There may be 50 ways to leave your lover, but there are at least 46 ways to check the student’s understanding. These fall into one of five general categories of highly experiential learning activities: (1) paper-based, (2) spoken word-based, (3) materials-based, (4) game-based, or (5) game-based. on the move. . Some of the activities skim the surface of a student’s understanding, while others require much deeper reflection.
All of these activities can also be used at the end of any training module to check student understanding. However, the purpose of these activities is to ensure that learners leave a training session with a good understanding of the content that was taught. Hopefully, the trainees have had a chance to test their new knowledge or skills in application exercises during the training session. The activities identified here are intended to close a module or training session on a high, content-focused note.
With only a few exceptions, these learning activities are completely self-directed. This means that the facilitator simply provides the necessary instructions and materials and then gets out of the way of the participants.
The facilitator should allocate 10 to 50 minutes for these activities. The activities can be structured in pairs, small groups or the whole group. Some of the activities can be structured so that people work independently.
Whenever possible, have participants write or draw on a flipchart that can be posted for all to see. For activities that do not involve everyone, remember to set aside time to inform the rest of the group.
Take digital photos of the results of these activities to mail to participants after class to reinforce their learning.
Paper Closing Activities
Paper-based activities include writing, drawing, and graphing ideas. These activities require writing paper or flip chart paper, pens, ballpoint pens, crayons, or colored markers.
abc: Complete a word related to the content or a sentence that begins with each letter of the alphabet.
He drew: Identify five or six key learning points and then draw a picture of them on a flip chart. The image can be figurative or abstract, with words or phrases.
Slogan: Create a 6-8 word saying or catchy phrase that captures the essence of what they have learned.
Metaphor: Identify a metaphor for what they learned that day.
WordCross: Write the title of the training session in the middle of a flipchart, then add content-related words based on the letters on the page to create a crossword-like diagram.
Equation: Create a mathematical equation that summarizes the key content.
haiku: Write a short poem.
mind map: Represent your key learning in a mind map.
Ring around learning objectives: Write down each learning objective, leaving enough space to add key words and phrases related to each objective.
Flowchart: Graphically represents the sequence of steps, issues or decisions.
Cartoon: Draw a cartoon that represents what they learned.
Graffiti: Write the key learning and/or draw pictures on a long sheet of paper taped to the wall.
Acronym: Create a word from the first letter of the words related to the content.
reminder card: Write key points to remember on a card small enough to keep in a wallet.
Proof: Answer questions related to the content using multiple choice or fill in the blanks.
Closing activities based on spoken words
Spoken word-based activities include the verbal expression of ideas through reports, drama, or song. Although movement is frequently involved, the main delivery of ideas is through spoken words.
key to carry: Stand up and report on your key points from the session.
paired instruction: Pair up and explain to your partner the key learning of the day, as if your partner had not been in the session. Each participant will have 5 minutes to speak.
Seasons: Stand at different assigned stations that represent a key theme of the day and explain the main points in 2 minutes.
commercial radio: Create and present a commercial selling the key learning.
parodies: Act out the key learning in a humorous way: what to do and what not to do.
song: Speak or sing the lyrics of a song that capture the essence of what has been learned.
Key Concept Summary: When requested by the facilitator, stand up and give a 2-minute debrief on a key concept that the facilitator randomly selects.
verbal relay: Stand in parallel lines facing each other, taking turns reporting a key concept and/or developing what someone else has said.
Material-Based Closure Activities
Material-based activities are distinguished from other closing activities by the fact that materials are used to summarize, represent, or capture ideas. These activities require objects, art supplies, and/or building materials. They result in products that can be photographed and, in some cases, brought to work as a class reminder.
quilt: Write the key learning on small squares of construction paper and say what is written as they tape it to a flip chart or foam board.
Puzzle: Select the most important learning points from a roll of labels with different learning points. Place each selected tag on a puzzle piece, and then create a puzzle (which can be freeform or pre-designed).
tin toys: Build something with Tinker Toys that represents a key learning.
Totem: Select an item from a bag of miscellaneous items and explain how it captures the essence of what has been learned.
Beach ball: Stand up and throw a beach ball that has different questions related to the content written in different sections. Answer the question facing the participant.
linkage: Create a collage that represents key concepts using images already cut out of magazines.
Building blocks: Explain the stages involved in a learned process, using blocks to represent each stage.
carousel: Create a Tinker Toy merry-go-round and explain what concept each color piece represents and how the concepts are related to each other.
Game-Based Closing Activities
Game-based activities include competition between table groups or teams to answer content questions and win by scoring the most points or completing the game first.
grab the koosh: Take turns questioning other participants about the content. Participants who grab the Koosh (or other object) from the middle of the table and answer the question correctly score points.
board game: Compete in teams to roll dice and take turns answering content cards prepared to move around the board. Use a bingo board or create a simple game board modeled on Candy Land or Life.
Danger– Compete in teams to answer questions in specific content categories on a real or PowerPoint Jeopardy game board.
Competitive Brainstorming: Compete in table groups against each other and against the clock to find the best answers to a content question.
Relay race– Compete in teams to add content-related words or phrases that start with each letter of the training program title.
envelope pass: Compete in teams to identify the most useful solutions to content problems written in different envelopes.
Movement-Based Closing Activities
Movement-based activities generally require participants to get up and move around to complete them. These activities may involve standing, walking, or running.
treasure hunt: Talk to different participants to complete a worksheet identifying how each one plans to incorporate what they learned into their daily work activities.
Farce: Represent key learning concepts.
gallery walk: Walk from flipchart to flipchart (each titled with a different key learning point or training topic covered that day) and write down the do’s and don’ts, tips or action items.
rotating flipchart: After a gallery tour, groups review each other’s flipchart responses and make additions or revisions to what was written.
arise: Stand up to answer a content question.
Answers sign– Point to answers to multiple-choice questions with the fingers of one hand, point to answers to agree by raising your hand, and point to answers to yes or no questions by pointing your thumbs up to indicate yes or down to indicate no.
throwing snowballs: Write a problem on a piece of paper, crumple it up and throw it up in the air, so that others can find it and answer the problem.
burst the balloon: Write a problem on a piece of paper, roll it up and insert it into a balloon. Inflate and tie the balloon, then keep the balloons in the air until the music stops. Take a balloon, step on it and answer the problem.
walk: Join another person and walk together for a few minutes, sharing how you each plan to use what you learn.