IV.

METODE PENTRU O INVATARE ACTIVA

Activizarea predarii-invatarii presupune folosirea unor metode, tehnici si procedee care

sa-l implice pe elev in procesul de invatare, urmarindu-se dezvoltarea gandirii, stimularea
creativitatii, dezvoltzarea interesului pentru invatare, in sensul formarii lui ca participant activ la
procesul de educare. Astfel elevul este ajutat sa inteleaga lumea in care traieste si sa aplice in
diferite situatii de viata ceea ce a invatat.
Metodele constituie elementul esential al strategiei didactice, ele reprezentand latura
executorie, de punere in actiune a intregului ansamblu ce caracterizeaza un curriculum dat.
In acest context, metoda poate fi considerata ca instrumentul de realizare cat mai deplina a
obiectivelor prestabilite ale activitatii instructive. De aici si o mare grija pentru adoptarea unor
metode variate, eficiente si adecvate nu numai specificului disciplinelor, profilul scolii, ci si scopului
general al invatamantului si cerintelor de educatie ale grupului cu care se lucreaza.
Din aceasta perspectiva, metodele pentru o invatare activa se pot clasifica in:
I. Metode care favorizeaza intelegerea conceptelor si ideilor, valorifica experienta proprie a elevilor,
dezvolta competentte de comunicare si realtionare, de deliberare pe plan mental si vizeza formarea
unie atitudini active: discutia, dezbaterea, joci'ul de rol etc.
II. Metode care stimuleaza gandirea si creativitatea, ii determina pe elevi sa cautesi sa dezvolte solutii
pentru diferite probleme, sa faca reflectii critice si judecati de valoare, sa compare si sa analizeze situatii
date: studiul de caz, rezolvarea de probleme, jocul didactic, exercitiul etc.
III. Metode prin xare elevii sunt invatati sa lucreze preoductiv cu altii si sa-si dezvolte abilitatile de
colaborare si ajutor reciproc: mozaicul, cafeneaua, proiectul in grupuri mici etc.
Exemple de metode cu valente activizatoare
Discutia
Discutia are semnificatia unui schimb reciproc si organizat de informatii si de idei, de impresii si
de pareri, de critici si de propuneri in jurul unei teme sau chestiuni determinate in scopul examinarii si
clarificarii in comun a unor notiuni si idei, al consolidarii si sisitematizarii atelor si conceptelro, al
explorarii unor analogii, similitudini, al solutionarii unor probleme care comporta alternative.
Utilizarea discutiei prezinta numeroase avantaje dintre care mentionam crearea unei atmosfere
de dechidere, facilitarea intercomunicarii si a acceptarii punctelor de vedere diferite, constientizarea
complexitatii situatiilor in aparenta simple, optimizarea relatiior profesor-elevi si statornicirea unui climat
democratic la nivelul clasei. Prin discutie se exesseaza abilitatile de ascultare activa si de respectare a
regulilor de dialog.
Etape ale discutiei:
1. Reamintiti elevilor regulile de discutie.
Un mod de a crea un mediu in care toti elevii sa se simta in siguranta si capabili sa participe la
discutii este se a stabili o lista scurta de reghuli pe care toti elevii sa le inteleaga si pe care sa le
respecte. Aceasta se poate realiza la inceputul anului scolar, cand se stabilesc impreuna cu elevii
anumite reguli care pot fi schimbate ori de cate ori va fi nevoie pe parsursul anului scolar. Exemple de
reguli convenite:
- Asculta persoana care vorbeste.
- Vorbeste cand iti vine randul.
- Ridica mana daca doresti sa spui ceva.
- Nu interupe pe cel care vorbeste.
- Critica ideea si nu persoana care o exprima.
- Nu rade de ce spune colegul tau.
- Incurajeaza-ti colegii sa participe la discutii.
2. Aranjati elevii in cercsau in semicerc si stati impreuna cu ei pentru a modera discutia
(optional).
 3. Prezentati subiectul discutiei cu claritate si intr-un mod care sa incurajeze exprimarea ideilor.
4. moderati discutia, avand grija sa orientati cu subtilitate raspunsurile elevilor, facilitand
