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Using Discussion Trees
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Last Friday I posted a #pedagoofriday comment about how pleased I was with my bottom set work on discussion trees. This is a simple method I use to help students consider the strengths and weaknesses of any statement. in RE the discussion of such statements counts for a significant number of marks and so is an important skill for us to work on.

On the desk the students blue tack a prepared picture of a tree that then has a statement printed on the tree trunk. On Friday the statement was “It is reasonable to believe that God does miracles”

Without any ‘fresh’ input from the teacher the students consider points to support the statement  - these are represented as roots for the tree, and challenges to the statement – these are represented as gusts of wind.

In the photos below you can see one table group creating a desk full of challenges, as well as a group who are just beginning the process.

IMG_0790 IMG_0796

An important part of the process is getting the students to represent the strength of each argument through the size of the root or gust of the wind. This evaluation of each argument should be achieved as they engage in discussion in their table teams.

I then extend the task by introducing some philosophical arguments. In this case it included arguments from Hume, Swinburne, Aquinas and Wiles, plus a little info on quantum physics. The students decide whether what they are reading is root or wind, they summarise key points and write down accordingly.

The final part of the task is for the students to then discuss and agree on the final state of the tree. They indicate this by using a ruler and drawing a line to indicate if the tree remains vertical, or blown at a greater angle. They may even suggest it has in fact been felled. Obviously they are considering whether the arguments against the statement are more effective than the arguments for the statement, and most importantly, to what extent this is the case.

I then photograph their group work. The following lesson students get a copy of their group work for their own books but also to use as they provide an exam response to the discussion statement that they have worked on.

This approach works well with the whole range of abilities and can be modified based on the material you give each group to work with.

by @lorraineabbott7

See more on my blog at https://lorraineabbott.wordpress.com

Teacher Well-being Bags
BAG 1

After an overwhelming response to the teacher well-being bags created this week on #PedagooFriday, I decided to blog about them here on Pedagoo.

Many people have asked me where I got the idea from, so I think that’s a good a place to start as any.

The past few weeks have seen teachers blogging about their reflections on 2014 and hopes for 2015 using the #nurture1415 tag created by @ChocoTzar. Thanks to @sue_cowley who kindly collated them and you can find the full list of this year’s offerings here. These inspiring blogs are accompanied by @ICTEvangelist’s amazing posters. See here for those.

In addition, a growing number of teachers have also been blogging about their #teacher5aday resolutions, an exciting initiative designed to promote well-being belonging to @MartynReah For an explanation by the man himself, see here. A collection of #teacher5aday blogs can also be found here.

T5ADY

(Original image taken by @MissEtchells)

After reading many of the blogs from the list above it got me thinking about what I could do to improve well-being in my own place of work. It seems obvious and simple to me that if teachers are healthy, positive individuals their teaching practice benefits from this. In the current climate surrounding education teachers need to know that there are people who care about their well-being and that they really do matter. Teacher well-being bags were the outcome of a late night planning session designed to get this message delivered.

My role within the school is to improve teaching and learning. That means working closely with colleagues. It’s important to me that staff want to improve because they want to improve, not because I want them to. To achieve this I organised an in-house TeachMeet focusing on expertise from within the school. The aim was to make staff feel valued and encourage a collaborative approach to teaching and learning across the curriculum areas. This was to take place on our inset day after the Christmas break. Having asked staff to step out of their comfort zones, I was conscious that after two weeks away nerves would have set in. In an attempt to make staff feel welcome and confident I distributed the bags. They were an immediate hit!

Each bag contained a personalised poster created quickly and easily using @RhonnaFarrer’s design app.

WELL BEING

The rest of the items included are listed below along with instructions for use:

  • Cupcake cook book – set up a rota and get baking for department meetings
  • Star stickies – write praise on these and leave them in places your colleagues will find them
  • Stickers – label lessons/ideas that worked well
  • Notepad – write down great teaching ideas on the go!
  • Stickies – use these in department meetings to plan new schemes/lessons. Time-savers.
  • Mints – to keep you cool when the going gets tough
  • Biscuits – for duty days and break times
  • Highlighters – to make your schemes of work stand out
  • Tissues – for those days. We all have them.
  • Sweets – an energy boost for those afternoon triple lessons
  • Stamps – we all love stamps, right?

