Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
61 - Cephalonian method
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
The Cephalonian method is a technique for delivering induction sessions to large audiences using a mix of interactive questioning, colour and music. It was developed by Nigel Morgan and Linda Davies (2004) at Cardiff University and is based on a technique used at a welcome session on a package holiday in Cephalonia, Greece. This method involves the use of trigger questions – planted questions that encourage learner participation.
The first step in this technique is to create a set of questions, the answers to which contain all the information you wish to include in your induction session (for example: ‘How many books can I borrow?’). First of all you need to decide which topics/questions you want to include and then categorize them into the themes of your presentation. Write the questions on cards, assigning a colour to each category. Then hand out the cards to random members of your audience. During the session, ask for a volunteer to read a question from a particular colour, such as a ‘blue question’. Using the colour coding allows the presenter to have some control over the order of the questions, so issues can be addressed in a logical order. After the learner has asked the question, the presenter should locate the appropriate PowerPoint slide and go through that answer. Continue through the ‘blue questions’ until they are finished, then move on to another colour. Continue this until all the questions have been answered.
✓ BEST FOR
• inductions
• making large ‘lecture-type’ sessions interactive
• delivering core material in a different way each time
• encouraging participation in large groups where learners may be unwilling to ‘expose’ themselves by asking a question.
+ MORE
• Enhance the session by using music while learners enter and leave.
• Ensure the colour is written on the corner of the card – this enables anyone who is colour-blind to identify the appropriate colour.
• You may have to repeat a question once a learner has asked it, as he or she may not speak loud enough for the group to hear.
• Questions could be more involved, such as: ‘How can I identify whether a journal is academic or peer-reviewed?’
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 165 - 167Publisher: FacetPrint publication year: 2011