Each-one-Teach-one

The “Each One Teach One” method is rooted in an African-American proverb originating from the United States during the times of slavery. It emerged from the necessity for education and unity as fundamental principles for survival, particularly during a time when African Americans were denied access to formal education. The phrase embodies the concept that if a slave learned to read, it became their duty to teach someone else, highlighting the importance of education and knowledge sharing.

This method serves as a strategy for conveying new information, learning facts, building interest in a topic, summarizing lesson points, or reviewing for a quiz. It involves the distribution of fsingle information to each participant, who then spends time understanding their information on their own time, using as well additional resources or research. Participants then circulate around the room, teaching their assigned fact to one person at a time until everyone has been taught. This interactive approach fosters peer-to-peer learning, reinforces understanding, and promotes collaboration among participants.

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ACTIVITY:

Exercise Title: Digital Literacy Carousel

Objective:

To enhance digital literacy skills through peer-to-peer learning in a hybrid mixed offline-online classroom environment.

Materials Needed:

1. Fact cards containing digital literacy topics (e.g., online safety, effective internet searching, identifying reliable sources, privacy settings on social media, etc.)
2. Index cards or digital documents for participants to record key takeaways.
3. Classroom setup conducive to both in-person and remote participation.

Procedure:

1. Preparation:

   – Prepare fact cards with various digital literacy topics. Each card should contain key information, tips, or guidelines related to the topic.

   – Assign participants to pairs or small groups, ensuring a mix of in-person and remote students in each group.

   – Arrange the classroom to facilitate movement for in-person participants and set up digital communication tools for remote participants to engage with their group.

2. Distribution of Fact Cards:

   – Distribute one fact card to each participant, ensuring that each group receives a diverse range of topics.

   – Instruct participants to review the information on their card, understanding the key points and preparing to teach it to their group members.

3. Each One Teach One:

   – Instruct participants to take turns teaching the information on their fact card to their group members. In-person participants can rotate within their physical groups, while remote participants can utilize digital communication tools to engage with their group.

   – Encourage active participation and discussion within each group, allowing participants to ask questions and clarify any misunderstandings.

4. Recording Key Takeaways:

   – Provide index cards or digital documents for participants to record the key takeaways from each topic shared within their group.

   – Instruct participants to jot down the main points, tips, or insights they learned from their peers during the teaching process.

5. Group Reflection:

   – Facilitate a brief group reflection session where participants share their key takeaways from the exercise.

   – Encourage participants to discuss any new insights gained, challenges encountered, or strategies for improving digital literacy skills.

6. Wrap-Up:

   – Conclude the exercise by summarizing the importance of ongoing digital literacy education and the value of peer-to-peer learning in a hybrid classroom environment.

   – Encourage participants to continue practicing and expanding their digital literacy skills both inside and outside the classroom.

Objectives:

– Promotes active engagement and collaboration among participants.

– Fosters peer-to-peer learning and knowledge sharing.

– Provides an opportunity for both in-person and remote participants to contribute and learn.

– Reinforces digital literacy skills through interactive teaching and discussion