Living Venn Diagram
What is it? The Living Venn Diagram is a chance for students to take a stance about a question or topic. If you have ever done the four corners activity with your students this is similar. Two large circles (slightly overlapping) are drawn on the ground or created with masking tape. Both circles have an answer (could be True/False or another type of answer that works with your questions. The middle space is seen as a neutral space where students can go if they are unsure of the answer. The teacher asks a question and students position themselves on the Venn diagram based on what they think the answer is.
Accommodations: The teacher may write the questions up on the board for students who have difficulty processing oral language or difficulty hearing. This would also help visual learners better understand the question or comment. Another accommodation is to have students toss bean bags to the spot they would stand at (this would help students who are unable to walk still feel included in the diagram).
Curriculum Connections: This strategy can be incorporated into many aspects of the curriculum. I see it being used mainly as a form of diagnostic assessment but it could also be used as a way to review for tests and quizzes with students. Before a unit starts I would use this to gauge what students already know about the topic you will be teaching. This can literally be used for ANY subject! Another way is to create quiz questions or review questions for students before a test. This shows the teacher if the students are ready for the test and it helps students review.
Theory: There are a number of theories that connect to a strategy such as this but one that I think best fits with the Living Venn Diagram is Learner's Theory by Dwyer (1996). This strategy forces students to literally position themselves and take a stance towards an answer. Asking students why they have chosen a certain answer helps further their learning by having them vocalize their thinking and be critical. Depending on the questions asked students can really be asked to further their critical thinking skills with an exercise like this.
Accommodations: The teacher may write the questions up on the board for students who have difficulty processing oral language or difficulty hearing. This would also help visual learners better understand the question or comment. Another accommodation is to have students toss bean bags to the spot they would stand at (this would help students who are unable to walk still feel included in the diagram).
Curriculum Connections: This strategy can be incorporated into many aspects of the curriculum. I see it being used mainly as a form of diagnostic assessment but it could also be used as a way to review for tests and quizzes with students. Before a unit starts I would use this to gauge what students already know about the topic you will be teaching. This can literally be used for ANY subject! Another way is to create quiz questions or review questions for students before a test. This shows the teacher if the students are ready for the test and it helps students review.
Theory: There are a number of theories that connect to a strategy such as this but one that I think best fits with the Living Venn Diagram is Learner's Theory by Dwyer (1996). This strategy forces students to literally position themselves and take a stance towards an answer. Asking students why they have chosen a certain answer helps further their learning by having them vocalize their thinking and be critical. Depending on the questions asked students can really be asked to further their critical thinking skills with an exercise like this.
Comments
Post a Comment