Speed Learning (based on the “Speed Dating” model)
We know that adults learn more deeply when the material is broken down into manageable chunks that they can master before moving on. We also know that effective peer-to-peer engagement enhances learning, especially when it breaks up a presentation of material from the instructor. This issue’s Teaching Tip is based on those premises.
Imagine “speed dating” in the classroom. We’ll call it “speed learning.” This activity can be adapted to a wide variety of purposes. I’ve used the speed dating model in a developmental psychology course to get a lot of material across quickly and also in a smaller course for students to flesh out topic ideas for research papers.
Here’s how I used it in a psych class:
I divided 36 students into groups of three (12 total groups). Each group chose a theory of human development (from a list of six, so some groups had the same theory) and investigated several questions about the theory: What does the theory pose? How has it been used to deepen our understanding of behavior? Who are the key players? This is standard material that used to be in my lectures and their reading material.
The groups disperse (after or in-class) to investigate their questions and reconvene prepared to share what they’d discovered with their peers. Here’s where the speed dating part comes in.
Twelve groups of three gather in the classroom and stand or sit across from one another's group. Like this:
One spokesperson from each group agrees to be the first presenter for their group. Using a buzzer and a timer, start a three-minute presentation of the material by groups 1-6 to groups 7-12. At the end of three minutes, ring the buzzer to stop.
Now it’s time to take turns listening; one member from each of groups 7-12 will present to the group they just listened to. At the sound of the buzzer, new groups present for three minutes. At the end of three minutes, ring the buzzer to stop the second round, and give them a minute to write down questions, comments, etc. for later.
Now, the groups get ready to rotate one position to the left. Sound a bell or a whistle for the rotation. They rotate to the left and should be across from a new group. Like this:
A group member who has not already presented agrees to do so for this round and prepares to start at the sound of the buzzer. Buzzer starts the next round, as the new presenter presents (three minutes) the same material to a new group across from theirs. After three minutes, sound the buzzer to stop; switch to the other group’s next presenter. Sound the buzzer to start the fourth presentation for three minutes. Sound the buzzer to stop and rotate again, one position to the left, like this:
Repeat the process for six rounds, until every group has presented to and heard from every other group, and every group member has presented material. Now, they’ve learned a chunk of material that took less time for them to explore on their own and present to each other than it would have taken me to tell them – more efficient; more effective use of our class time.
I’ve also used this method with the “jigsaw” exercise, where individual students are assigned a different piece of a larger concept, gather information on their respective pieces, and then come together using the speed learning method to quickly put those pieces together. At the end, they write a summary of the larger concept. This has been extremely effective when students need to learn and understand chunks of rote information before moving on to application or analysis of that information.
Is this an exercise you would consider for your own class? Would love to hear how that worked.
Is “Speed Dating” More Engaging than Presentations?
Speed Learning: A Classroom Activity
Using the “Speed Dating” Model to Enhance Student Learning
--Angela Breckenridge
