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Using video feedback to increase the impact of sixth form marking
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This is the video blog detailing my TLC focus and the impact it has had.

Below are the feedback videos that I made:

Below are some photos of the students DIRT. One student is targeted a grade A the other a grade C:

Cross-posted from @Westylish’s blog

Switching kids on…
October 15, 2014
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Image by flickr.com/photos/mybloodyselfImage by flickr.com/photos/mybloodyself

Earlier this year I shared the outcomes of approaching a new topic with my S1 class differently. Basically, rather than starting the topic with the title, learning outcomes etc., we started with a discussion which generated questions…

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Once we have the students’ questions, we add in the experiences and outcomes and begin to bring together a topic together as a class. They then name the topic. This year it’s called ‘The Wonderful Wizard of Life’ - a fantastic title which I would never have come up with myself. What has really blown me away this year however has been their questions. The following questions are the ones they came up with which we were able to easily align to our experiences and outcomes:

  • What species are there?
  • Is there life only on Earth? How and why was life on Earth formed?
  • How was life on Earth found?
  • Why did humans evolve on Earth and not on Mars?
  • How did we change from monkeys to humans?
  • Could there have been life on Mars because there was water?
  • How does life continue every day?

However, for some reason we had a much greater variety of questions this year which left us with the following to answer…

  • Why do hammer head sharks have a hammer head?
  • What made the countries split up?
  • How do natural disasters like volcanoes, earthquakes and tornadoes occur?
  • How was the Earth made?
  • Could humans survive a meteorite hitting Earth?
  • How can animals survive in Chernobyl (Ukraine) and we can’t?
  • Where do deadly viruses come from?
  • Why were the dinosaurs killed through meteors?
  • How do viruses transfer to humans?
  • Will there ever be WWIII? What will happen if it does?
  • How does gravity work?
  • How do volcanoes erupt?
  • How far away is space?
  • What did space look like before Earth was created?
  • How does Earth stay together?
  • What will happen if meteors hit the Earth?
  • How did the Earth’s core get made?
  • What are the planets made from?
  • How big are all the planets?
  • How was the sun made?
  • What did space look like before the big bang?
  • Why is there no ozone layer in Australia?
  • Is there anything which could destroy Earth?
  • What if the hole in the ozone layer gets too big?

Wow! Remember, these students are in S1…which means they’re about 12 years old. Our curriculum will perhaps attempt to answer some of these over the next six years, but not all. How did we answer all these I hear you ask…well they each chose one to research at home and share back to the class as a homework project which they did brilliantly on Friday of last week. Not a perfect solution, but at least they had the chance of exploring at least one of these big questions and hearing from others about their questions too.

This whole process has really made me think…if that’s the questions they are arriving to us with, why is it so hard for us to make the space to answer them? Also, if we make no attempt to try and answer their own amazing questions is it little wonder that many of them eventually switch off to schooling? Imagine instead of being so obsessed with content in S1-3, we instead focused on those skills and attributes which we so wished our students possessed in S4 onwards? I’m not saying knowledge doesn’t matter, but I don’t think everything necessarily needs to be taught to everyone at the same time.

One of my favourite papers contains a much more complex version of the table below. Harris suggests that to get learners to see the purpose in, and even ‘own’, their own learning they need to be collaborators in the learning process:

Continuum of Learner Engagement (What) and how teachers can achieve these levels of engagement (How). Adapted from Harris (2010).

Continuum of Learner Engagement (What) and how teachers
can achieve these levels of engagement (How). Adapted from Harris (2010).

I love this idea and have been striving to find a way to make it a reality in my classroom for some time now. It really shouldn’t be that hard given that there is significant overlap between this idea and the capacities we are tasked with developing as part of the curriculum.

FourCapacitiesDiagram530_tcm4-715823

So, for me there seems to be a contradiction here. If we want our learners to own their own learning and develop the capacities we want them to have, we need to be able to allow them to be collaborators in the learning process. If they are to be collaborators in the learning process then we need to make the space to take their complex and challenging questions seriously as part of their curriculum.

Ultimately, if we want our kids to be switched on we have to somehow find a way of decluttering the curriculum and making the space for it to happen…

Cross-posted from fkelly.co.uk

Teaching Numeracy Without Numbers…
October 11, 2014
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Image by flickr.com/photos/stewfImage by flickr.com/photos/stewf

Well yesterday was an interesting day from both a pedagogy and an understanding point of view.  As a trainee it is all new to me so nothing has become boring or old hat yet.  I get a feeling of surprise in most lessons at what the children do or don’t get.