exprimarea pounctelor de vedere difrite si lansand intrebari care sa provoace continuarea
dicutiei. Sugestii:
Puneti intrebari la care pot fi date mai multe raspunsuri, evitand intrebarile cu raspunsuri
"da" sau "nu";
Pentru a aprofunda problema pusa in discutie, adresati o intrebare de genul "de ce credeti
asta? De ce credeti ca?";
Duceti discutia in directia care sa permita o explorare eficienta a problematicii abordate, a
situatiei analizate utilizand o gama variata de intrebari, cum ar fi:
Ce s-a intamplat? (o astfel de intrebare ii ajuta pe elevi sa-si clarifice perspectiva
asupra cazului);
De ce s-a intamplat aceasta? (se incurajeaza intelegerea cauzelor si a efectelor,
se deplaseaza accentul spre cautarea motivelor);
Se putea intampla si altfel? Cum? (se subliniaza ideea ca actiunile sunt de fapt
rezultatul unei alegeri sau sunt influentate dea faptul ca nu s-a ales cea mai buna
alternativa);
Ce ai fi facut tu intr-o astfel de situatie? Ce crezi ca a simtit persoana respectiva?
Ce ai fi simtit tu intr-o astfdel de situatie? (Elevii sunt invatati sa devina capabili sa
dezvolte empatie);
A fost corect? De ce ? (sunt intrebari esentiale care trebuie puse pentrru a
stimula dezvoltarea morala a elevilor);
Acordati elevilor suficient timp de reflectie pentru a-si organiza raspunsurile.
Nu permiteti monopolizarrea discutiei de catre anumiti elevi si incurajati pe elevii
timizi sa participe la discutii.
Formulati intrebari care presupun analiza, sinteza si evaluarea elementelor situatiei.
Accentuati in mod pozitiv partea de raspuns care este corecta.
Jocul de rol
Metoda jocului de rol se bazeata pe ideea ca se poate invata nu numai din experienta directa ci si
din cea simulata. A simula este ceva similar cu a mima, a te preface, a imita, a reproduce in mod fictiv
situatii, actiuni, fapte, etc. Scopul este de a-i pune pe participanti in ipostaze care nu le sunt familiare
tocmai pentru a-i ajuta sa inteleaga situatiile respective si pe alte persoane care au puncte de vedere,
responsabilitati, interese, preocupari si motivatii diferite. Este stiut faptul ca de cele mai multe ori avem
tendinta de a subaprecia, blama sau dimnpotriva, de a supraaprecia "rolurile" pe care diferite persoane
cu care intram in contact se intampla sa le indeplineasca. De asemenea, de multe ori "incremenirea in
propriul proiect" ne impiedica sa vedem posibile variante si alternative ale propriilor "roluri". Din acaasta
perspectiva, prin jocul de rol elevii pot invata despre ei insisi, despre personajele si lumea din jur intr-o
maniera placuta si atragatoare.
Simularea prin jocul de rol duce la cresterea gradului de adaptabilitate si la ameliorarea relatiilor
dintre persoane, dezvoltand in acelasi timp gandirea critica, capacitatea de exprimare si pe cea
empatica. De exemplu, in cadrul unui joc de rol despre un furt, jucand rolul victimei, elevul poate
intelege ce simte o persoana atunci cand este victima unui delict.
Exista mai multe variante, dintre care mentionam:
Jocul cu rol prescris, dat prinn scenariu - participantii primesc cazul si descrierea rolurilor si le
interpreteaza ca atare;
Jocul cu rol improvizat, creat de cel c are le interpreteaza - se porneste de la o situatie data si
fiecare participant trebuie sa-si dezvolte rolul.
Etapele metodei:
1. Stabiliti obiectivele pe care le urmariti, tema/problema pe care jocul cu rol trebuie sa le
ilustreze si personajele de interpretat
2. Pregatiti fisele cu descrierile de rol
3. decideti impreuna cu elevii cati dintre ei vor juca roluri, cati vpr fi observatori, daca se
interpreteaza simultan, ingrupuri mici sau cu toata clasa
4. stabiliti modul in care se va desfasura jocul de rol:
ca o povestire in care un narator povesteste desfasurarea actiunii si diferite personaje o
interpreteaza;