The list is by no means exhaustive and was, if I’m honest, a little rushed. I plan on improving the concept this term.  I’m already thinking about ‘revision packs’ for my year 11s!

Initial feedback from the bags has been fantastic. One staff member said she, ‘felt the room visibly lift,’  when they were distributed, whilst another stated, ‘it made me feel part of a team.’ I shall continue to measure impact over the next term but it’s already quite clear due to the response from staff and Twitter users that it’s a welcome idea.

I hope you’ve found them, and this blog, useful!

Why not have a go at your own #nurture1415 or #teacher5aday?

Abbie

Pedagoo Christmas Party – Questioning
December 22, 2014
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Welcome to the long awaited overview of the Pedagoo Christmas Party Questioning session.  I was fortunate enough to be facilitating a fabulously creative and thoughtful group of pedadogical paragons meaning that other than taking notes I was able to sit back and enjoy these marvellous people sharing things which made their classrooms special.  This blog is intended to provide an overview of ideas presented and links to other resources that were shared and discussed rather than creating a dilution of the ideas myself.  Each of the ideas shared is worthy of a blog in its own right, so if there is not a link and you’ve been working on something similar why not share it on @pedagoo?

Carol Stobbs

Carol shared a few interesting ideas with us;

She discussed the importance of having factual knowledge to be able to question deeply and enable powerful thinking and the challenges that this creates.  We need to have the foundations of knowledge before we can build deeper understanding and higher order thinking.

Next Carol shared something she liked from John Sayers blog on Questioning Grids which can be found here: http://sayersjohn.blogspot.co.uk/2013/01/questioning.html ; John has a fabulous blog and I personally recommend it also.

Carol also shared her own fabulous Good Cop/Bad Cop analysis tool she uses to look at sources in history, “are they positive/negative?”, “how are they useful?”, “what are the limitations?” Carol’s Blog can on this can be found here: http://littlestobbsy.wordpress.com/2014/12/08/good-copbad-cop-source-analysis/

Jo McShane

Jo shared the importance of MLG, Marginal Learning Gains for both teachers and students.  Passionately and honestly sharing how she has been looking to improve both her own questioning and that of her students using this philosophy.  More on MLG can be found on Zoe Elders blog here: http://fullonlearning.com/marginal-learning-gains-blog/

Peter Thomas

Peter was kind enough to share three big ideas on questioing he has been working on in his school.

1) Art Gallery critique; students go around looking at each other work leaving comments and questions.  It’s a great method as it leads to surprisingly challenging questions being generated for students and it creates a lot of individualised challenge based on reponses to their own work.

2) Students exploring how to respond to specific types of questions.  Looking at exam papers and decoding them to understand exactly what is being asked of them.  They even created their own systems and acronyms to support them in their approaches to exam questions.  It was great to hear of the success this student owned exercise (supported of course) has had.

3) Using Iris (a video observation platform) to focus on questions.  It’s one thing to have a tally of question types, another to see them written down.  To watch yourself asking questions and the responses to them really focuses the mind to improve.

Here is a link to Peter’s article relating to this on his schools CPD Blog: https://educatingchurchill.wordpress.com/2014/07/18/how-do-we-evaluate-the-impact-of-cpd/

Kirsty Davies-Walters

Plicker; Kirsty shared with us a method of quickly testing starting knowledge and understanding of key concepts using an app called Plicker.  Students hold up a code, based on multiple choice answers and the teacher scans the room with an iPad to get instant data on student comprehension.  It only works well with closed questions which have specific multiple choice answers, but as a tool I was surprised by its efficiency. If you want to instantly assess knowledge it is a great app.

Caroline Collings

Caroline shared using SOLO Taxonomy as a way to target the thinking of students.  She recommended having questioins set to the different levels of the SOLO Taxonomy and students directing their level of challenge.  She has found that students who aim low quickly progress to the correct level of challenge as they advance and those who pick too high normally readjust their challenge to build on their knowledge and thinking.