Yesterday’s numeracy lesson was Probability and Chance.  This is the first time I have attempted to teach any numeracy that did not have any numbers in and also possibly the most rewarding lesson I have taught to date.

Confusion reigned in the classroom – taking such an abstract concept as probability and trying to teach it to a high-achieving, logically minded Year 5 class was a challenge.  Could the children understand that we can use probability and chance to predict futures? This posed a challenge to their logical minds.  Used to performing calculations with a high degree of difficulty is was a challenge to understand the mathematical principles that underpin probability and chance.  Children could agree that there was a chance of certain things happening (roll of a dice, flip of a coin etc) but struggled to see that maths connection with the chances of something happening.  This then prompted an impromptu philosophical discussion on the likelihood of certain things happening.  Linking this to what the children could already comprehend was paramount – children could understand that there was a sliding scale of chance that events could happen but then could not apply this in a real-life context.  In the context of the new National Curriculum this is a vital skill, as we try to enhance the problem-solving skills of our children.  

This is where I took a different tack and linked the learning to something we had looked at in the previous literacy lesson.  The question then became “What do I want to be when I am older?”  By hypothesising about this we were able to look at how we can use mathematical principles to predict futures.  The default 10 year old boy answer of “Professional Footballer” could be dissected as we looked at how seemingly random events can change the path we tread.  Plodding carefully so as not to crush the dreams of the boys, we were able to look at how we use chance in every day life, from supermarkets stocking their shelves to planners building new towns.  Of great humour to the children was the fact that they may live for longer than me!

The real proof of the understanding came in their independent work.  Children were able to order events in terms of chance and look at how the chance of one thing happening could then effect the chances of something else.  After an initial struggle at the lack of number in the work it was amazing to sit back and watch the discussion unfold.

One interesting topic thrown up was time travel, I may have to invite Prof Cox into school to explain that one although looking at whether you would change age as you travel through time was a rabbit hole that I declined to go down on this occasion…

Take your class on an Online Field Trip
August 19, 2014
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I have been a primary school teacher for more than 12 years, with the majority of my career being in the one school. I have always been a keen cook myself and take an interest in where food comes from and how it is grown. In my current post I have also been the technologies co-ordinator – part of that role is being responsible for increasing the education of food technologies throughout the school. Throughout the years I have always found that some children’s knowledge of where their food comes from is lacking. For example (taken from a lesson I conducted about healthy eating):

Me: Where do carrots come from?

Pupil: From a tin, Miss

Pupil: My mum gets them from the supermarket

Me: Who likes potatoes?

Pupil: Not me, Miss

Me: Do you like chips?

Pupil: Yes, of course

Me: They are made from potatoes

Pupil: Really, I thought the supermarket made them

Some children are unaware that fruit and vegetables are grown on farms and think that they just appear on the supermarket shelves – and they have no other experience or knowledge to contradict that belief. These children are unlikely to go and visit a farm or farmers’ market, unless it is on a school trip, so will continue to have this belief.

Due to there being less money for trips in school, and also parents can’t afford to subsidise the trips, classes are less likely to be able to go and visit farms etc.

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However Tesco have launched their Eat Happy Project, and part of the resource is Farm to Fork Online Field Trips. These field trips are free and a great way for pupils to see how different foods are produced and supplied without leaving the classroom, while still giving them the real-life context of a visit and interacting with the people involved in the process.

The resources and activities before the event allow the children to gain some prior knowledge and background about the food they are learning about, changing any misconceptions about where the food comes from, and as they are already prepared, it isn’t any extra work for the teacher. They are fun activities that build up the children’s enthusiasm for the certain foods. I also created a homework task, where the children researched about the food, so they were also learning facts independently.

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The Online Field Trips themselves are interactive, using different methods of technology to keep the children interested and also engaging the children by allowing them to speak to the food producer. They also get to see other schoolchildren from different parts of the country.

The children get to pass round the food being discussed, as Tesco send a delivery to the school, they get to grow their own or make their own and then they get to take the food home, so they can share the experience with their parents and create a recipe.

My class took part in an Online Field Trip to a pasta factory in Naples, Italy. The children loved learning about Italy in the quiz prior to the event and then enjoyed seeing Guiseppe and Sam discussing the production of the different pastas – they were amazed at how many there were! This Online Field Trip was something that the children would never have experienced otherwise, as Scotland isn’t renowned for its pasta-making. The children took pasta and pesto home and we got to make our own fresh pasta as a class, as Tesco had provided us with all the ingredients. One of my pupils even made it with his mum at home from scratch! The children loved the experience of making it, just like Guiseppe!