ca o sceneta in care personajele interactioneaza, inventand dialogul odata cu derularea actiunii
ca un proces care respecta in mare masura procedura oficiala.
5. "incalziti" grupul in vedrea acceptarii jocul de rol. In cazul unui grup cu care se foloseste
metoda pentru prima data, sugerati o situatie usoara pentru a se obisnui (Ei afla, de exemplu, ca au
castigat o suma mare de bani - cum reactioneaza?)
6. acordati elevilor cateva minute pentru a naliza situatia si pentru a-si pregati
rolurile/reprezentatia. Daca ete nevoie, aranjati mobilierul pentru a avea suficient spatiu.
7. Elevii interpreteaza jocul de rol;
8. In timpul reprezentarii, uneori este util sa intrerupeti interpretarea intr-un anumit punct
pentru a le cere elevilor sa reflecteze la cea ce se intampla (daca se ajunge la un moment exploziv in
interpretarea unui conflict este chiar necesar sa le cereti sa-l rezolve intr-un mod nonviolent).
9. In final, este important ca elevii sa reflecteze la acticitatea defasurata ca la o experienta de
invatare. Evaluati activitatea impreuna cu "actorii" si "spectatorii". Intrebatii-i:
Ce sentimente aveti in legatura cu rolurile/situatiile interpretate?
A fost interpretarea conforma cu realitatea?
A fost rezolvata problma continuta de situatie? Daca da, cum? Daca nu, de ce ?
Ce ar fi putut fi diferit in interpretare?ce alt final ar fi fost posibil?
Ce ati invatat din aceasta experianta?
In catul in care jocul de rol nu este reutit , discutati cu elevii in ce mod poate fi imbunatatit.
De retinut:
Deoarece jocul de rol simuleaza situatii reale, se pot ivi intebari care nu au un raspuns simplu,
de exemplu despre comportamentul corect sau incorect al unuii personaj. In aceste situzatii,
este indicat sa sugerati ca nu exista un singur raspuns si nu trebuie sa va impuneti propriul
punct de vedere asupra unor probleme controversate. Este foarte important ca elevii sa accepte
puncte de vedere diferite ca pe ceva natural si normal. Se pot insa rezuma punctele in care se
pare ca s-a ajuns la o intelegere si se pot lasa dechiseanumite aspecte care sunt discutabile;
Jocurile de rol trebuie folosite acordand atentie componentei etnice si sociale a clasei si
sentimentelor individuale. De exemplu, un joc de rol despre minoritati etnice organizat intr-o
clasa cu elevi apartinand respectivei minorutati trebuie desfasurat in asa fel incat elevii sa nu se
simta vizati sau marginalizati.
Studiul de caz
Este o metoda care se bazeaza pe cercetare si stimuleaza gandirea critica prin analiza,
intelegerea, diagnosticarea si rezolvarea unui caz. Pentru a intari ideea de participare activa si efectiva
la solutionarea unei probleme, se recomanda ca situatiile folosit sa fie unele reale.
Alegerea cazului se fade in functie de anumite criterii - nu orice situatie este un caz. Pentru ca o
situatie sa devina un caz, trebuie sa intruneasca urmatoarele caracteristici:
- Sa fie autentica
- Sa presupuna o inteventie urgenta, sa fie o situatie problema care suscita interesul;
- Sa fie legata de preocuparile grupului,pentru ca participantii la rezolvarea cazului sa detina
informatiile necesare sa sa dezvolte solutii de rezolvare;
- Sa fie complet prezentata - sa contina toate datele necesare pentru a fi solutionata.
Etapele unui studiu de caz:
1. Alegerea cazului
2. Cercetarea materialului de catre elevi;
 Pentru a-i ajuta, formulati intrebari de genul: ce s-a intamplat in situatia cercetata, care sunt
partile implicate, ce elemente sunt importante, lipseste ceva semnificativ din prezentarea
faptelor, de ce au actionat cei implicati in acel mod?
Solicitati elevilor impresii la prima vedere asupra cazului - este faza in care se emit solutii
bazate pe perceptia personala, fara a se lua in considerare toat elementele cazului si din acest
motiv parerile vor fi diferite si controversate.
3. se revine la caz, se stabilesc din nou

