Our last course finished in mid-November 2019, meaning that we have been away for some time! This has given me the perfect opportunity to come up with a challenging new connect activity, to link what we learnt previously with what we will be doing going forward.
At the centre of this course is line drawing and so I wanted to revisit these techniques as a cornerstone of the course. To do this I have re-invented the first activity that these learners would have participated in, in their very first session.
The original activity saw the learners work together to match together title, descriptions and images of line drawing techniques.
The updated activity asks learners to think/pair/share (Gunter, Estes, and Schwab, 1999) on a worksheet which asks them to name and describe the like drawing techniques (images of the techniques are provided).
The intention of this re-imagined activity was twofold; to act as a new initial assessment and to see how much theoretical information has been retained and to build on the principles of Blooms (Anderson, Krathwohl and Bloom, 2001), working on the basis of learners being able to recall information in the first instance.
The first incarnation of this activity was delivered as a group activity to work as a duel ice breaker-initial assessment activity. however as these learners know each other the need for an ice breaker will be limited. Instead, at the start of the session we will have time for this as we complete the mandatory start of course admin.
References
Anderson, L.W., Krathwohl and Bloom, B.S. (2001) A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. Longman.
Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999) Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.
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