Student-led Glossary

Preparation

1. Set up links to your chosen tool, e.g. Quizlet
2. Select the concepts that require definitions. Post the list to Blackboard.
3. Post instructions in Blackboard on how to access and register to participate in personalising the new language concepts.
4. Add a forum for students to post links to their glossary.
5. If selecting a group approach, decide on how to set up groups and post the groups into Blackboard.
6. Notify students to register in the online tool.

Activity

7. In the lecture, ask students to open their glossary tool.
8. Tell students you will flag the concept; by saying “When I raise this flag, write down a definition of the concept”.
   OR
9. Have large (A3) flashcards behind the podium which you place around the lecture theatre as you go or hand to students at the front to parade around with (boxing arena style).
10. Ask students to share links to their definitions through the created forum.
11. Ask students to comment on the definitions.

EXTENSION

12. Use a wiki and ask students to add comments and compare definitions. This can be useful for revision and also multimedia can be added.  You can also use this approach if there are restrictions on how students can access the internet.
13. With smaller numbers of learners (30 or less) it is possible to add a glossary into Blackboard. Have students contributing in pairs, one student allocates the concepts and the other student explains the definitions.
14. With larger numbers of learners, split students into groups, allocate a concept to each group – which may be the same for all groups or contain slight variations.  Once the sets of definitions are created, groups can compare definitions between themselves.
15. Develop criteria or rubrics for a competitive element: introduce peer grading and rewards.
16. Formal gamification strategies such as the awards of points and/or badges could be adopted if this is used as a formative activity and to provide a further motivational element.