Speed dating lesson

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How do you accomplish this in an unscheduled environment? Small touches will make a difference. Had a really good night.

I am a retired educator, civil in several book clubs, so I am always looking for good ideas to share with my groups. The feedback in my class following this activity confirmed for me that this format was a richer learning experience than a traditional panel discussion. Here you can find printable worksheets for many levels: beginners, elementary, intermediate or advanced. Let students role play the situation for one minute and speed dating lesson say stop. Having something interesting to talk will help you to have an interesting conversation, you can start by talking about your job and what you do. In contrast, companies frequently ring that managers who have participated in speed interviewing have high satisfaction rates. The companies use this process for experienced candidates and for college hires.

Thin slicing works because the subconscious mind is very methodical and rational. I heard you speak at the ISLMA Conference last weekend and was incredibly impressed with all of the great things you are implementing at your school. Thin Slicing: The Power of Thinking Without Thinking HR traditionalists are probably wondering how anyone could gather enough information in a short burst of interaction to make a decision as complicated as whom to hire.

Video Of Good Speed Dating Questions - B: Say 'no' nicely.

The panel discussion is a valuable, time-tested teaching technique used in classrooms of all types to help students understand the experiences of a particular group of people. My previous experiences facilitating successful panel discussions led me to believe that a panel would be a good method to use here. In an effort to create a panel that represented a diversity of functions and practitioners, I ended up with too many panelists and, consequently, an ineffective exercise. As the instructor and panel moderator, one has to manage the questions from the class as well as rein in the excitement and enthusiasm of the panel participants to impart their wisdom. A large panel makes that difficult. I asked the class for feedback following the inclusion of two panel discussions. They loved the panel but wanted to have time to ask more questions and hear more from each person than time allowed. In reflecting upon their feedback, I had an epiphany: speaking directly with others about their work is similar to dating. Then you can decide whether you want to pursue that person… or not! Employing a speed dating model in the classroom in place of a panel can be an effective way for students to learn a variety of perspectives in a short amount of time. The design should be intentional and well-thought-out. Twelve pairs of students asked the same questions to twelve different practitioners, essentially receiving twelve different insights on one particular issue in the same amount of time used in a traditional panel discussion. Each pair turned in a list of three-five questions ranked by their specific interests. As the instructor, I assigned one-two questions per pair. I added follow-up questions to each set so students could delve deeper into the issue if time allowed. Planning the event requires thought and organization. Prior to the actual event, the questions should be sent to the panelists so they can organize their thoughts. The students in the class should be provided with short biographies for each panelist. Having this information prior to the event will allow the students to use their short time it is a speed event after all most effectively. Small touches will make a difference. Providing name tags for everyone, water for the panelists, extra paper and writing instruments for taking notes, and encouraging the professionals to pass out business cards will add to the experience for both parties. It is important to pay attention to time during the activity. Each round has to be long enough for the students to gather some information and short enough to get to each panelist during the activity. A stopwatch and a whistle are essential equipment. Most important is to leave time for reflection for the students. At the end of the experience, have students work in their pairs to discuss what they learned. Ask them to synthesize their learning and report to the group their general conclusions. Then, create an opportunity for each student, or pair of students, to share what they learned with the rest of the class. This sharing can be done in class or in a written format, which can be compiled and distributed to the entire class. The feedback in my class following this activity confirmed for me that this format was a richer learning experience than a traditional panel discussion. One student remarked that she felt they were getting a special backstage pass to connect with professionals in their field. The activity allowed for deep learning and sparked inquiry into the profession that carried throughout the semester. Teaching without telling: Contemporary pedagogical theory put into practice. Journal on Excellence in College Teaching, 23 2 , 5-23. San Francisco, CA: Jossey Bass. Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11 167. © 2014 Faculty Focus, Magna Publications. Use of any content without is strictly prohibited.