
Resources:
A slide or two of very broad-brush briefing notes about the topic to be addressed in a series of sessions;
Pink and blue post-its, sufficient for one (or more) each for each learner:
Flipchart sheets for learners to stick the post-it onto, after the sharing activity;
Pens to give away for those who come without anything to write with!
References:
Race, P. (2014) ‘Making Learning Happen: 3rd edition’, London: Sage.
Race, P. (2015) ‘The Lecturer’s Toolkit; 4th edition’, Abingdon: Routledge.
http://phil-race.co.uk