How to implement the strategy

1. At an appropriate time in the session, ask students to summarise what they have learnt so far during the session. This is done as an individual activity. 
2. After approx. 5 minutes inform the students that they are to consider a particular audience, for example, students who are absent from the session; professionals working in area related to the topic; adults/parents, etc. 
3. Give time (approx) 10 minutes for students to re-phrase their paragraph to suit the intended audience. 
4. Ask students to speak or write their directed paraphrase to another students in the class.   
5. Ask a few students to summarise or read their directed paragraphs to the whole group. 
6. Point out any themes (clarity or confusion) emerging. This information can be used in future sessions. 

Optional assessment activity 

 Ask students listening to or reading the directed paragraph to rate it as: 

• Confusing 
• Adequate 
• Good 
• Excellent 

Then ask them to rank the paragraph for: 

Accuracy (of information) Suitability (for the intended audience) Effectiveness (in fulfilling the purpose) 

NOTE. Make sure the students are familiar with the intended audience. 

The purpose of the strategy

When students are asked to explain something to others it can increase their understanding of the topic.  Using words that are relevant to a specific audience can improve students’ metacognition. If the audience struggles to understand the directed paragraph, it indicates to the student who is summarising that their understanding of the topic may contain knowledge gaps or that they have not consolidated their understanding of the topic.   Listening to other students as they share their paraphrases and providing peer feedback can also enhance student learning. 

Listening to the students sharing their paragraphs also provides useful formative information for the educator. It provides information about what topics need to be revised or additional teaching time.  

Read More

Cross, K. Patricia & Angelo, Thomas A. (1988). Classroom Assessment Techniques: a handbook for faculty. Michigan: National Center for Research to Improve Postsecondary Teaching and Learning. 

Michigan State University 

https://writix.co.uk/blog/active-learning-strategies

The learning focus of the strategy

• Authentic Learning
• Collaborative Learning

Technology that can be used to enhance the strategy

VoiceThread: With a little re-imagination, this strategy can be adapted to an asycnronous activity using VoiceThread.  Students can post their written work for their intended audience and recieve peer feedback from their classmates.  

Class size that is suitable for the strategy

• 100+ students
• 20 - 50 students
• 50+ students

Activity group size

• Pairs

Year level in which the strategy is often used

• First year
• Second year
• Third Year+

Discipline area (Academic Group) in which the strategy is often used

• Arts Education and Law
• Griffith Business School
• Griffith Health
• Griffith Sciences
• Other Group

Phase of the learning and teaching session in which the strategy will be used

• Main phase of the session

Preparation time for the strategy

• Between 10 and 25 minutes

Duration of the strategy

• More than 25 minutes

Level of learning outcome that the strategy is designed to address

• Apply
• Understand

Learning space appropriate for the strategy

• Lecture theatre
• Seminar room
• Workshop

Assessment Strategies

• Formative Assessment

Preferred Citation

Learning Futures (2021). Directed Paraphrasing. Retrieved from https://app.secure.griffith.edu.au/exlnt/entry/8609/view