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46 Activities to Check Learner Comprehension
There may be 50 ways to leave your lover, but there are at least 46 ways to check your 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) Based on movements. . Some of the activities scratch the surface of the 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 aim of these activities is to ensure that students leave a training session with a good understanding of the content that has been taught. Hopefully, students have had the opportunity to test their new knowledge or skills in application exercises during the training session. The activities identified here aim to close a module or training session on a high note and focused on the content.
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 turns away from the participants.
The facilitator will have to allocate 10 to 50 minutes for these activities. 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 flipchart paper that can be hung up for all to see. For activities that don’t involve everyone, remember to save time for debriefing the rest of the group.
Take digital photos of the results of these activities to mail to participants after class to reinforce their learning.
Closing activities on paper
Paper activities include writing, drawing and sketching ideas. These activities require writing paper or tracing paper, pens, pens, colored pencils or colored markers.
ABC: Fill in a word related to the content or a sentence that starts with each letter of the alphabet.
drawing: Identify five or six key learning points, then draw them on a flip chart. The image can be representative or abstract, with words or phrases.
catchphrase: Create a 6-8 word sentence or sentence that captures the essence of what they have learned.
metaphor: Identify a metaphor for what they learned that day.
word cross: Write the title of the training session in the middle of a flip chart, then add words related to the content that are 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 on a mind map.
Surround the learning objectives: List each learning objective, leaving enough space to add key words and related phrases around each objective.
Flow diagram: Graphically represents the sequence of steps, topics or decisions.
Cartoons: Draw a cartoon to represent what they have 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 words related to the content.
Reminder card: Write key points to remember on a card small enough to fit in a wallet.
Questionnaire: Answer questions related to the content using multiple choice or fill in the blanks.
Closing activities based on spoken words
Activities based on spoken words include expressing ideas verbally through stories, drama or songs. Although movement is often involved, the main delivery of ideas is through spoken words.
Key to take away: Stand up and report your session takeaway key.
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 representing a key topic of the day and explain the main points in 2 minutes.
Radio commercial: Create and present a commercial for the sale of the learning key.
Parota: Represents key learning in a humorous way: what to do and what not to do.
song: Speak or sing the lyrics of a song that captures the essence of what has been learned.
Briefing of key concepts: When prompted by the facilitator, stand up and provide a 2-minute briefing on a key concept that the facilitator randomly selects.
Verbal relief: Stand in parallel lines facing each other, taking turns to report a key concept and/or build on what someone else has said.
Closing activities based on materials
Materials-based activities are distinguished from other closure activities in that materials are used to summarize, represent, or represent ideas. These activities require objects, art materials and/or construction materials. They result in products that can be photographed and, in some cases, reworked as a reminder of the class.
Comforter: Write the key learning on small squares of construction paper and indicate what is written as they stick them to a flip chart or foam board.
Puzzle: Select the most important learning points from a label roll with different learning points. Place each selected tag on a puzzle piece and then create a puzzle (which can be free-form or pre-designed).
Tinker Toys: Build something with Tinker Toys that represents 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 content-related questions written in different sections. Answer the question facing the participant.
Collage: Create a collage that represents key concepts with images already cut out from magazines.
Building blocks: Explain the stages involved in a learned process, using blocks to represent each stage.
carousel: Create a Tinker Toy carousel and explain what concept each colored piece represents and how the concepts relate to each other.
Closing activities based on games
Game-based activities include competition between groups or table teams to answer content questions and win by accumulating the most points or completing the game first.
Grab the Koosh: Ask other participants questions about the content again. Participants who grab the Koosh (or other object) from the center of the table and answer the question correctly get points.
Board game: Compete in teams to roll the dice and take turns responding to content cards ready to move across the board. Use a bingo board or create a simple game board modeled after Candy Land or Life.
Danger: Compete in teams to answer questions in specific content categories on a real game board or PowerPoint Jeopardy.
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 begin with each letter of the training program title.
pass over: Compete in teams to identify the most useful solutions to content problems written in different envelopes.
Closing activities based on movement
Movement-based activities generally require participants to stand up and move to complete them. These activities may involve standing, walking or running.
Treasure Hunt: Talk to different participants to complete a worksheet identifying how each person plans to incorporate what they have learned into their daily work activities.
charade: Represent key concepts of learning.
Walk of galleries: Go from one rotation to the next (each titled with a key learning point or different training topic covered that day) and write down the dos and don’ts, or tips or actions.
Rotating flipcharts: After a gallery walk, the groups review each other’s flipchart answers and make additions or revisions to what has been written.
Pop Up: Stand up to answer a content question.
Signal responses: indicate answers to multiple choice questions with the fingers of one hand, indicate answers to indicate agreement by raising your hand, and indicate answers to yes or no questions by pointing your thumb up for yes or down for no .
Throwing snowballs: Write a problem on a piece of paper, crumple it up and throw it in the air for others to find and answer.
Pop the balloon: Write a problem on a piece of paper, roll it up and insert it into a balloon. Pop 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 on: Team up with another person and walk together for a few minutes, sharing how you plan to use what’s been learned.
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