This is my first ever blog about teaching! Please apologise for my ramblings – if anything is unclear then don’t hesitate to tweet me @MrRDenham . Or even better, if you have a go at this, then tweet me some pictures to the above handle.
Context of the class: Students have come a long way in recent times. It is the first time we have seriously considered entering a set 3 class into higher tier – normally only sets 1 and 2 get this chance. School has had the mantra of ‘safety in numbers’ when it comes to getting a C. Thankfully, this all changed now we are measured on progress. A change I am really glad of. Now the whole school has to focus on all students. Not just the ‘C’ grade ones. Students in this class range from an E to a B (got high hopes for one girl even getting an A) so differentiation is key.
Cleaning Your Work! The idea came to me when driving home… I felt that I was banging the same old drum with my year 10 class when it came to successfully analysing thoughts and feelings within a text: look at a text; show good examples; they attempt it; we mark it; I mark it; repeat! This was becoming very monotonous for me and the students – some were not excelling. I needed to attack this at a new angle.
The task involves students reading a text and then answering a question on it – developing sustained responses. We were answering a ‘thoughts and feelings’ style question. Using the washing up instructions provided by me, students had to ‘clean their clothes’ and create great examples of text analysis. They were tasked with creating 5 clean clothes. Along with this they had to purposefully create 2 dirty clothes – these were rubbish examples. I recommended they took out a step from the ‘washing instructions’ to help them achieve this. I feel that the latter part was the most successful for lower ability students as they were now able to recognise what a bad answer looks like. They were having to think how to make a bad piece of work, rather than concentrating on creating excellent examples and stressing themselves out with keeping up with the rest.
During the washing process, I also provided washing up ‘tablets’ to enable students to break away from just saying ‘suggests’ all the time. Like when we wash clothes, we lose a tablet to the process, thus eliminating a ‘suggest’ word. This helped them to increase their vocabulary and enabled them to stop their work sounding repetitive (C – E grade students were struggling to get out of this habit).
Then it was…walla – peg, or throw out (I used my working board to stick a bin bag on – always find that it’s good to have a blank display for you to use in class) your work as you go along.
To finish we stuck our work into our books: 1 clean, 1 dirty. They had to then reflect and state why the clean work is ‘clean’ and the dirty ‘dirty’, once again reinforcing their exploration in the lesson (it took us two x 50 min lessons to achieve this).
Note: During the final lesson of the week we did a ‘mock’ exam to help consolidate their learning further – a number of students requested the tablets to help them. If you have read down to here… then I thank you for your time. Hopefully this blog isn’t as bad as I fear! ENJOY YOUR WEEKEND FOLKS – I’M OFF TO MARK THEIR (AMAZING) WORK!