Global Café

Published on: Author: Greg Alchin

global cafeWhat is it?

The Global Café strategy is a cooperative learning strategy that allows students to gather and share information quickly. It also allows students to piggyback ideas, thoughts and experiences.

What aspects of learning are being supported?

  1. Bloom’s Taxonomy: remembering, understanding, applying, analysing, evaluating. creating
  2. QT – Intellectual Quality: Deep Knowledge, Deep Understanding, Higher-Order Thinking, Metalanguage, Substantive Communication
  3. QT – Quality Learning Environment: Explicit Quality Criteria, Engagement, High Expectations, Social Support, Students Self-Regulation, Student Direction

Which apps could I use?

  1. DEC managed collaborative tools (via Portal): Google Docs, Microsoft Office 365, Adobe Connect.
  2. Related collaborative tools: EvernoteiCloudBaiBoardNote AnytimeWeb2AccessCool Tools for Schools, and Exploratree.
  3. Analogue collaborative tools: Paper, pens and Postit notes.

How do I use it?

  1. Students form random groups of between of 4-8.
  2. Each group names their café.
  3. Assign a recorder to each group. This person remains throughout the entire process. The recorders role is to capture the conversation as authentically as possible.
  4. Students are given a topic to discuss. Topics can be the new learning point, a review of previously learnt information or a reflection of understanding up to this point.
  5. In groups, the conversation flows as in a coffee shop with students sharing information, opinion, and personal experiences related to the topic. The recorder can contribute while capturing the key aspects of the conversation.
  6. After a given period of time (sometimes minutes, or a timeframe provided by the teacher) students randomly visit another coffee shop forming a new group (member numbers do not need to remain even). The recorder remains with the same café.
  7. When the new coffee shop groups are formed, the recorder shares the key aspects of previous conversations.  This new group continues with conversing about the topic while the recorder takes notes.
  8. This process of students visiting another cafe can be continued for the number of new groupings as the teacher determines.
  9. The activity concludes with feedback from each recorder on interesting points.

Some examples

  • Ideas from here
  • Create a list of interesting points
  • Multivote the most important points and use these to build learning opportunities
  • Gather facts about the topic, force field, etc

 

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