http://creatingminds.org/tools/tools_ideation.htm

Invatarea activa inseamna,conform dictionarului,procesul de invatare calibrat pe interesele /nivelul de

intelegere /nivelul de dezvoltare al participantilor la proces.In cadrul invatarii active,se pun bazele
unor comportamente,de altfel observabile:

*comportamente ce denota participarea (elevul e activ,raspunde la

intrebari,ia parte la activitati);

*gandirea creativa(elevul are propriile sale sugestii ,propune noi

interpretari);

*invatarea aplicata (elevul devine capabil sa aplice o strategie de

invatare intr-o anumita instanta de invatare);

*construirea cunostintelor (in loc sa fie pasiv,elevul indeplineste sarcini

care il vor conduce la intelegere).

Printre metodele care activizeaza predarea-invatarea sunt si cele prin care elevii lucreaza productiv unii cu altii
,isi dezvolta abilitati de colaborare si ajutor reciproc.Ele pot avea un impact extraordinar asupra elevilor datorita
denumirilor foarte usor de retinut,caracterului ludic si oferind alternative de invatare cu "priza" la copii.

Metodele si tehnicile interactive de grup se clasifica,dupa functia principala didactica in :

a)Metode de predare -invatare interactiva in grup :

#metoda predarii / invatarii reciproce(Reciprocal teaching -Palinscar)

#metoda "mozaicului"( Jigsaw)

#metoda "Cascadei"(Cascade)

#metoda invatarii pe grupe mici("STAD-Student Teams Achievement Division")

#metoda "turnirului intre echipe"("TGT-Teams/Games/Tournaments")

#metoda schimbarii perechii("Share-Pair Circles")

b)Metode de fixare si sistematizare a cunostintelor si de verificare

 #harta cognitiva / conceptuala
#matricile

#"Lanturile cognitive"

#"Scheletul de peste"

#diagrama cauzelor si a efectului

#"Panza de paianjen"

#"Tehnica florii de nufar"

#"Cartonase luminoase"

c)Metode de rezolvare de probleme prin stimularea creativitatii :

#"Brainstorming"

#"Explozia stelara"

#"Metoda palariilor ganditoare"

#"Caruselul"

#"Multi-voting"

#"Masa rotunda"

#interviul de grup

#studiul de caz

#"Incidentul critic"

#"Phillips 6/6"

#"Tehnica 6/3/5"

#"Controversa creativa"

#"Tehnica acvariului"

#"Tehnica focus-grup"

#"Patru colturi"

#"Metoda Frisco"

#"Buzz-groups"

Reciprocal teaching refers to an instructional activity in which students become the teacher in
small group reading sessions. Teachers model, then help students learn to guide group
discussions using four strategies: summarizing, question generating, clarifying, and
 predicting. Once students have learned the strategies, they take turns assuming the role of
teacher in leading a dialogue about what has been read.

Why use reciprocal teaching?

It encourages students to think about their own thought process during reading.

It helps students learn to be actively involved and monitor their comprehension as

they read.

It teaches students to ask questions during reading and helps make the text more
comprehensible.

How to use reciprocal teaching

Before Reciprocal Teaching can be used successfully by your students, they need to have been
taught and had time to practice the four strategies that are used in reciprocal teaching
(summarizing, questioning, predicting, clarifying).

