3. CONNECTIONS
TEACHER GUIDANCE

THINKING THROUGH
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TEACHER GUIDANCE

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Rationale

Encourages pupils to identify possible connections between paired statements.

Develops pupils' reasoning skills.

Encourages pupils to consider all possible options before making a decision.

Preparation

Lists of paired statements need to be prepared relating to a specific topic.

The statements should be devised so that some have obvious links, some have possible links and some are unrelated.

 
 

Launching

The activity could be introduced through an abstract example e.g. "Manchester United FC wins the Premiership title" and "Manchester United FC are a popular football team" - pupils need to consider whether there is any connection between these two statements. If so, why?

You could then explain to the pupils that we could make connections between different ideas in Geography too. Give them an example e.g. "LEDCs have a low "GNP" and "LEDCs export raw materials" - is there no connection? Possibly a connection? Or definitely a connection?

Introduce the idea of connections for the topic in question and use a relevant example to discuss and begin the activity.

 

 

Instructions

Pupils are to read through the statements and discuss them in small groups/pairs.

Each group should make decisions about the type of connection, which exists, between the statements. They should choose out of the following options:

M = Must be a connection

C = Could be a connection

N = No connection

For each pair of statements, the pupils should be able to explain how and why they made their decision.

Once the students have completed all the statements, they could discuss their decisions with another pair. Were they the same? If not, they should try to justify their decision to the other pair; can they reach a common decision?

 
  Managing the Activity

Begin by questioning the pupils' understanding of the statements. Reinforce any words/concepts that they don't understand.

Encourage the pupils to ask questions about the information on the statements.

Inform the pupils that there are no definite right or wrong answers - the most important thing is that they can explain why they made their decision.

Once the pupils are working on the task, circulate the groups and question their rationale behind their decisions. If any particularly good justifications are overheard, praise the pupils and encourage them to feed back that idea later in the debrief.

If any pupils finish the task ahead of others, they could devise other pairs of statements for the same topic to test the rest of the class.

 

 

TOP

Debrief

How did you arrive at your decisions?
What factors were most important in choosing your answer?
Did you use a process of elimination?
Could the statements have had more than one answer?
If so, which ones and why?
Which were the most difficult statements to make a decision over?Why?
What new skills have you learnt about decision making?