Appendices

Appendix 1 Lesson Plan Sequence

1.1 Lesson Plan 1
Practicum Lesson Number

Subject

Time of Lesson

Tues. P2 25th Aug 2015

Duration of lesson
Year
Level

Psychology Unit 2

11

Supervisor

75 minutes

Class Size

15

Learning Focus Investigate the factors influencing help (i.e. diffusion of responsibility, audience inhibition and cost-benefit analysis) and define anti-social behaviour
Area of Study

Key knowledge

Pro-social and anti-social

behaviour:
AoS1
interpersonal
and group
behaviour

- Characteristics of, and

factors influencing, antisocial behaviour: diffusion of
responsibility;
audience inhibition; social
influence; cost-benefit
analysis

Key skills

Process and interpret

information and make
connections between
psychological concepts and
theories
Apply understandings to both
familiar and new contexts
Apply factors to Kitty
Genovese case

Activities and assessment tasks

Class discussion about factors influencing

reluctance to help
Activity: Identify factors influencing
help and reluctance to help relating to
Kitty Genovese, and support with factors
discussed in class.
Activity: Aggression review questions LA
10.19 Q1-4p. 391-392

Evidence

Feedback from class discussion/input for

homework and questions.
Observe students working together and
make notes
Word document to see what students
understood about concepts

Comment [1]:

ICT (projector)

Teachers have access to projectors in all
classes. It is simple to display PowerPoint
slides in nearly all classes.

Contributing to class discussion

Resources and Materials
Psychology for the VCE student, units 1&2 (Textbook), iPad adaptor and projector, PP (pro-social behaviour) white board markers, access to word document

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Student Teacher Focus

My focus for this lesson is for the students in the class to take responsibility for their learning through contribution to class discussion. I also would like to focus on my
questioning and facilitation of interactions.
Context of lesson
Students have investigated factors influencing pro-social behaviour and altruism. Students have also watched videos and discussed the Kitty Genovese case.
Before the long weekend, they were expected to complete application type questions in their books and have already read the factors influencing reluctance to help ready for
contribution to class.
Stage of lesson

Tasks

Time

Student action

Teacher action

Stage 1 Introduction

Number students off, groups of 4. Each group sits

together.

5 mins

Students to listen and

recall what was learnt
last week

Teacher to walk around tables and give each student a

number.

Comment [2]:
Students were notified of work needed to be
completed in order to participate in the next
class.
This formed the crux of the brainstorming,
as students were to be aware of the content
to contribute.

All students know about the Kitty Genovese
case from previous classes, ready for
analysis during the course of the lesson.
Comment [3]:
Teaching Strategy 1: Class brainstorm

Students were to have read the relative
pages in the textbook in order to contribute
to discussion.

Social Constructivism where students
construct meaning amongst each other
through social interaction.

Students contribute to class discussion, and
teacher notates these responses on a word
document projected on the board.

The word document is later uploaded
online for students to access as a resource.

Students shuffle to
table with their group
number

Stage 2 Body of lesson

Students are given 5 mins to sit and discuss the

readings and what they found

5 mins

Students to sit in
groups, use resources
and discuss with peers.
They can jot down
ideas also.

Set up Macbook by connecting to the projector and

opening word file ready to type.

Class brainstorm: Students are to tell the teacher

what they know about factors influencing reluctance
to help, and use each other to learn.

20 mins

Students to think and

contribute to class
discussion

Teacher nominates table to contribute to start

discussion.
Not giving too much away, asking different students
questions such as:
- What do you think?
- Anything to add to that?
- Is there a way to avoid this from happening?
- Any examples in everyday life?

Students are to take

full responsibility
adding to the word
document.

Comment [4]:
Teaching Strategy 1: Class brainstorm

Students are more likely to respond using
these types of questioning techniques as the
pressure to produce a correct answer is
decreased.
These particular teaching strategies were
learned during a teacher PD at the college.