One way to get students prepared to use reciprocal teaching: (from Donna Dyer of the North
West Regional Education Service Agency in North Carolina)

1. Put students in groups of four.

2. Distribute one note card to each member of the group identifying each person's unique
role:

o Summarizer

o Questioner

o Clarifier

o Predictor

3. Have students read a few paragraphs of the assigned text selection. Encourage them
to use note-taking strategies such as selective underlining or sticky-notes to help them better
prepare for their role in the discussion.

4. At the given stopping point, the Summarizer will highlight the key ideas up to this
point in the reading.

5. The Questioner will then pose questions about the selection:

o Unclear parts

o Puzzling information

o Connections to other concepts already learned

6. The Clarifier will address confusing parts and attempt to answer the questions that
were just posed.

7. The Predictor can offer predictions about what the author will tell the group next or, if
it's a literary selection, the predictor might suggest what the next events in the story will be.

8. The roles in the group then switch one person to the right, and the next selection is
read. Students repeat the process using their new roles. This continues until the entire
selection is read. (Source: ReadingQuest)
9. Throughout the process, the teacher's role is to guide and nurture the students' ability
to use the four strategies successfully within the small group. The teacher's role is lessened as
students develop skill.

The jigsaw technique is a method of organizing classroom activity that makes students
dependent on each other to succeed. It breaks classes into groups and breaks assignments into
pieces that the group assembles to complete the (jigsaw) puzzle. It was designed by social
psychologist Elliot Aronson to help weaken racial cliques in forcibly integrated schools. [1][2][3]
The technique splits classes into mixed groups to work on small problems that the group collates
into a final outcome.[1] For example, an in-class assignment is divided into topics. Students are
then split into groups with one member assigned to each topic. Working individually, each student
learns about his or her topic and presents it to their group. Next, students gather into groups
divided by topic. Each member presents again to the topic group. In same-topic groups, students
reconcile points of view and synthesize information. They create a final report. Finally, the original
groups reconvene and listen to presentations from each member. The final presentations provide
all group members with an understanding of their own material, as well as the findings that have
emerged from topic-specific group discussion.

STEP ONE
Divide students into 5- or 6-person jigsaw groups.
The groups should be diverse in terms of gender, ethnicity, race, and ability.

STEP TWO
Appoint one student from each group as the leader.
Initially, this person should be the most mature student in the group.

STEP THREE
Divide the days lesson into 5-6 segments.
For example, if you want history students to learn about Eleanor Roosevelt, you
might divide a short biography of her into stand-alone segments on: (1) Her
childhood, (2) Her family life with Franklin and their children, (3) Her life after
Franklin contracted polio, (4) Her work in the White House as First Lady, and (5)
Her life and work after Franklin's death.
 STEP FOUR
Assign each student to learn one segment.
Make sure students have direct access only to their own segment.

STEP FIVE
Give students time to read over their segment at least twice and
become familiar with it.
There is no need for them to memorize it.

STEP SIX
Form temporary expert groups by having one student from
each jigsaw group join other students assigned to the same
segment.
Give students in these expert groups time to discuss the main points of their
segment and to rehearse the presentations they will make to their jigsaw group.

STEP SEVEN
Bring the students back into their jigsaw groups.

STEP EIGHT
Ask each student to present her or his segment to the group.
Encourage others in the group to ask questions for clarification.

STEP NINE
Float from group to group, observing the process.
If any group is having trouble (e.g., a member is dominating or disruptive), make
an appropriate intervention. Eventually, it's best for the group leader to handle
this task. Leaders can be trained by whispering an instruction on how to
intervene, until the leader gets the hang of it.

STEP TEN
At the end of the session, give a quiz on the material.
Students quickly come to realize that these sessions are not just fun and games
but really count.

The jigsaw method gives students a sense of ownership and belonging feelings hard to
experience when working alone.
n addition to having shared responsibility to the group setting, students gain the benefit of
learning from those different from themselves. While individual students could be required to do
the entirety of a project on their own, the fact that they have the opportunity to listen to the
perspectives of others enhances the quality of their education. Jigsawing requires students to
listen and learn, and the group is rewarded when each individual contributes their skills and
knowledge to the whole. Not only is learning improved, but tolerance and understanding is as
well.