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Prior to the Online Field Trip, we looked at the preparation activities; these fully engaged the children and built on their minimal prior knowledge, as they knew what Giuseppe was talking about when he discussed the different types of pasta.

The pupils loved interacting with Sam the presenter and Giuseppe, seeing the other schools and learning about pasta in such a fun and interactive way. We also took part in an Online Field Trip about mushrooms. The class took the mushrooms home and cooked recipes with them, some even brought back the mushroom dish for the class to taste. We also got sent ‘Grow our own mushroom’ kits.

I’d recommend this great project to any class who wish to learn more about healthy food and where it comes from. It’s free for schools and will ensure the children experience an engaging lesson whilst making great use of technology in the classroom.

Take a look behind the scenes at the Perfect Pasta Online Field Trip


The Eat Happy Project is:

  • a cross-curricular resource that fits into the experiences and outcomes of the curriculum and allows for children to gain a greater and more accurate knowledge of where food comes from and how it goes from farm to fork
  • fully inclusive for all pupils, whatever their learning abilities are, and can be adapted to different year groups and differentiated where needed
  • completely free, so doesn’t cost the pupils, schools or parents anything
  • suitable for all learning styles
  • a resource that encourages pupils’ interest in food, the health benefits and nutritional values that certain foods have, in a real-life context.
  • a resource that allows children to visit places they wouldn’t normally be able to visit, albeit virtually.
  • an easy-to-use resource for teachers that doesn’t involve time-consuming preparation time.

 

There are lots more Online Field Trips coming up in the autumn term:

Honey – 11 September 1.30pm

Sweetcorn – 18 September 1.30pm

Rice – 25 September (time TBC)

Broccoli – 2 October 1.30pm

Pumpkin & squash – 9 October 1.30pm

Baked beans – 6 November 1.30pm

Bread – 13 November 1.30pm

Potatoes – 20 November 1.30pm

Tea – 27 November (time TBC)

Clementines – 4 December 1.30pm

For more information about joining an Online Field Trip with your class or to use their fantastic free resources visit the Eat Happy Project website or follow them on Twitter @EatHappyProject

Cheryl Miller, P4/5 Class Teacher at Niddrie Mill Primary School, Edinburgh

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

A New Approach for those in Danger of Failure?
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As a teacher, how does this grab you as a challenge? You are to be part of a team working with 30 pupils from the south side of Glasgow? They are identified as being at risk of disengagement, but with the potential to become successful apprentices and good citizens. You must remain true to the principles of Curriculum for Excellence. What might be different for you is that your organisation is ready to wipe the slate with your experience in the classroom. You are going to look at the pedagogies of what works and use them in your practice every day – with only three other colleagues.

“Three?” I hear you ask. Correct. The curriculum will be delivered by four teachers – Science, IT, Maths and English, but also by partner organisations, made up of the private businesses who are not only investing in the venture, but who are guaranteeing apprenticeships to those young people who complete the course and FE colleges which are guaranteeing places for the NJC leavers.

This is the plan for Newlands Junior College, the brainchild of Jim McColl, Scottish entrepreneur. His vision is to take young people who are heading for failure and give them a real prospect of success.

Scotland’s schools are very good. I don’t think that’s in question here. But there is – and always has been – a group of young people who just don’t get a good deal. They are not academically driven, have perhaps a challenging background or a family whose experience of education is entirely negative, but who nonetheless have some kind of talent or ability. They are not heading for university, but exist in a system which is designed to make them feel that the only achievement that really counts is getting in to university. Yet business is crying out for people with good practical skills and the right attitude to work.

These are exactly the people that McColl’s Newlands Junior College appears to be designed to cater for. If only they could be prevented from disengaging, as they often do.

The college has started to engage staff.  They will be working in a very special environment, with the best technology and with unrivalled opportunities to develop their pedagogical skills.

Iain White, Principal of the College and former Head Teacher of Govan High, which serves one of the most deprived areas of Scotland, makes no secret of the formula “This will be an organisation built on relationships – there will be no room for messing around, but we intend to be like a family, where – like every family – we will have our moments, but we are all here for the same reason. We will all be motivated towards what we want to achieve together. That togetherness will be based on mutual respect and a mutual understanding of what we are here for.”