Consider the time that you wait. Be patient, in order

for these students to really think and come up with
something. Use reflective statements, and gestures to
ensure students elaborate as much as possible

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Notate examples on spare word document, and save for

students as a resource.
PP (pro-social behaviour slides): Talk through with
students, any questions ask students.
Refer points made by students, and fill in any
missing gaps.

10 mins

Listen and discuss

PowerPoint

Go through PP, facilitate discussion.

If any student asks a question, pivot it to another
student and ask what everyone else thinks.

Activity: Students to critically analyse the Kitty

Genovese case recording different elements as to
why people may have been influenced/reluctant to
help.
Refer to factors discussed in class to support your
statements:

5 mins

Students to work
individually and analyse
Kitty Case

Teacher to walk and observe different groups,

prompting questions

Factors

influencing help:
Situational factors
Social norms
Personal factors

Factors

influencing reluctance to help:

Diffusion of responsibility
Audience inhibition
Cost-benefit analysis

Bring back for class discussion

Jessica Ivankovic

Comment [5]:

Teaching Strategy 1: Class brainstorm

Teacher to act as a facilitator of learning.
Students are responsible for constructing
their own knowledge of the topic as a class,
based on the readings that were to be
completed by the beginning of class.

Creates a safe and supportive environment,
as students are encouraged to contribute
and make mistakes as part of learning.
Comment [6]:

Integrating ICT (PowerPoint)

Used to convey information with prompts,
that students can access in their own time.

5 mins

Students to
contribute to class
discussion of factors

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Comment [7]:

Activity: Kitty Genovese case

Students have been instructed clearly to
come up with possible explanations as to
why people were influenced or reluctant to
help Kitty Genovese when she was attacked.

Students can come up with any example, as
long as it was supported by psychological
factors.

This is an open ended activity, where
students who excel have the potential to
extend their knowledge through the use of
resources, as well as lower-ability students
to learn from class discussion after.

Facilitate class discussion.

Record when student contributes to class discussion.

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Anti-social behaviour:
Intro to anti-social behaviour and Aggression

10 mins

Continue PP presentation

Stage 3: Conclusion

Students to listen and

contribute accordingly.

Teacher to facilitate and encourage to highlight key

terms within the definition.

Students to work on
learning activities

As mentioned in PowerPoint:
Break up definitions.
Ask class what are the key terms in the definition that
define aggression?
Students to break down components.
What are the main parts of this definition?

Causing harm

Wellbeing

To individual/group or property

Task: Aggression Review Questions

LA 10.19 p. 391-392

10 mins

Students to work on
questions

Teacher to observe, address individual students.

Recap the lesson, the different factors discussed.

5 mins

Students to ask
questions if need be

Teacher to wrap up class.

Finish incomplete class work for homework.

What is happening on tomorrow (Wednesdays) class:

Time allocated to correct each others

ERAs

Finishing the topic i.e. explanation of

perspectives

Revision on Monday and test on Friday

Comment [9]:

Literacy demands

Breaking up the definition uses
comprehension strategies, using
strategies constructing meanings from
texts (VCAA 2012b), highlighted as a
literacy demand in the Literacy English
Scope and Sequence.

Answer questions or queries.

Teacher to record data when students contributed to
class

Comment [8]:

Planning and Organising Content

Application questions to review and
consolidate the topic that was covered in
class.
Comment [10]:

Planning and Organising Content

Content referred to in class is recapped.
Students are informed of agenda for next
lesson, if they have any questions about
expectations.
If students know they are going to be
absent, the teacher may alter the classes

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1.2 Lesson Plan 2

Practicum Lesson Number
Subject

Time of Lesson

Wed. P2 26th Aug 2015

Duration of lesson
Year
Level

Psychology Unit 2

11

Supervisor

75 minutes

Class Size

15

Learning Focus Prepare presentations about explanations of aggression (i.e. psychodynamic, social learning and biological)

Area of Study

Key knowledge

Key skills

Student reflection on prior

assessments with aim for
improvement

AoS1
interpersonal
and group
behaviour

Pro-social and antisocial

behaviour:
- Explanations of aggression
from ethological, biological,
psychodynamic and social
learning perspectives