A Simple 6-Step Process

If youre interested in running a jigsaw activity in your classroom, follow this simple six-step guide
(or check out a similar 10-step guide by the Jigsaw Classroom):

Step 1: Organize students into a group of 4-6 people.

Step 2: Divide the days reading or lesson into 4-6 parts, and assign one student in each group to
be responsible for a different segment.

Step 3: Give students time to learn and process their assigned segment independently.

Step 4: Put students who completed the same segment together into an Expert group to talk
about and process the details of their segment.
 Step 5: Have students return to their original Jigsaw groups and take turns sharing the
segments theyve become experts on.

Step 6: Have students complete a task or a quiz thats reliant on them having understood the
material from the contributions of all their group members.

During this whole process, wheres the teacher? At first, the teacher facilitates the arranging of
groups, explaining of roles, and timing for each portion. Notice that the teacher doesnt have to
lecture or be the focal point of attention. When the students are in groups for steps 4 and 5, the
teacher should walk amongst the groups and lend support or explanation where necessary.

Step 4 the putting students into temporary expert groups is often skipped in the jigsaw
process, but it is an essential step. When students encounter information on their own, they gain
a limited perspective on it or may feel confused. The expert group is an opportunity for students to
share their ideas so they each reach a greater understanding of their same segment. This helps
confused students clarify their understanding and lean on more able peers. It also helps each
student article the importance points of their segment better when reporting to their jigsaw group.

Think-Pair-Share
Steps of a Think-Pair-Share
This kind of situation, where both the student and teacher are hesitating to increase
interaction, is the reason why think-pair-share is so effective!

In a think-pair-share, students are given think time to reflect on a question silently,

so that they have more time to process the question, the language, or think of the
language needed to convey the answer. By then discussing their answer with a
partner and the class, students have the opportunity for increased interaction, and
teachers can monitor comprehension. In order to use this activity, follow these steps:

1. Ask a thought-provoking question of your class.

2. Give students some time to think about the question on their own, as well as
the language they will need to respond.

3. Have students share their thoughts with a partner; this gives the students the
opportunity to 'check out' their answer with another student or hear another possible
answer. If confused, the students can ask their peers for help.

4. Finally, ask students to share thoughts with the whole group, which serves as
a form of accountability for the students. In this discussion/explanation, the teacher
gets feedback on what the students do or don't know though informal assessment.

In the example given above, the teacher asks the class,

"Why did the ancient Egyptians create pyramids? Let's do a "think-pair-share."

Everyone take a moment and think about the question."

The room is silent for a minute while everyone reflects. At this time the ELL students
may be putting together language and content concepts. Next the teacher instructs
the students,
"Now turn to the person next to you and tell them what you are thinking."

The ELL student has an opportunity to offer his/her idea in a relatively comfortable
setting perhaps with grammatical errors or to get more information from
his/her partner. This can reinforce the student's confidence in his/her thinking and
provide modeling for how to say the idea correctly in English. The teacher lets
students share for a couple of minutes and then brings their attention back.

"Okay, I heard lots of good ideas. Who would like to share what you talked about?"

At this point, when students offer an answer, they have had some time to work with
the concepts and also may feel that they are not offering the idea "on their own" but
as part of a pair, which may not seem so intimidating.