And for the young people who, through the selection process, get a place, that achievement will be quite something. With resources available to equip every pupil with a handheld computer, cutting edge IT provision and links with future employers who will not only provide curriculum input, but mentoring relationships and guidance, the prospects for these otherwise potentially-failing pupils are suddenly looking dramatically brighter.

Of course schools try very hard to prevent young people dropping out. But Newlands will have some crucial advantages. It will be able to guarantee the outcomes (apprenticeships and college places for every successful leaver) . Also, it is not school. Whatever Hollywood tells us about inspirational teachers and innovative and ground-breaking approaches to learning, sometimes the problem is simply that school is the wrong place for disenchanted teenagers. Newlands Junior College, based in real place of work, with its top quality adult environment is clearly not a school. So many things are different from the quality of design to the close involvement of students in everything including the preparation of meals. At Newlands, they not only know what works, but (more importantly) for these students they know what doesn’t.

An education for the 21st century has to very different from the classroom of the past. It has to be suited to each individual in a way that is unique and inspiring. It has to connect to adult life and the real world in ways that every student can understand. Every day, every student has to feel valued and believe in the possibility of success.

I look forward to schools and indeed, colleges, of all descriptions providing a wide and varied menu of education, utilising top technology, demanding top professionals and producing top quality graduates upon whom employers can rely, as they have had an input to their education and training. The destinations are guaranteed – not as some kind of social responsibility policy – but as a real engagement between young people, their parents, teachers, employers and trainers. I look forward to more initiatives like this and not only that, but I look forward to them being supported as complementary to the current school system.

Newlands Junior College is still looking for a Science teacher and a Maths teacher, so if you think you might enjoy this kind of opportunity, check out the website and application form here.

Let Battle Commence
July 3, 2014
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Playing the game

My year 10s and I recently waved goodbye to their Core science exams for this year. After much celebration and relief we began to knuckle down to the year 11 topics which we were due to commence in the remaining days before they were to leave for work experience and, finally, the summer.

I was down to teach topic 1 of the Edexcel C2 syllabus during this period. For those who are not acquainted with this syllabus, the topic covers the ideas of atomic structure, electronic configuration and atom diagrams. It is my personal belief, which I’m sure others share also, that chemistry is much easier once the fundamental principles of atomic theory and organisation of the periodic table are second nature to the students. As such, I spent a fair bit of time covering this topic to ensure it was concreted into my students minds.

Teaching the periodic table and helping students understand it’s layout is so paramount to their understanding. However, teaching it can become a very monotonous and laborious task. Therefore,  I decided to tackle this in a more game like approach. I had gone over the ideas of the nucleus and it’s structure, and wanted students to apply this to the periodic table and generally familiarise themselves with it. So, we decided to play ‘Periodic Table Battle Ships’.

I simply printed off several copies of the Periodic table, two identical images placed one above another on a piece of A4 paper. Each student had one of these copies for themselves. These were to be turned into our battleship boards.

How To Play:

  • Students can place 3 ships: one 5 elements long, one 4 elements long and the final 3 elements long.
  • Ships can be placed vertically or horizontally on the top copy of the table
  • Students then take it in turns to ask questions about the elements to find where their opponents ships are placed.
  • I asked my class to ask questions based on the elements instead of saying “Is it on Sodium?” for example. I asked them to use atomic number, or atomic mass to identify elements. Sometimes, students took it a step further and asked based on the number of neutrons.

Exposing them to the table in this way gave them the chance to identify trends and patterns for themselves as they looked and posed questions.

There are many ways you could change this task. They could pose questions based on properties, first ionisation energy (for A-level), reactivity with certain substances, states at different temperatures. However and whatever you want your students to get from this task, it can be adapted.

Enjoy!

Running-based Learning Along The Pennine Way
Ultimate ultrarunner?Ultimate ultrarunner?

Going The Extra Miles For Sport Relief

Think like an athlete: Focus on what you want

Think like an athlete: Focus on what you want

This is an account of a unique pilot project designed and delivered by Andy Mouncey to a selection of schools in the north of England. Andy is not a teacher – he is a record-setting endurance athlete who is a professional speaker and trainer across sport, business and education. A list of participating schools, reaction and film clicks can be found www.bigandscaryrunning.com This account was written by Andy not long after Sport Relief day earlier this year:

Unless you were the TV personality Davina McCall, most people ran a mile for Sport Relief back in March. What Miss McCall didn’t know as she called into Edale primary school during her Edinburgh to London fund-raising triathlon was that pupils, staff and parents were also near the end of their own endurance challenge laid down by me some five months previously:

  • Run 268 miles – the equivalent length of The Pennine Way (TPW) – with the final mile as the Sport Relief Mile
  • Raise money for Sport Relief
  • Record their experiences in a training diary

In return I would teach them how to think and behave like an endurance athlete so that they could:

  • Raise aspirations and learn to persevere through setbacks
  • Develop a goal-orientated mindset
  • Experience the challenge and pride of working together to help others
Running a loooong way for Sport Relief

Running a loooong way for Sport Relief

Skills they could use to make any future challenge – like sitting exams or moving school – seem simple, straightforward and compelling.