There’s loads of SOLO Taxonomy ideas on the @pedagoo website but I’d recommend starting here if you’d like to know more http://www.pedagoo.org/a-solo-experiment/

Kylie Bannister

Kylie shared how she had been using different coloured lollypop sticks as part of her no hands up questioning.  Using different levels/styles of question depending on the colour coding of the sticks.  This meant that she could either target a person to the question when “randomly selecting” who would be answering after giving them thinking time.

Secondly she shared how she had used a “boat race” where students moved markers accross the table during her small A-Level group of reluctant speakers each time they shared a worthwhile response.  She found that this simple technique had generated a positive response to engaging with verbal responses in her group.

Karenza Passmore

Karenza shared some thoughts on when closed questions can be valuable, how they can be done well and how they are still fit for their purpose. It just depends what the purpose of your questions are.  These were some ideas she found on @atharby blog which can be found here: http://reflectingenglish.wordpress.com/2014/11/09/closed-question-quizzing-unfashionable-yet-effective/

Finally my talk on questioning at the party can be found here http://www.pedagoo.org/audio-from-pedagooxmas/ and my notes from the presentation can be found here http://ikonoklaste.wordpress.com/2014/12/06/whats-the-big-idea/comment-page-1/

Hope you find some of the links useful and have a Sharing Christmas and a Pedagogical New Year.

Barry Dunn – @SeahamRE

Licensed to Create
November 30, 2014
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This is a must watch for all Pedagooey teachers! Find out more here: thersa.org/teachers

The Earth is Flat and Kissing Makes You Pregnant
November 29, 2014
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Flat Earth

When Hamlet says that “there is nothing either good or bad, but thinking makes it so” he isn’t too wide of the mark. We can think ourselves into all sorts of nonsense if we work hard enough. There are still Flat Earthers, people who think global warming is a myth, and that JFK was killed by the CIA (well, actually the jury may be out on that one…). Some people in my profession – teachers and parents – see the internet as a similarly polarising issue.  On the one hand we have the advocates who argue that the internet has democratised access to knowledge and information and has fundamentally revolutionised the role of the teacher. On the other hand we have the opponents who see the internet as an unregulated hotbed of disinformation that undermines the pivotal role of the teacher as guardian of learning. Just to be clear, and in a spirit of full disclosure, I fall into the first of these two positions, and I would like to say why.

Good schools (and good teachers) are in the futures business.

Schools do not produce stuff for the here and now. Our job is to help build the future, one learner at the time. What we do now should be as relevant as we can make it, but the gauge of what is relevant must be defined by what learners will need for the future, not what they used to need in the past.

Good schools (and good teachers) genuinely put learners first.

Today’s young people live in a world that is saturated with technology – and it is developing at an ever-increasing rate. We all have a duty to make sure that today’s learners grow up as adept, skilful, discriminating and ethical in their use of the tools available to us. That means each and every teacher has that self-same duty. It cannot be outsourced to Tech Support. It isn’t somebody else’s job. Simply put, if you do not help young people to develop their use of technology for learning in your classroom then you are not putting their needs ahead of your own. Likewise schools that do not find ways to invest in technology cannot be said to be genuinely meeting the needs of learners in the 21st century.

Good schools (and good teachers) are excited, entrepreneurial learners.

There is not a teacher preparation system in the world that has prepared teachers for the world in which we now live. Back in 1987 when I qualified as a teacher, nobody knew what was coming. Only the occasional wild-eyed futurist could have foreseen the revolution that Web 2.0 would bring. But now it is here and we need to deal with it. The way in which we do this says a lot about our preparedness to be part of the revolution. If we take the path of suspicion, mistrust and denial, deluding ourselves that we are “holding on to traditional best practice” (sic), then our profession has a problem. We each need to adopt an entrepreneurial mindset committed to taking personal responsibility for our own learning. We need to embrace our professional duty to be problem-solvers and inquirers. People who wait around to be “upskilled” will not only miss the boat but they will undermine the learning needs of each and every student they share time with

Good schools (and good teachers) identify and hold on to fundamental principles.