Benefits
A benefit of the think-pair-share is that the teacher has an opportunity to hear from
many students including the "quiet" ones. I have seen some of my shyest
students offer wonderful answers after they had an opportunity to do a think-pair-
share. It also gives the teacher the opportunity to observe all the students as they
interact in pairs and get an idea of whether all students understand the content or if
there are areas that need to be reviewed.
1. Double Think-Pair-Share: This technique is great for
collaborating and generating many ideas on a topic. Note: Make sure students
have paper and pencil handy.
Arrange students into pairs (teacher or student
choice).
Pose a question that has many possible answers. For
example, what are some ways our school can become
more green?
Pause for think time.
Partners do traditional think-pair-share,
brainstorming as many ideas as they can in a set
amount of time and writing their answers down on a
piece of paper.
After allotted time, each pair then finds another pair
to share answers with. As first team reads their answers
aloud, the second team adds new ideas to their list or
puts a check mark next to items they also thought of.
Second team then shares answers that were missing
from first teams list.
2. Mingle, Pair, Share: A great activity to get kids up and moving
and encourage them to interact with all of their classmates .
Students mix around the room silently as music plays
in the background.
 When the music stops, each student finds a partner
closest to them (no running across the room to find
your best friend!) and puts their hand together with
their partners in a high five.
When all students have found a partner, teacher
poses a question and allows for think time For
example Give three examples of an insect or Name
five prime numbers.
One teachers go, one partner shares and the other
listens.
Partners switch roles.
After both partners have had a chance to speak
(teacher will have to monitor this, based on the depth
of the question), music starts again, students mingle,
when music stops they find a new partner, teacher
poses new question, etc.
Repeat for each question.

Brainstorming
What is brainstorming?
Brainstorming is a large or small group activity that encourages students to focus on a topic and
contribute to the free flow of ideas.

1. The teacher may begin a brainstorming session by posing a question or a problem, or by

introducing a topic.
2. Students then express possible answers, relevant words and ideas.
3. Contributions are accepted without criticism or judgement and usually summarised on a
whiteboard by the teacher or a scribe as the ideas are called out.
4. These ideas are then examined, usually in a open class Discussion format.

Why use brainstorming?

By expressing ideas and listening to what others say, students adjust their previous knowledge or
understanding, accommodate new information and increase their levels of awareness. Brainstorming's
main purposes are to:

focus students' attention on a particular topic

generate a quantity of ideas
teach acceptance and respect for individual differences
encourage learners to take risks in sharing their ideas and opinions
demonstrate to students that their knowledge and their language abilities are valued and
accepted
 introduce the practice of idea collection prior to beginning tasks such as writing or solving
problems
provide an opportunity for students to share ideas and expand their existing knowledge by
building on each other's contributions.

Common issues using brainstorming

Initially, some students may be reluctant to speak out in a group setting, but brainstorming is an open
sharing activity which encourages all students to participate. Teachers should emphasise active
listening during these sessions.

Students should be encouraged to:

listen carefully and politely to what their classmates contribute

tell the speakers or the teacher when they cannot hear others clearly and
think of different suggestions or responses to share.

Effective brainstorming: how do I achieve it?

1) In a small or large group select a leader and a scribe (or this may be the teacher).

2) Define the problem or idea to be brainstormed. Make sure everyone is clear on the topic being
explored.

3) Set up the rules for the session. They should include:

letting the leader have control

allowing everyone to contribute
suspending evaluation of ideas until all ideas are gathered
the validity of all contributions
recording each answer, unless it is a repeat
setting a time limit and stopping when that time is up.
4) Start the brainstorming. Have the leader select members of the group to share their answers. The
scribe should write down all responses, if possible so that everyone can see them. Make sure not to
evaluate or criticise any answers until the brainstorming is complete.

5) Once you have finished brainstorming, go through the results and begin evaluating the responses.
This can be done quickly by a show of hands to rank the ideas.

6) Some initial qualities to look for when examining the responses include:

looking for any answers that are repeated or similar

grouping similar concepts together
eliminating responses that definitely do not fit
7) Now that you have narrowed your list down somewhat, discuss the remaining responses as a
group.

It is important for the teacher to:

establish a warm, supportive environment

emphasise that a quantity rather than the quality of ideas is the goal, and that it's okay for
students to think outside the box
discourage evaluative or critical comments from peers during the ideas-gathering phase
 encourage and provide opportunity for all students to participate
initially emphasise the importance of listening to expressed ideas, and model printing and
recording of the ideas, then read each contribution to the group.