I was really delighted to be asked by Pedagoo to explain how I would use this short film to enliven learning in my classroom. In this post I am mindful of how to harness the abilities of our visual learners. By using this visual text my aim is to generate extended thinking and learning and to encourage engagement with the writing process. I was inspired by David Didau’s hexagonal learning (Solo taxonomy) strategy to create genuine pupil-led independent learning and to find some evidence that this, often alchemical aspect of teaching has taken place.
1.Watch this short film prior to showing it to your class. It lasts for 7 minutes.
2. In the classroom you might PAUSE the film mid-way when the little girl is resolute that she won’t accept the boy’s charity. WHAT HAPPENS NEXT ?– cue class writing activity… Five minutes of writing
Join in with this activity teachers !
The whole class including you writes the story. Write frantically, announcing an amnesty on spelling (just for this activity). What really matters here is that ideas are being blasted onto paper. After a strict five minutes, (set a timer) everyone must stop. Then enjoy reading all of the weird and wonderful responses this writing generates. Don’t be precious, read yours out too and accept the fact your pupils may be a little ahem… underwhelmed !
Leave it there fizzing with potential for next time. Your pupils will love this unrestricted burst of writing. Deliberately don’t be too prescriptive about using certain vocabulary banks in advance, see what your students will try, what might flow.
3. Don’t forget to read lots out even if it’s only a paragraph or two – then watch the film to see who the future script writers might be in your class !
Hexagonal Learning – Independent Learning using this visible thinking strategy and discussion tool.
- In groups of 4-5 pupils list the narrative moments in the film on hexagonal post-it notes. One event/word per post-it note. Ideally you would use lots of different colours and link the colours to the content.
- The pupils then list some of the themes they think may be emerging in the film.
- Together the group joins the hexagons up and discusses why they are placing them in a particular order.
- The hexagons are photographed and then using Bluetooth or other alternatives are linked to the classroom white board for all to see. Two members from each group go to the board and explain the connections they have made collectively, their decisions and the group thinking to the rest of the class. See below for an example:
Figure 1 Hexagonal Learning using Hexagonal Post-it Notes
This activity ensures that pupils, come up with ideas, lead the discussion and make decisions and links independently.
You could also use a template, depending on your class and the ability ranges, where you direct the learning and the pupils develop the initial ideas. I would use this sort of template below, which is a PowerPoint that can be tweaked according to whatever you are teaching. I would have at least 20 prompts on the hexagons. Print and cut the hexagons out, for longevity you may also wish to laminate them. (Do this while they are still in sheet form and use the school, paper guillotine for cutting out.)
Figure 2 Hexagon Generator Pam Hook