Self and peer assessment

Communicate psychological
information, ideas and research
findings accurately and
effectively
Use communication methods
suitable for different
audiences and purposes
Work independently and
collaboratively as appropriate
and within identified research
constraints

Activities and assessment tasks

Evidence

Activity: Self and peer assessing ERA

Activity: Perspectives of aggression
jigsaw task

Homework: Revise PowerPoint and complete

relevant Learning Activity
Psychodynamic: p. 392-393, LA 10.20
Ethological: p. 393-394, LA 10.21
Biological: p. 395-397, LA 10.22
Social Learning: p. 399-400, 10.24

Reflection from ERA written on ERA prior to

teacher marking
Observe students working together and make
notes
Collect and view student PowerPoints on the
different perspectives of aggression

Comment [11]:

Planning and Organising Content

The text book used as a guideline to assist
planning of the topic, as well as a resource
of information for students

Resources and Materials

Psychology for the VCE student, units 1&2 (Textbook), iPad adaptor for projector, white board markers

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Student Teacher Focus

My focus for this lesson is for students to self-assess their work on ERAs as well as observe group dynamics when students are researching their perspective of aggression
Context of lesson
Students had an introduction to aggression and were to have completed LA 10.19 by the beginning of this class.

Stage of lesson

Tasks

Time

Student action

Teacher action

Stage 1 Introduction

Talk about ERAs and what will happen this lesson

ERA self assessing
Perspectives of aggression presentations

5 mins

Students to listen to
instructions about
self-assessing ERA

Instruct students to self-assess their ERA using

rubric.

Students are instructed what is to happen:

25 mins

Stage 2 Body of lesson

Students to self-assess their ERA according to

rubric
Students to peer assess another students ERA
Class discussion: reflect on self and peer assessing

5 mins

Students to use grey

lead to mark peers
work and their own
work.

Students to
contribute to class
discussion.

What they found

What they learned
What they will do next
time

Quick recap of aggression

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5 mins

Summarise in a few
sentences what was
learned from the
experience.
Students to think and
contribute to class

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Comment [12]:

Teaching Strategy 2:
Self-assessment and peer assessment

Students have submitted ERA and as a point
reflection, given their piece to examine with
fresh eyes.
Student were required to reflect and mark
their piece based on their rubric given at
the beginning of assessment.

Students were also to mark a peers ERA
before handing it back to the teacher for
assessment.

Self-evaluation applies to students of all
learning levels, as it gives everyone the
opportunity to grow individually.

Hand back ERAs activity whilst explaining activity

Instruct students to swap ERAs and peer assess

Teacher

Comment [13]:

Teaching Strategy 2:
Reflection

Students were to use metacognitive
thinking to analyse

This strategy was used with the intention
on students improving their writing by
identifying elements

Students were able to see grammatical
errors, as well as ADD

Students were to summarise their
experiences in their exercise books.

to ask questions:
What did you learn?
What did you find out?
Was it hard?
Was it easier to read with a clear head?

Teacher nominates table to contribute to start

discussion

27

Refer to PowerPoint

Activity: Perspectives of Aggression Jigsaw Task

Students are expected to create a teaching
resource based on their given perspective.
Each student is allocated a random number out of 3,
and told to form a group with students of the same
number (there should be approx. 4-5 students in
each group). Students can refer to textbook pages
and further research.

35 mins

discussion

What is aggression?

Students to sit with

their group members

Informally ask questions from LA 10.19 (completed

from last lesson)
Teacher to allocate each student a number, and group
students.
Ensure that the students are sitting within their table
groups, wherever they like in the room.

Research their
perspectives and
compile a PP

Comment [14]:

Literacy Demands
This reinforces literacy demands, where
students use ICT to convey information to
an intended audience.
Comment [15]:
Perspectives of Aggression Jigsaw Task
Allows students to research perspectives of
aggression, and share electronic resources
for all to access.
An open-ended task, where low-ability
students have potential to learn from high-
ability students. High-ability students can
also extend their knowledge through
further research.
All students should benefit from
collaboration in diverse learning groups.

