{"id":6159,"date":"2017-08-04T20:40:50","date_gmt":"2017-08-04T20:40:50","guid":{"rendered":"http:\/\/ibpsych.themantic-education.com\/?p=6159"},"modified":"2017-08-04T20:40:50","modified_gmt":"2017-08-04T20:40:50","slug":"lesson-idea-consolidate-learning-with-a-quick-game-of-verbal-tennis","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibpsych\/2017\/08\/04\/lesson-idea-consolidate-learning-with-a-quick-game-of-verbal-tennis\/","title":{"rendered":"Lesson idea: Consolidate learning with a quick game of “Key Term Tennis”"},"content":{"rendered":"

Credit for \u00a0the “Key Term Tennis” activity (originally called “Verbal Tennis” goes to the late, great Paul Ginnis. I highly recommend his book, “The Teacher’s Toolkit” (Find it on amazon here<\/a>). It’s filled with excellent activity ideas.<\/em><\/p><\/blockquote>\n

At ThemEd we’re all about the practicalities of teaching, as the last thing education needs is more theory. I’ve always been a fan of practical Pro-D, so here’s a really simple practical activity that works well when consolidating and recapping at the start of a lesson.<\/p>\n

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How it works…<\/h2>\n

In this activity, students are in pairs and the object is to bounce key terms back and forth between each other (like tennis). It can be played \u201cfor fun,\u201d or as a competition (I let students choose). If playing for points, you score a point when your partner is stumped for 5 seconds and cannot return with a word. You then start again, or choose a new topic. You can \u201cchallenge\u201d your partner (I like to give students red cards to hold up to challenge one-another), which means after one partner has said a word, the other partner “challenges” which means the first partner has to be able to offer a definition of that key term they’ve just said. If they can\u2019t offer a definition, you score a point. If they can, however, your partner scores the point.<\/span><\/b><\/p>\n

It works well from half-way through to the end of a unit. I like to write the topics that we’ve covered so far on the board and then have students choose a topic before they play a “round.” So in criminology, for instance, after a few topics I would write on the board:<\/p>\n