In a world where change is a constant it has never been more important to identify and hold on to the fundamental principles upon which we believe schools are based: schools put student learning first; effective teaching is a thoughtful, planned activity; intellectual rigour isn’t a passing fad; and skills and values trump content every single time (but it is a fallacy to think it is one or the other).

Finally, good schools (and good teachers) practice what they preach.

If we want our young people to grow up as creative, knowledgeable, skilful, ethical, technologically adept inquirers then we have to have those self-same expectations of ourselves and each other. And that is a big ask. In education we face probably one of the biggest challenges any profession has ever faced: reinvention.

If you are reading this as a teacher or an administrator in schools, which side of the divide do you fall on? And before you start to prevaricate, there really are only two sides: you can’t be a little bit pregnant. Then again, you can’t get pregnant by kissing either, but is doesn’t stop some people thinking you can, or that the earth is flat, or that global warming is a myth, or that JFK was killed by…

Using Hexagon Learning for categorisation, linkage and prioritisation
Students at the International School of Toulouse studying the rise of Stalin using the hexagon approachStudents at the International School of Toulouse studying the rise of Stalin using the hexagon approach

Hexagon Learning Case Study: The Rise of Stalin

The ability to select, prioritise, categorise and link evidence is a valuable skill that students learn in History. It is also highly transferable to other subjects.

Using hexagons is a particularly simple and effective way of developing these skills, as the following case study seeks to demonstrate.

Historical Context

How Stalin was able to emerge as leader of the USSR against apparently overwhelming odds is one of the most intriguing questions which we study at IB Level. In the years that following the Bolshevik Revolution, due to a series of blunders and miscalculations, Stalin had lost the support of the party leadership: so much so that on his deathbed, Lenin dictated a formal ‘Testament’ describing Stalin as a liability who needed to be removed from his post. He was also hated by Lenin’s closest ally, Leon Trotsky, who was widely expected to step into the leadership position after Lenin’s death. Yet just five years later Stalin was undisputed leader of the USSR and Trotsky was in exile.

The story of how Stalin transformed his fortunes so dramatically is a great story revolving around Stalin’s treachery, cunning and downright charm. But the danger of this is that the essays that are then written become mere narrative, storybook accounts which do little more than provide a step-by-step account of the main events between 1924-1929.

The Hexagon Approach

After a study of the events culminating in Stalin emerging as leader of the party, I made a list of factors which could be used to explain why Stalin became dictator of the USSR. I then put these into my Classtools.net Hexagons Generator to create two single-page documents containing a total of 40 hexagons.

Stage 1: Selection and Categorisation

The class was divided into pairs for the activity. Each pair of students was given a copy of the first sheet of hexagons, which they cut up and started to organise on their desks into categories of their choice. This process, involving the categorisation of 25 hexagons, took about 20 minutes. Students were encouraged to come up with no more than five categories overall. They could also choose to leave some of the hexagons to one side if they were considered less important than the others.

We then spent five minutes comparing the different categories that students had identified. Each pair of students took turns to suggest one idea for a category heading until all the ideas had been shared.

Following this, I gave each students a blank sheet of hexagons. The challenge was to identify other factors which could help to explain Stalin’s rise to power and write these directly into the hexagons. After five minutes, each pair of students took it in turns to suggest an idea. If this was a valid (and fresh) idea, then the other students copied it into their pair’s version of the sheet, and the students who shared the idea were each given a sweet (we had a bag of these left over as a result of our ‘Rise of Stalin through sweet-eating’ lesson which had preceded this lesson!). This process was repeated until the students had run out of ideas.

Each pair of students then cut up this new sheet of factors and used them to develop their existing diagrams. In some instances this involved merely adding fresh evidence into existing categories. Sometimes though it involved adding new categories, or amending earlier categories.

Finally, each pair of students was given the second sheet of hexagons and the process of categorisation continued.

Stage 2: Linkage and Prioritisation

By this stage, the students had decided upon the main factors to explain Stalin’s rise to power, organised into key categories. Each of these categories could form the basis of a paragraph in an essay. However, it was still necessary to decide two things.