Planning and Organising Content
If completed effectively, this activity would
inform the next lesson, student complete
the jigsaw task where everyone is required
to teach their perspective to a small group.

Remind students to ensure that everyone in the group

has a copy of the PowerPoint, as well as a copy emailed
to the teacher.

Biological: p. 395-397
Psychodynamic: p. 392-393
Social Learning: p. 399-400
Ethological: p. 393-394
Things to include:
A description of the perspective highlighting key
points

Key studies conducted

Refer to psychologist(s) responsible

Ensure there are:

Clear, succinct points

It can be used as a teaching/revision

resource

Comment [16]:
Students who were absent for the task due
to an extra curricular commitment were to
summarise information and complete
learning activity before next class.
Due to numbers, the students were
allocated the ethological perspective.

Each group is allocated a perspective of aggression

(biological, psychodynamic or social learning).

Comment [17]:
Points to include
These points were written on the board as a
guide for students to include.

Students are expected to teach students of the

other perspectives the next class.

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Early Finishers: Encouraged to research more on

their perspective, incorporating clips, as well as
extra information.

Comment [18]:

Perspectives of Aggression Jigsaw Task
Planning for early finishers where students
have opportunity to extend knowledge.

By the end of the lesson, all three PowerPoints are

to be sent to the teacher.
Stage 3: Conclusion

Students are reminded to revise their PP, to teach

peers of another group on Friday.

Homework: Revise PowerPoint and complete relevant

Learning Activity
Biological: p. 395-397, LA 10.22
Psychodynamic: p. 392-393, LA 10.20
Social Learning: p. 399-400, 10.24
Ethological: p. 393-394, LA 10.21

5 mins

Students to ask
questions if need be

Answer questions or queries

Students to ensure
their group PowerPoint
is received by the
teacher and fellow
group members

Check email for confirm group submissions

Comment [20]:

ICT (student access)

As it has been recognised that students have
access to personal iPads, I made the
students responsible for collecting
information from each other.
Comment [19]:

Planning and Organising Content

Clear direction of what to expect for the
next class. Using the textbook to guide
teaching and student learning. One of the
resources for information referred to
during the teaching sequence.

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1.3 Lesson Plan 3

Practicum Lesson Number
Subject

Time of Lesson

Fri. P1 28th Aug 2015

Duration of lesson
Year
Level

Psychology Unit 2

11

Supervisor

75 minutes

Class Size

15

Learning Focus Teaching content

Area of Study

Key knowledge

Key skills

Activities and assessment tasks

Evidence

Complete Jigsaw Activity: Students to

teach researched perspective to peer
groups

Pro-social and antisocial

behaviour:
AoS1
interpersonal
and group
behaviour

- Explanations of aggression
from ethological, biological,
psychodynamic and social
learning perspectives
Social learning theory,
including the work of Albert
Bandura.

Teaching content to peers

Communicate psychological
information, ideas and
research findings accurately
and effectively
Use communication methods
suitable for different
audiences and purposes

Activity: Individual learning

Ensure completed Learning

Activities
LA 10.1, 10.2, 10.7, 10.9, 10.19
and relevant LA 10.20, 10.21,
10.22 or 10.24
Revision: Start revision my looking at
chapter review for:

Chapter 8: p. 329-331

Chapter 9: p. 369-371

Chapter 10: p. 403-405

Observe students presenting their content

within groups.

Any other activities: write questions, and

test each other in groups

Homework: Revise for test on Friday.

Resources and Materials
Psychology for the VCE student, units 1&2 (Textbook), learning activity, PP (Perspectives of Aggression), iPad, adaptor and projector, white board markers
Refer to PowerPoint and watch YouTube videos when prompted:
Social Learning, Albert Bandura
https://www.youtube.com/watch?v=Pr0OTCVtHbU

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Example of Biological perspective with mice

https://www.youtube.com/watch?v=PTWsr8UuSnc
Ethological perspective
https://www.youtube.com/watch?v=ZEZAnCECxOU&list=PL
jNS6VD_LojMelNx2CqTuZKFZGTuToDdc

Student Teacher Focus

My focus for this lesson is for the students in the class to take responsibility for their learning through teaching and learning from their peers. I also want to see if students
can teach their perspective fluidly, indicating their level of understanding of content.
Context of lesson
Students have investigated factors influencing pro-social behaviour and altruism. Before the long weekend, they were expected to complete application
type questions in their books and have already read the chapter ready for contribution to class.

