T and l toolkit nov 15
- 1. Lady Lumley’s Teaching & Learning Journal Termly teaching and learning toolkit November 2015 This Issue Getting the balance right ABC discussion Mixed ability seating for questioning & differentiation Making learning stick MintClass Classroom Tools Issue 3 Nov. 2015 1 ABC to promote high quality discussion A key aspect of high quality questioning leading to high quality discussion is to make sure that students build upon each other’s ideas. Use the ABC model to help you to do this. Begin by asking a student a question A Ask another student if they agree with the answer. AGREE B Ask another student to build upon the previous person’s response. BUILD UPON C Ask another student to challenge the previous person’s response. CHALLENGE Getting the balance right
- 2. Lady Lumley’s Teaching &Learning Journal Termly teaching and learning toolkit Issue 3 Nov. 2015 2 Close Analysis of Text (suggested by English) 1) 4 different, specific areas to focus on depending on the attainment of the student e.g. L: character LM: setting HM: imagery H: symbolism Processes that involve more that one step (suggested by Maths) 1) A process is taught 2) Students then split into attainment groups to work on one specific step of the process (differentiated by difficulty, see below) L: work on step one together LM: work on step two together HM: work on step three together H: work on step four together 3) Students return to home table to teach the steps/work through the steps with new questions OTHER APPLICATIONS: Science experiments, English (PEEing), physical Geography processes Sentence Building (suggested by MFL) 1) Students each take on a differentiated role in the process of sentence building L: use today's key vocab LM: use last lesson’s key vocab HM: use A* mats H: Use AS/A2 mats 2) Students could work in attainment groups and then return to home table to share ideas to create a passage of writing OTHER APPLICATIONS: any subject where the outcome is the same but the support in place is different OTHER APPLICATIONS: any subject where a method/ idea needs to be picked apart
- 3. Lady Lumley’s Teaching &Learning Journal Termly teaching and learning toolkit Issue 3 Nov. 2015 3 Group Activity (suggested by PE) 1) Each of the four groups has a different task (that get progressively harder) e.g. L: simple 4 point balance LM: 2 point balance HM: paired matching balance H: paired mirrored balance 2) Groups come back together and produce a sequence that uses all 4 tasks. OTHER APPLICATIONS: any subject where several skills can be blended into group work (drama, music etc.) Exploring a Theory (Suggested by Geography) 1) Students explore the theory in different attainment groups that access the material in an way that increases in difficulty. 2) Groups research together and practice teaching each other. 3) Return to home group to teach (one colour at a time) Try using a different pen colour per task to ensure no logs Peer Assessment (suggested by Art) Practical task for analysing visual images (by students or by designers/artists etc.) L: obvious descriptors- what is seen? LM: basic analysis – what do you think about…? HM: context/intentions – what are they trying to convey? H: deeper contextual meaning thinking about background and influences Peer Assessment for an Evaluation (suggested by design technology) 1. One person from each table identifies and evaluates a specific category from another students work. E.g. L: against design criteria LM: positives HM: targets for improvement H: another option (possibly decided by the individual) 2. Attainment groups then work together to share common findings before they begin assessing other students’ work N.B. Use different colours to show the different types of feedback/assessment
- 4. Lady Lumley’s Teaching &Learning Journal Termly teaching and learning toolkit Issue 3 Nov. 2015 4 Original Idea: Stolen Poetry (English) The teacher puts a starter sentence on the board, e.g. Mesmerised I stepped forward...... the students and the teacher then have 4 minutes to continue the sentence in anyway that they wish. At the end of the 4 minutes volunteers read out their responses and the rest of the class can steal lines or words from their paragraph/story that they like and write them down. Once all the volunteers have read out their stories, the class has 6 minutes to write a poem from the original starter sentence. They cannot add anything new that is not in their own story or been stolen from someone else (except connectives). The results are then read out to the class and the look of pride on the students faces when they hear their lines used is fantastic. Adaptation - Stolen Answers 1. Give the students a starter line e.g. Marxists believe that crime is....... 2. Students have 4 minutes to write a paragraph starting with this line on the tables using whiteboard pens. This can be creative i.e. a poem, rap, song lyrics or within a given structure e.g. PEE, PERC 3. Volunteers read out responses and the rest of the class write down on the tables (use paper if you’d prefer!) using a different colour whiteboard pen words and phrases that they like from the read out responses. 4. Students have 6 minutes to redraft the paragraph (or poem) using what they have stolen as well as their original ideas. They cannot add anything new except connectives. These are written in their notes rather then on tables. 5. Get some of the students to read out their ideas. Or use a visualiser to display. Credit to Kimberley Constable @hecticteacher http://staffrm.io/@hecticteacher/JTo3uSTFW1
- 5. Lady Lumley’s Teaching &Learning Journal Termly teaching and learning toolkit 5 Did you know? 80% of classroom questioning is based on low order, factual, recall questions. We must put questioning back at the centre of our pedagogy and planning. We need to create a culture of enquiry and engagement in high quality, high order questioning if progress is to be identified effectively. Use key questions as learning objectives. This supports a culture of enquiry. Select a big question that gets students to think critically about what they are going to learn. Asking a big question, framed well, will initiate thinking and group discussion that engages students in their learning. This can raise motivation. Students can then use a big question to formulate their own learning intention. “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning” Albert Einstein What caused World War 1 ….becomes… Why did 2 bullets lead to 20 million deaths? ‘If this is the answer…. what is the question?’ This technique, as seen in the show Mock the Week, sparks inquisitiveness in students. It could be a closed answer, like ‘3.141159265359’ or something more open like ‘famine’. Thunks – these are great for initiating and promoting deeper thinking. The website www.thunks.co.uk has lots of examples. You can challenge students to create their own thunks. If I ask if I can steal your pen and you say yes, is that stealing? Some questioning ideas from Pete Jackson, Director of T/L at Norton College
- 6. Lady Lumley’s Teaching &Learning Journal Termly teaching and learning toolkit 6 Use modelling and exemplar answers frequently. Not only does this help teach skills and application, it exposes the students to the material an additional time. Use sets of hexagons with key facts and vocab from the whole course. Students have to tessellate like a honeycomb. They are forced to find and make links across the topics and explain them. This hard thinking will help embed the learning. Evidence says that the more complex links, the better the understanding. Ask students to summarise their own piece of work in a different way, this could be a feedback task or extension task; say it differently or present it differently. This makes them revisit and consolidate and think hard or differently about the topic. Introduce key words or concepts at the start of the topic. This could be through using a glossary, test, key words list, or exam question, for example. You will then revisit when you get to that point in the topic. And then again during plenary and revision. When questioning a group, ask the same question in a range of different ways, a number of different times. Press students to link to other facts or parts of the topic so that there is exposure to those topics also. Repetition of the subject content will reinforce memory. Plan three different tasks in a lesson to ensure that students are exposed three times to the material but have to think about it in three different ways such as teacher explanation, questioning, source, reading, exam question, mind-map, paired discussion, written work. (http://pamhook.com/solo-apps/hexagon-generator/) 6 ways to embed learning Ideas from Katie Hunter, Assistant Head at Ryedale School.
- 7. Lady Lumley’s Teaching &Learning Journal Termly teaching and learning toolkit Issue 3 Nov. 2015 7 Laura Bell Randomly select the next student to share an answer Show a timer
- 8. NOTES: Issue 3 Nov. 2015 8