Firstly, students would need to decide in which order to deal with the points in each paragraph. It would not be enough to simply introduce the category title, then randomly write about each piece of evidence from the hexagons in that group. This is where the hexagons are particularly useful. The six sides mean that factors can be placed alongside each other in various combinations to highlight connections between batches of factors within categories. After students rearranged their factors in this way, they stuck them down onto sugar paper with a glue stick. They could then write the title of each category over each batch of hexagons, and annotate around each group of hexagons to explain why they were arranged in that particulary way.

Secondly, students had to decide how to connect their main categories together to create an overall thread of argument. They did this by drawing arrows between the factors and explaining their connections over them. For example:

“Economic problems in the country > created > Divisions in the party > exploited by > Stalin’s Cunning”

Stage 3: Essay preparation

The final part of the process was to use the completed diagrams as an essay plan. I photographed each of the diagrams and shared them with the students. Their task was to use the diagrams as the basis of their essay on “Why did Stalin become leader of the USSR?”. Each paragraph was to focus on separate categories of hexagons, and the points made in each paragraph should have some logical order and ‘flow’. Moreover, the order of the paragraphs should be dictated by the arrows linking the categories, with the opening sentence of each paragraph after the first one being based on the explanation over each arrow.

Reflections and Conclusions

The ‘Hexagon Approach’ worked very well. It steered students away from a narrative approach and into an analytical frame of mind. It helped them frame categories of analyis, build up their command of the material step-by-step. It provided them with the opporunity to easily change their initial assumptions, connect factors together both within and between categories, and give them a very effective basis of an accomplished written piece.

It is also a very simple approach that can be transferred to other topics and other curriculum subjects. All that is needed is an initial list of factors – contributed either by the teacher or the students – which can then be written into a blank hexagons template or turned into hexagons automatically using my Classtools.net Hexagons Generator. Thereafter, all that is needed is a pair of scissors, some sugar paper and a glue stick. And, ideally, a bag of sweets!

 

Who Owns the Learning?
disruptive-innovation-festival

Alan November is an international leader in education technology.  He has been director of an alternative high school, computer coordinator, technology consultant and university lecturer. Alan has helped schools, governments and industry leaders improve the quality of education through technology.  

Tomorrow (Thursday) at 1pm GMT you can hear from and put questions to Alan about why he thinks students need to be at the centre of learning to develop critical thinking and receive continuous feedback.  Watch the live Q&A session here: http://thinkdif.co/emf-stages/transforming-learning-beyond-the-1-000-pencil.  If you can’t make the 1pm session (quite likely, I imagine!) then you can catch-up with this session at a later date.

Alan’s session is part of the Disruptive Innovation Festival (DIF): a global, online festival which is exploring emerging technologies and ideas that have an opportunity to reshape our economy.

You can also listen to (and put questions to) Sir Ken Robinson tomorrow at the Disruptive Innovation Festival in his session at 3pm, here: http://thinkdif.co/headliners/sir-ken-robinson.  Again, you can catch up with this session at a later time and date if you miss it live.

 

The Story of Planet Play
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Tools to help Quiet and Shy Learners join in
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I have always felt nervous when speaking in front of groups.

At School, at University, and now even in Lecturer Meetings I have always been a bit worried and unsure when the focus shifts to me and I worry whether or not what I have to say is interesting and/ or correct.

It is unusual that I am a Lecturer now but I love my subject and I love learning so the fact that I am now in a position to help students like me get through their nerves transcends any anxiety I may have. Using educational technology in class has helped me to remove any barriers to learning that my quiet and shy teenage students may encounter when we engage in activities to assess their understanding of a lesson.

Twitter – We use hashtags to discuss topics at the start of every lecture as a starter or plenary to get the learners involved, analysing and debating the topic at hand. Learners are encouraged to tweet in on a tag we make that morning and I curate them as they appear on the screen using Twitterfall or Tweetbeam - by doing this it allows me a chance to ask follow up questions to the contributor once the discussion has begun (alleviating the worry of speaking first in class). We also often have cross college discussions with other students, guest tweeters hosting debates, and industry experts who can guide the learners through a topic to help them build confidence in their digital literacy, critical thinking, and communication skills.

