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A "Living Graph" encourages students not only to select the most important events within a topic, but also to rate them against criteria such as success and failure, strength and weakness and so on.
Ask students, working individually or in pairs / small groups, to identify what they consider to be the 10 most significant events within the topic of study. For example, in a History class students could select the 10 most important events in a particular period; in English literature they could select the most important plot developments in a novel or play.
The teacher asks students to contribute their ideas to a whole-class discussion. This will encourage some debate, discussion and reflection.
Students then open the ClassTools Timeline Template and plot their chosen events into it. They should aim not simply to describe "what happens" but "why it is significant"
Finally, the students have to drag and drop the events high or low on the graph to indicate something of relevance: success or failure, for example. Safety or Danger could be another idea.
Ask students, working individually or in pairs / small groups, to identify what they consider to be the 10 most significant events within the topic of study. For example, in a History class students could select the 10 most important events in a particular period; in English literature they could select the most important plot developments in a novel or play.
The teacher asks students to contribute their ideas to a whole-class discussion. This will encourage some debate, discussion and reflection.
Students then open the ClassTools Timeline Template and plot their chosen events into it. They should aim not simply to describe "what happens" but "why it is significant"
Finally, the students have to drag and drop the events high or low on the graph to indicate something of relevance: success or failure, for example. Safety or Danger could be another idea.