It just so happens that Edale primary school sits directly opposite the end of The Pennine Way national trail. This is important because the catalyst for this challenge was my attempt to complete The Spine Race, Britain’s most brutal ultramarathon in which runners have seven days to cover the full length of TPW most walkers take three weeks to complete. The catch? The race takes place in January in winter and I had already failed once – only getting as far as 105 miles in 2013. For Edale primary school there was another hurdle; with a total number of 13 pupils there were not very many children to share the miles around. Step up mums, dads and members of staff…

By the time race day arrived in January I had recruited 13 schools along or close to TPW and 1600 pupils to my ‘Cracking The Spine’ challenge. I had visited all those schools three times which made for an awful lot of new friends. Pupils could watch the race in real-time online and send messages via social media because all the runners wore tracking devices. Despite the combined will of 1600 children urging me on I dropped out of the race at 160 miles having battled creeping hypothermia for most of three days. My visits back to the schools after the race were ‘interesting’ to say the least!

To the staff, however, my failure to finish for a second time was an unexpected bonus because it challenged some of the key messages children see and hear via the media:

Success is easy, quick, and it’s something that someone else gives you

Inspiration

Inspiration

I – who they had got to know as someone who did some mad stuff and was really quite like them as well – had just made personal a lesson that we all come to sooner or later:

‘(Meaningful) success isn’t easy, it rarely happens in a straight line or when you want it, and it’s something YOU need to work at. So when it does happen – as it will if you practice the skills of perseverance – it is a life-enhancing experience.’

I will be back at The Spine Race in January 2015.

I have to because I am also making a film of the whole project and every film needs an end. There is also 1600 children who want to see me finish the job. ‘Cracking The Spine’ will be an improved version available to schools from September. A first grant has just been awarded by Big Lottery Awards For All scheme and other grant funding routes for participating schools are opening up.

Outcomes from the pilot? Money raised £7,200.  All the schools reached their 268 mile target and many clocked up much more. Total miles run stands at 4572.

One secondary school pupil ran the full 268 miles on his own, one primary school pupil covered 100 miles and raised £1000, four families from one primary school clocked up over 300 miles per family, and a group of secondary school girls made a film about their weekend runs.

Running diaries

Running diaries

There was race week themed lessons plans and related learning on history, geology, physiology, maths, creative writing and speaking, science, and technology.

I was formally adopted as a Learning Hero role model, there are at least three school running clubs now set up, and many schools formalized the project into learning menus and creative curriculum design. As many of the schools were rural and relatively isolated it was, said many of the staff, just a relief to have something brand new and exciting for everyone to get involved in during the dark wet winter months.

Andy Mouncey
www.bigandscaryrunning.com
CTS FinishCertificate

Sentence Pong
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I recently blogged about Moosing about, a table cloth I used with my Year 7 SEN Class. The ideas and stories generated from this were fantastic and it really helped them with their paragraphing however they all started pretty much the same way- The, Then, I and She/He.

So I decided my class needed to do some more work on making their sentences interesting and the thought processes/ editing that takes place.

This is where Sentences Pong comes in, I have used ‘sentence roll a dice’ exercises and I have a few laminated boards in my classroom with mixed success. So I decided to cut up the boards and put them into yoghurt pots and then students could throw a ping ping ball into the pot which would generate a sentence opener/starter.

This is how it worked

Before the lesson

  • I cut up sentence criteria for example use alliteration, a metaphor, simile, indicate a location, personification ( If you Google sentence roll a dice activities some fantastic ones pop up)
  • I put them into the yoghurt pots

Start of the lesson

  • Went through the terms with the students to refresh/ recap what the terms mean and why they are used
  • Explained the classroom rules and that if there was silly behaviour with the ball then they would not participate

Sentence Pong

  • Students ( I only have 8 in one SEN class and 6 in the other) throw the ball and aim for a pot
  • Once landed in pot, the group stopped and came around the table
  • As a group they then came up with a sentence, I then wrote this down

As the game went on, they decided they didn’t want to do it one at a time and instead wanted to write a few sentences together, they worked collaboratively and generated some fantastic creative writing.