Facebook – Learners can ask questions they may be too embarrassed about asking their Lecturers in front of their classmates on Facebook. We have found that when the students can see key information about the course, share interesting links/ videos and engage with links and materials from the Lecturer they are more likely to expand and consolidate learning outside of the class whilst building up rapport with their peers. Learners reluctant to talk in class can add comments or private message their peers once they have been rounded up in to a group and can use it to gather research, manage projects, and keep one another informed of deadlines whilst print-screening said evidence for their assessments.

Socrative – Learners can join in a gamified quiz on the screen by responding to open-ended or closed questions via their device or computer. This also provides a chance to receive feedback from the Lecturer about right/ wrong answers on screen whilst a report detailing each students individual performance can be analysed afterwards to see if they need further help on a particular topic. Socrative can be a useful starter activity to help you gather evidence of their development at different stages throughout a topic leading up to and including the exam/ final assessment itself. Teams of learners can even go up against each other in the ‘space race’ feature which help galvanize the students in teams as they compete to get the most correct answers quickest/ propel their rocket to the finishing line.

Once the learners gain more confidence you can try these…..

Vine – Create 6 second looping clips on their devices to communicate key information. For example, I ask my students to state an objective for their future self in 90 minutes time that they have to meet in that lesson. At the end of the lesson the learner watches the clip back to review whether it has been met or not.

Instagram - Photographing their work to evidence their process and annotate the pictures with text to encourage reflection and evaluation at each stage of the project. The video feature offers a chance to document mini-vlogs on their work as well in teams or individually.

Podcasts – If the learner is reluctant to appear on camera they can capture evidence of their learning as a discussion using SoundCloud or AudioBoo. You can challenge them to produce something succinct and specific to your criteria within clear parameters (3 mins/use 5 key words each) independently.

Vlogs – Using handycams, webcams, or their device the learners can respond to questions in short clips or, if they are more creative, as News Reports or in comedy sketches to demonstrate their knowledge.

Providing differentiation (learners always have a a vlog/ podcast/ written option where possible) like this gives my less traditionally able learners a real chance of performing and creating evidence of their knowledge.

Sometimes home-life, health, being awkward around the person they fancy in class, or any number of the other external variables that can effect a learners confidence in the classroom can stop them from participating in class.

By opening up and varying the streams of communication between us and our learners we can provide them with more chances to show how much they have learned while simultaneously providing us with more fun and valid conduits for measuring evidence of their progress.

Scott

Differentiation
July 11, 2014
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Debating_chamber,_Scottish_Parliament_(31-05-2006)

I am trying my hand at ‘blogging’ following recruitment by Barry at a recent series of NCSP workshops. I am not sure how blogging really works (shocking I know) and this must make me something of a Luddite around these parts. With that in mind, the theme of my presentation for the NCSP was differentiation strategies and with this focus ever growing, why not start there?

The inspiration behind looking into differentiation was my department now being comprised of myself and 2 NQTs. My school also has a large number of new, very young teachers and a huge focus is placed on effective differentiation in each lesson we plan.

When producing the presentation and from talking to a number of staff, I often found that newer staff forgot to differentiate for the top. Each class we teach of course has a top student in there. Someone who performs even slightly better than the rest of the class. Another current focus being how to maximise A*-A grades at GCSE.

