Each student must complete their own individual criteria table. Students work in pairs/small groups with peers who are also in their group to read the information and complete the criteria table.Instruct students that, at this point, they should just write descriptions about their allocated item in relation to the criteria listed in the table.Note: A completed example is below for students comparing and contrasting different strategies to distribute income and wealth more equitably in Australia.A criteria table lists the various features of an item, which will help students compare and contrast. Also give them a copy of a criteria table to record a description of their allocated concept, strategy or option.students in group 1 may review the Australian Government's income support payments on the.textbook extract, article, business report) specifically related to the concept, strategy or option for their group. Government policies to improve employment prospects for unemployed.group 1, group 2, group 3.įor example, if comparing and contrasting ways to more equitably distribute income and wealth in Australia, you might have three groups: give each student a named numbered card that represents the group that they are in, e.g.seat them with other students in their designated group.divide the class into three groups, group 1, 2 and 3, if comparing and contrasting three strategies.Apples are pomes with the seeds located in the core of the fruit they are usually red or green when ripe.ĭivide students into groups according to the number of concepts, strategies or options that you want them to compare and contrast. Both are fruit, but lemons are yellow when ripe and are a type of citrus with seeds located inside wedges in the fruit. compare and contrast lemons with apples. Ask students to compare and contrast two everyday items to illustrate their meaning.
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