It might be helpful during this phase to provide each team with small slips of paper so that they can record items and physically manipulate them to determine their groupings. The final stage of this brainstorming activity involves categorization. Students examine their groupings and decide upon an appropriate label, which can be written on a slip of paper and placed as a title for each sub-list. Each team shares its categories and explains its rationale for organizing the lists the way it did. The task is to generate a related term that begins with each letter.
Students try to fill in as many boxes as possible within a designated time period.
The chart serves as a prompt for remembering, as in this case when history students prepare to study the 1960s time period. Another brainstorming tactic is to use a stimulus word as an acronym. The acronym is presented vertically and students flesh it out by supplying related words that share a letter with the term. Lists can be revisited so new information can be added, or erroneous information can be corrected. Questions about the accuracy of items need to be addressed during this phase, so that misconceptions about the material can be confronted.