Brainstorms (that "old reliable") - a slightly diffferent slant which works
well with a group who don't know each other or are just shy to make
suggestions is to divide your class into groups and give each group a
different coloured pen. The colour with the most contributions on the board
wins!
Julie
>From: Mark Jenkins <[log in to unmask]>
>Reply-To: For teachers and lecturers interested in curriculum issues
> affecting the te <[log in to unmask]>
>To: [log in to unmask]
>Subject: Re: teaching tips in general
>Date: Sat, 24 Nov 2001 13:38:26 -0000
>
>W
>
>I found that a 'courtroom' can be a good way of getting students really
>active in a debate. I used it when looking at management styles - two
>teams
>, one democratic, one authoritarian call witnesses - Hertzberg, Mayo,
>Taylor, workers from 'company', managers from company etc to argue the case
>for and against said styles. Students seem to love being the 'barrister'.
>It makes them analyse more than just doing a presentation and makes for a
>more lively debate!! Students that cannot be witnesses, judge or barristers
>can act as jury.
>
>If anyone has anything else that works especially well- particular anything
>student centred - ideas gratefully appreciated.
>
>Mark
>
>-----Original Message-----
>From: For teachers and lecturers interested in curriculum issues
>affecting the te [mailto:[log in to unmask]]On
>Behalf Of david haynes
>Sent: Thursday, November 22, 2001 12:31 AM
>To: [log in to unmask]
>Subject: Re: Human Resources Strategy
>
>
>That's an excellent teaching tip!
>
>Does anyone else have any teaching tips in general for
>Business Studies?
>
>
>
>
>--- Julie Parton <[log in to unmask]> wrote:
> > I'vehad a look at this - the figure doesn't really
> > add to the
> > written description.
> >
> > There may be a use for it .... when you've finished
> > the topic revisit the
> > figure and ask your group to work in 2's or 3's to
> > design a better
> > representation which they can then discuss with the
> > rest of the group!
> > Use A3 paper and coloured pens (or ICT and colour
> > printer) and the results
> > could also be used to decorate a room - as I know it
> > is often difficult to
> > generate good displays from Y12 and Y13. I think
> > I've just planned my last
> > lesson of the Autumn Term!!!
> >
> > Julie
> >
> >
> > >From: Graham Crewe <[log in to unmask]>
> > >Reply-To: For teachers and lecturers interested in
> > curriculum issues
> > > affecting the te
> > <[log in to unmask]>
> > >To: [log in to unmask]
> > >Subject: Human Resources Strategy
> > >Date: Wed, 21 Nov 2001 00:16:13 -0800
> > >
> > >Can anyone help explain the 'Human Resource
> > Strategy:
> > >building a human resource advantage' diagram on
> > page
> > >292 of Marcousé et al?
> > >it seems to me to be a diagram for thesake of a
> > >diagram.
> > >I understand the Human Resource Cycle circle on the
> > >left but from there???
> > >
> > >My interpretation is:
> > >The HR Cycle generates strengths for the firm. The
> > >firm must then fit these strengths with its
> > >environment (those arrows should point inwards to
> > >'Fit' not outwards?).
> > >From here the firm produces its strategy. i.e.
> > >planning and organisation.
> > >
> > >Why the link to the learning organisation? Is every
> > >firm that has an HR strategy a learning
> > >organisation???
> > >
> > >Where are the 'implementation and review' stages?
> > >
> > >Most of Marcousé's diagrams are good, solid models,
> > >but this one seems very vague and a model for the
> > sake
> > >of it. Does anyone else agree? Does anyone else
> > >care???
> > >
> > >Graham Crewe
> > >Sir Thomas Rich's School
> > >Gloucester
> > >
> > >
> > >=====
> > >Please reply to this e-mail via my main address,
> > [log in to unmask]
> > >
> > >__________________________________________________
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> >
> >
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