I have now typed up the writing that was on the table, so next lesson they can D.I.R.T and write their own paragraph using the techniques used during the group lesson (they will have the sentence openers/starters grid with them).

I really enjoyed this lesson and so did my class as for once on Friday P5 they were not rushing for the door to leave :)

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Acronym Attack: AfL and ZPD through SOLO #PedagooGlasgow
June 20, 2014
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solooutcomes

I’ll let you into a little secret…come closer…promise not to tell anyone…before last week, I’d never actually done a workshop at a Pedagoo event! Having come up with the whole idea and organised the first ever one, that’s quite a shocking revelation to many – but there you have it. So, I was actually quite nervous on Saturday morning when I realised that I was actually going to practice what I’ve been preaching all these years!

And as if that wasn’t enough pressure, the night before this workshop on how we’ve been trying SOLO Taxonomy…there was a massive stooshie on twitter about this very subject! The main objection from those who are ‘against’ SOLO [since when did we become so either/or and argumentative on twitter :( ] seems to be that there is no ‘evidence’ to support it. I have two problems with this view of the world…

  1. This assumes at all ‘evidence’ has to come from large-scale randomised controlled trials that results in an increase in attainment. I don’t particularly buy into this positivist view of educational research. At our school we have been engaging with SOLO Taxonomy as enquiring practitioners and evidencing impact (or otherwise) in our own context based on the outcomes we are interested in achieving and whilst our evidence is also surely flawed, I’m actually a lot happier about its validity than many of the ‘respected’ sources of evidence.
  2. And secondly. This view also assumes that SOLO is a ‘thing’ in its own right. Perhaps others see it that way, but we don’t. We’ve been using SOLO as a way of supporting metacognition and formative feedback. So if you’re really wanting to base everything you do on metaanalyses, then this would be my response. SOLO is just a language, it’s not the actual pedagogy.

Anyway. Thought I ought to get that out of the way first. So, SOLO then. How have we been using it? I’m not going to start by boring you with what SOLO is. If you don’t already know that there’s loads out there already which will do this much better than I can. Instead, I’m going to start by telling you what led us to try using SOLO. The diagram below summarises the learning and teaching model at our school, the important bit here being that we’re trying to introduce a six-part lesson cycle approach to planning most of our lessons – with thanks as always to Cramlington Learning Village.

PLLearningDiagram

One of the hardest issues presented by this approach is trying to properly reflect on learning, as well as reviewing it. Both students and teachers find this difficult, and part of the reason would appear to be a lack of a common language to discuss the learning process. It is for this reason that we first attempted to use SOLO in our Biology lessons. We added SOLO outcomes to our National 5 lesson cycles at the review and reflect stage of the cycle. Although this improved things a little, it wasn’t as successful as I’d hoped. In particular, I felt as though we are constantly ending lessons leaving students feeling as failures as they had inevitably not yet reached the top of the scale and we were having to move on with the course due to time pressures.

So, I had a brainwave. If the SOLO outcomes were introduced at the discuss learning outcomes stage of the cycle, this could support students to identify where they currently are in their learning of the topic and what their target would be. This I felt was in some way akin to setting a zone of proximal development for the lesson. We also began to try and write the SOLO scales in a consistent format, with unistructural being the expected prior knowledge, multisctructural being the ‘C’ level content, relational being a ‘B’ level understanding of the topic  and extended abstract being equivalent of an ‘A’ grade candidate’s ability to apply their understanding of the topic.

In addition, we also made a much greater effort to plan demonstrate tasks which would allow us and the students to assess their progress in the cycle against the SOLO outcomes [such as using the hexagons from Pam Hook's fab website]. The hope was that this would more effectively support learning in our lessons, and also improve the level of reflection occurring throughout and at the end of cycles. Having observed each other’s lessons and interviewed the students we did indeed find this to be the case. We also found that the students were more able to articulate their progress and their next steps, and more likely to act independently to progress these next steps. They weren’t all positive though. They want printed versions of the SOLO grids and they want each one to last for longer than one cycle, both of which we’re going to take on board for next session.

So, that’s what we’ve been trying. We’re by no means experts in SOLO at all. We’ve just been giving it a go and are willing to share. Perhaps you’ve used SOLO too? Why not tell us how, why and what you found out as a comment below.

All the handouts we gave out on the day can be downloaded here.