Stage of lesson

Tasks

Time

Student action

Teacher action

Stage 1 Introduction

Students settle in.

Students to sit in groups they worked in last lesson.

5 mins

Students to listen
and receive verbal
feedback

Class verbal feedback

Have a quick chat about what you thought about the PPs.

Hand out individual feedback rubric to each class

member.
Speak to the members who were absent last lesson
in a group, check they have done what was required.
Teacher to speak and give overall feedback to
students as a whole, settle students. Be sure to
touch on.

Good work overall, time was used

effectively last class, with different group
members.

Make sure to work on synthesizing

information i.e. no chunks of information,
clear concise points

Include diagrams/images to help illustrate.

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It helps others learn.

PEStage 2 Body of
lesson

Activity: Complete jigsaw task peer teaching

Students are to split into groups of 4 (with students from
the other three perspectives of aggression).

15 mins

Students to present
findings and teach
their group.

Comment [21]:

Planning and organizing

Delivering prompt feedback at the
beginning of the class, gives time for
students to talk.

Teacher to observe groups teaching each other

Teacher to set up projector, and access the social
learning PP from one of the groups.

Students in the mixed perspectives group take in turns

being the expert of their perspective and teach their
peers content content.
Bring back to the class to discuss, what did we find out?
PP (Perspectives of aggression): Fill-in any gaps missed in
presentations, recap with pre-prepared PowerPoint on own.

15 mins

Students to
contribute to
discussion

Facilitate and ask questions, asking students to

point out:
Anything interesting
Anything learned about the perspectives you didn't
research

Students to listen,
ask questions,
contribute

Facilitate questions of the perspectives, giving more

detail with Psychodynamic.
Encourage contributions, even refer back to
questioning techniques such as What do you think
Student A?

Refer to PowerPoint and watch YouTube videos when

prompted.
Social Learning, Albert Bandura
https://www.youtube.com/watch?v=Pr0OTCVtHbU

Comment [22]:

Peer teaching

Students are required to teach each other
learned content. Teaching

Safe and supportive environment. Everyone
has something contribute.
Everyone has equal responsibility
Everyone has a role.

Use PowerPoint as a
prompt

Example of Biological perspective with mice

https://www.youtube.com/watch?v=PTWsr8UuSnc

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Ethological perspective
https://www.youtube.com/watch?v=ZEZAnCECxOU&list=PL
jNS6VD_LojMelNx2CqTuZKFZGTuToDdc

Comment [23]:
ICT (YouTube Videos)

Using electronic resources, such as YouTube
videos to show how the experiments were
once conducted. Aims to help students
visualize some of the perspectives
researched.

Address questions posed on feedback of all students

perspectives (refer to copy of feedback)
Individual learning:

Make sure learning activities are completed

i.e. LA 10.1, 10.2, 10.7, 10.9, 10.19 and relevant LA
10.20, 10.21, 10.22 or 10.24

35 mins

Students to finish
Learning activities
and pick a way to
begin revision

Teacher to answer questions if need be.

5 mins

Students to ask
questions if need be

Answer questions or queries.

Content is covered, test in a week. Students can begin

revision in whatever way they choose.

Revision: Start revision my looking at chapter review for:

Chapter 8: p. 329-331

Chapter 9: p. 369-371

Chapter 10: p. 403-405

Or any other way that you may find helpful.

Write questions, and test each other in groups

Stage 3: Conclusion

The choice is yours

Students reminded of the test on Friday August 4th
Due to school events (MADD day), students will have a
revision class on Monday 31st August before their test.

