1. Market Place Activity

2. instructions When I do marketplace I do a slightly different version.
In addition to the subject specific out comes, these are the other outcomes Learning to Learn (L2L): To develop working skills of thinking, time management, independence and interdependence and communication skills of listening, speaking and reading

3. 1. Show the questions that are covered by the info you are to give them. 2. You need the information divided into 3 or 4 diff sections. Give the different sections to a group with the same number of pupils as number of sections (3 sections = 3 in a group). Make sure the class knows what the sections are (put titles on the board) for later.In a class you will have several repetitions of the groups with the same info. But that is good. See below 3. Preparation stage: The group makes a poster (A3) on the information. I use the 10 word max rule: they are only allowed 10 recognisable words (including "by Tom, Dick and 'Arry" = 5 words). However, they are allowed unlimited numbers of symbols, pictures, cartoons, diagrams, numbers. The idea behind this is that the transformation of the information from one format (usually text) to another (e.g. pictures) forces them to process the information (how can I represent that in a different way). It makes them think more about it and the more they think the more likely it is to stick in their brain. Once over the inital shock, they adapt quite readily to this idea. You can also use it on powerrpoint slides to stop them mindlessly copying text. You really don't want to give them too long with this - I use 10 mins. If you have more information in the section than they could, at a reasonable pace, put on a poster in 10 mins, you probably have too much information for them to take in. By keeping the timing down to 10 mins, you are also teaching them about time management. Encourage them to start quickly, DON'T waste time doing fancy words or colouring in (grrrr...), and to organise themselves with maybe two of the group reading the information and telling the third person what to draw on the poster. While you are going around at this time, get them to decide who is going to stay with the poster to teach others, the 'stallholder', and who is going to the other groups- and which group which pupil is going to so that they don't waste time later.They are the 'researchers‘.

4. 4. Market place: Give them 5 mins or upto 8 mins if you have a lot of info or a large class with lots of repetition of the groups. The researchers go to all the posters that cover their section. They must take notes of what they find out. If they do not understand from one poster they must go to another. Encourage them to ask questions. This stage can be quite noisey. The stallholder stays with the poster and has to teach anyone who comes by. The stallholder can use the info sheet to help them, but must only show the poster they made. Do not allow too long for this as they will end up standing around chatting if they think they have finished. 5. Teaching; They then go back to their groups. Allow mins for each researcher to teach the other two (or three) in the group. All the timings in this activity are deliberately kept short to encourage concentrated effort and not to waste time. 6. quiz: give it under test conditions - no notes or posters allowed. If you like you can show the quiz questions to the groups for the last part of the preparation stage so they can make sure they cover the necessary work in their posters. 7. This is the bit you didn't tell them about. At the end of the quiz. tell them to compare answers in their groups and come up with a set of group answers . This gives them the opportunity for some more teaching! All the time you need to be constantly urging them on, and calling out how much time they have left. A countdown clock on the whiteboard/projector is good. Apart from initially preparing the resources you don't have to do much. Try it several times as you will need to learn to judge your classes and the times needed for your resources. They also get better at it the more they do it. It can also be used to revise topics very successfully.