Some good teaching strategies which I have used are:

  • Market Place
  • Silent Debate
  • Putting a figure/character on trial
  • Mystery
  • Mapping from Memory
  • Radio Transcripts
  • Video Transcript
  • Peer Help
  • Diamond 9 Ranking

MARKET PLACE

  • Best suited to top set/MAT but can be adapted
  • You will need: sugar paper or A3 paper, varieties of text blocks, colours
  • Concept: split into groups. Eg) WWI causes – could be split into countries such as France, Britain, Germany, Austria-Hungary, Serbia, Russia.
  • Summarise role using only a limit of words, eg 10 words but as many pictures & diagrams as you wish. Eg) Eiffel Tower = France
  • Pupils must summarise and then split groups. 1 stays at the ‘market place’ whilst others information collect.
  • Feedback & peer teach = all have peer taught & all have answers
  • Homework – give info (if necessary) and relate to examination style question
  • DIFFERENTIATION: 1) Groupings by topic, with harder topics to more able groups 2) Groupings with specific MAT or G&T leaders to assist others 3)Differentiating the word limit depending on group ability 4)Controlling who is the one who ‘stays’ at the market stall 5) Giving pictures for less able to help or cut out

SILENT DEBATE

  • Very much suited to end of topic & encourages reading, writing, questioning and ‘thinking on your feet’. Very effective for revision
  • Focus on core questions. Have plenty of space, connected sugar paper and board markers (surprising the impact these have!)
  • Key is no talking at all & circulation.

Differentiating: 1) Focus of the question 2) can split into smaller questions and put G&T to work

before peer assessing…G&T answers hardest first before returning 3)include ‘buzz terms’ for less able groupings 4) Have higher work at hand? 5) Can use for exam skills

 

TRIAL

  • Suits higher ability groups and controversial issues in topics. Eg) History – The murder of Thomas Becket – Henry II on trial
  • Put pupils into groups – assign lawyer tasks, witness tasks, defendant, etc. Good research/homework prep – links well to SMSC
  • Differentiation: select groups, lawyer & defendant for G&T – they will be working on questioning. Total G&T groups have to think on feet?

MYSTERY

Focus to a key question

Differentiation via literacy level in statements, pairings in groups, or giving focus questions like sheet 3

Key is reason behind judgements/justification – higher level of Bloom’s Taxonomy.

MAPPING FROM MEMORY

  • Focus on team skills/group work/ communication & good for literacy aspect of speaking & listening
  • Re-create a picture. Split into groups and be numbered. Take turns coming to view and then returning to explain. If it was your turn to view the picture…you MUST explain to others in group who will draw. A lot a captain’s round if necessary
  • Differentiate via groupings or via carousel labelling and questioning. Also, can remove labels for higher so they hypothesise.

RADIO TRANSCRIPTS

  • Pupils write a transcript that has to fit a certain time introduction for radio. This could be 30 seconds, 45 seconds, 60 seconds, etc. The trick is it extends pupils writing without knowing it.
  • Differentiation can be via how long it is as it has to be exactly a particular length (decided by the teacher)
  • Time via mobile phone/watch/stopwatch – pair up and get pupils to read, write, amend (peer assistance) and also use timings for numeracy.
  • Works very well for Years 7 and 8.

VIDEO TRANSCRIPTS

Pupils watch a clip and have to produce a transcript to accompany. Bloom’s Taxonomy to ‘hypothesise’. Works on observation skills. Very good starter technique. Works well for G&T and more able.

Can differentiate with key words for some or via paired exercise if you use your seating plan as a support/push mechanism

Remember: switch the sound off!

Video Feedback

0:12 – 8:12

PEER SUPPORT

  • Time and effort into seating of a class –
  • 1) Seat with support mechanisms
  • 2) Seat via ability groupings to help give differentiated work
  • 3) Have home and away seating (if necessary) to suit the task
  • 4) Don’t be afraid to switch seating plans until it works
  • For G&T consider them not actually doing the main learning but acting as correctors and target setters from the start

DIAMOND RANKING

  • Focus is on judging, justifying & reaching conclusions = higher order thinking
  • Standard is to focus into diamond of 9 on a 1-2-3-2-1 basis with 1 ‘kicked out of the big brother house’
  • For G&T, MAT or those wanting push, consider allowing manipulation of the diamond into a shape that suits their answer best. (Make sure this not a vertical or horizontal line).
  • Works well in paired work for seating plan differentiation
  • Can also ask G&T to circulate to question logic and probe further
  • Cards can be differentiated via literacy for foundation pupils/literacy issues.

Just a few ideas and probably nothing new but I hope it helps! I will look into other differentiation methods next ;)