Jessica Ivankovic

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Comment [24]:

Teaching Strategy: Individual learning

Talks about being student centered, they
can revise as students see fit.
Also referred to as a way for students to
take learning at their own pace.

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1.4 Lesson Plan 4

Practicum Lesson Number
Subject

Time of Lesson

Period 4 Mon. 31st Aug 2015

Year
Level

Psychology Unit 2

Duration of lesson
11

Supervisor

75 minutes

Class Size

15

Learning Focus Identifying strengths and weaknesses in knowledge of topic to direct individual revision
Area of Study

Key knowledge
Classic and contemporary
theories and studies relating
to the formation and change
of attitudes including the
applications and limitations
of the tri-component model
of attitudes

AoS1
interpersonal
and group
behaviour

The interrelationship
between attitudes, prejudice
and discrimination:
Factors contributing to the
development of prejudice
Factors which may reduce
prejudice: inter-group
contact (sustained contact,
mutual interdependence,
equality), cognitive
interventions and super-

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Key skills

Students identifying strengths

and weaknesses in topics
Group conversation under time
constraints

Activities and assessment tasks

Activity: Jeopardy game

Homework: Revise for test

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Evidence

Observing how students respond to questions

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ordinate goals
Social and cultural grouping,
stigma, stereotypes and
prejudice: gender, race and
age
Social influences on the
individual:
Effects of status and social
power within groups,
informed by researchers
such as Philip Zimbardo
Factors affecting obedience
including social proximity,
legitimacy of authority
figures and group pressure,
informed by researchers
such as Stanley Milgram
Factors affecting
conformity, including
normative influence and
culture, informational
influence, unanimity, group
size, deindividuation and
social loafing, informed by
researchers such as Solomon
Asch, and Peter Smith and
Michael Bond
Ways in which a group may
influence others to change
their behaviour including
peer pressure, risk-taking
behaviour

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Pro- and anti-social

behaviour of the individual:
Characteristics of, and
factors influencing, prosocial behaviour: situational
(bystander intervention and
effect), social normsreciprocity principle; social
responsibility norm; personal
(empathy, mood,
competence); altruism
Characteristics of, and
factors influencing, antisocial behaviour: diffusion of
responsibility: audience
inhibition; social influence;
cost-benefit analysis
Social learning theory,
including the work of Albert
Bandura
Resources and Materials
Textbook, Jeopardy pre-prepared PowerPoint, iPad adaptor and projector, white board markers
Student Teacher Focus
My focus for this lesson is for the students identify which parts of the content they are not sure about through a group game, in preparation for their test in the following
week. This game was at the request of the students.
Context of lesson
Students have covered all content from chapters 8-10 and are in the process of revising for their test on chapters 8-10, which is in a week from today. They miss out on class
time due to school events

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Stage of lesson

Tasks

Time

Student action

Teacher action

Stage 1 Introduction

Students settle in.

5 mins

Students to organise
themselves into groups
of 4-5

Teacher delivers instructions of what is happening, and

that students are to get into groups.

Students to present
findings and teach
their group.

Teacher to observe groups and facilitate answers the

entire time

Stage 2 Body of lesson

Students get into groups of 4-5 and give their group

a name
Teams play rock paper scissor to decide which team
goes first
Jeopardy Game:
Refer to PowerPoint

65 mins

Directions: Groups take turns in selecting a topic and

the money offered. Each group is to pick the
question can discuss possible answers for 1 min
before answering.
Students may write down their answers.

Stage 3: Conclusion

Jessica Ivankovic

If unable to answer, students are permitted to

access their exercise books for half the points
Talk to students about things noticed during
revision, last minute pep talk for the test the next
week because of classes missed.

Teacher to set up projector and create point chart on

board

Comment [25]:

Jeopardy Game

Jeopardy is a game based on PowerPoint
with pre-made questions to revise the topic.

This enables students to identify the aspects
of the topic that need attention, as well as
participating in a fun class. An interesting
game like setting where students can have
fun.

Students to
contribute to
discussion

5 mins

Students to ask
questions if need be

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Answer questions or queries.

37