Focused Listing
Basic Strategy
Focus Listing activity focuses on one concept, term, or topic. Students are
asked to provide several ideas related closely with the one concept, term, or topic.
Why would you use?
The purpose of this activity is to help instructors determine what students are
able to recall for the main points of a lesson. The preparation and follow-up
for a Focused Listing activity is minimal. The Focused Listing activity can help
students in several ways:
Quickly determine what learners recall as the most important points related to
a topic
Assess how well learners can describe or define a central point and to discover
how well learners are connecting other concepts to the central point of the lesson
Gauge the best starting point, make midpoint corrections, and measure the class's
progress in learning one specific element of course content
When can you use?
Before, during or after a lesson; works well in classes of all sizes. Focused
listings are great follow ups to short presentations during which participants
are asked to absorb information that is new and that is vital to the discussion
to follow. The listing works well to introduce a topic, as an exercise joining/
synthesizing two sets of information (lecture plus follow up reading, two
lectures), and as something to return to as a wrap up so that participants can
compare before/after thinking
How does it work?
Select an important topic or concept that's just been studied or is just about
to be studied; write it in a word or brief phrase.
Write the word or phrase at the top of a sheet of paper as the heading for a
"Focused List" of related terms important to understanding that topic.
Set a limit for either number of items to list (5 to 10) or limit the amount of
time (2 to 3 minutes) to list the points.
Test it yourself (keep to your own limits) --write a list of important words
and phrases you recall that are related to or included within the heading you
wrote down.
Look over your list quickly; add any items you may have left out. Determine if
any modifications need to be made to this activity, e.g. number of items
required or length of time.
If your test convinces you that the topic is important and well defined have
the students complete the exercise. Be sure to increase the time limits you set
for yourself, however, since you are the ‘expert’ and students are the ‘novice’
learners.
Collect their anonymous responses and review the answers by sorting them into
piles of appropriate or inappropriate to determine how well students are recalling
the main points.
At the beginning of the next class session, review with the students the findings
of the activity. List the points or ideas you developed and include some of the
ideas students provided that were not on your list, but were still relevant.
Other ideas
Use your list as the "master list" and have students compare their lists to it.
Look for matches, missing items (on any list), clarification needs, additional
teaching and learning opportunities.
Assign this as a small group activity
Technology based options
Focused Listing could easily be adapted into an online discussion board activity
or a shared Google document activity.