Following a challenging morning, we were bracing ourselves for the afternoon session in our nurture base. We support the most vulnerable children in the authority. We base our practice on the nurture principles and the Boxall profile and the children’s mental, social and emotional well-being is a priority for us. Or, as I’ve seen on social media, ‘the Maslow stuff needs to be done before the Bloom’s’. As a number of our pupils were at bump up days or transition to secondary visits, we were expecting only two pupils.
The first to arrive insisted on some outdoor learning (or absconded if you prefer) following various expletives and suggestions to the taxi escort regarding how she might like to spend her time. Two members of staff headed out to ensure his safety and encourage his return. This left me with one senior primary pupil (there were other staff with younger pupils next door). Let’s call him Jamie, for any Outlander fans.
A calm entry and exit is an important part of a session, so there were three activities available for Jamie to choose his soft start. He chose the Geomag magnetic toys and we chatted about his day as he built his characters. He was a little unsettled so I extended the activity to allow him to quietly focus on his construction. Jamie suddenly asked me about an iMovie trailer he’d seen me make with another pupil. This had been inspired by a session at Pedagoo Perth and had been very successful. With an animated face, he asked if we could make one with his Superheroes.
This led the afternoon away from the plan but was responsive to his needs. We began to plan the trailer. Never one to use twenty words when eighty will do, this took some time but we got there. As we filmed and took photos, Jamie kept saying, ‘awesome’ and ‘cool’. He was fully engaged and, in fact, was leading the project. He chose the text and insisted that his middle name was included in his name for the credits.
When he viewed the finished trailer, his face lit up and he beamed at his name on the credits. After watching it again, he turned to me and said, “This is the best experience of my life”. It was no exaggeration for him. He had been engaged, he experienced success and his day had been turned around. He shouted the other adults over, to share his success.
Jamie then naturally reviewed his project and decided that, next time, it would be better with a green screen so that his hands can’t be seen. I’m not sure if this is possible but requires some PL for me. I am very glad that I travelled to Perth that day – huge thanks to @ciaracreative for her session that day.
You can read about the conversation here. iMovie Trailers
With a bottom set Year 9 German class, we had watched the film ‘Lola rennt’ (Run Lola, run) and were using the perfect tense to describe what had happened in the film. We had spent quite a few lessons on this (it felt like an eternity!) and the class seemed to be getting it, slowly. They had started to adapt the sentences to say other things too The only problem was, they were getting really sick of it; any mention of the film title and their groans would fill the room! As I entered the classroom on this occasion, I had some exercises planned, some whiteboard activities, even a cartoon strip, but I must admit that even I was starting to grow weary. I spied a couple of bags of big ‘Mega Blox’ style building bricks that I had bought very cheap from Wilkinson at Christmas and on the spot I decided to change my plan and an idea started to grow! I asked them to write on their bricks with dry wipe marker, using one brick per word and see who could create the longest sentence and therefore, the tallest tower. They had also just learnt how to use connectives, so their towers had the potential to grow to quite a height! They were mainly working in pairs (it is only a small class) and I dished out a handful of bricks per pair. Once they got going, they started to get quite competitive and almost forgot that there were creating quite long and complex German sentences in the past tense; something that causes headaches for quite a few pupils! They were even going around ‘borrowing’ bricks off each other to make their towers taller!
The atmosphere was, although competitive, quite serene; you could almost hear the quite buzzing of busy brain cells. At the end of the activity, I took photos. The pupils were so proud of their towers that they asked me to wait until they had run out of bricks! On this occasion there was no prize. They were simply happy to have the glory of creating the tallest tower in the class, and in doing so, creating fantastic, complex past tense sentences.
I learnt that you’ve sometimes just got to go with it; take a risk and wait to see what happens. Also, I learnt that you should keep your eyes peeled for cheap children’s toys; I’ve got quite a collection now!
Students 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.
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 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.
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!
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
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
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.
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.
After 18 months in Special Measures and being constantly under scrutiny (a particularly devastating blow to our department – we’d just attained 81% A*-C against a target of 69% when it happened) we’re always looking for new and interesting ways to bring engaging ideas into our classrooms. This idea came about in February as we were bracing ourselves for another Ofsted visit and has been a massive success with Year 10 and Year 11.
Here’s how it works:
1. Students work in pairs/groups with a poetry grid and two dice (tip-use foam dice!)
2. Take it in turns to roll the dice and answer the question. Others can add to/ expand an answer to raise to overall level of response once they’ve exhausted their ideas
3. If a double is rolled, talk on the topic area for 30 secs without hesitation, deviation… (you get the gist)
It’s simple, effective and fun but there’s more to it than just being a grid with pretty colours. Firstly, the questions are all linked to the mark scheme descriptors for the exam. The one in the picture is designed for the AQA unseen question and I’ve also created an adapted version for the Anthology poetry. This allows students to respond to the poems in a way that is directly beneficial to the exam skills they have to demonstrate.
Secondly, The colours aren’t random. Each colour is linked to a different area: pink=structure, purple=feelings and attitudes/mood and tone, yellow=language, blue=themes and ideas, orange=talk for 30secs, green (without doubt the favourite with students)=creative connections and ideas (not directly linked to a specific mark scheme area but to access the poem in a different way and just maybe come up with something that unlocks the poem in a way they wouldn’t have considered).
Thirdly, the way they choose the question to answer is differentiated. Say they roll a two and a four. If they take the larger number horizontally across the grid and the smaller number vertically, the question will be more challenging than if they do it vice versa. All the questions require thinking about but I think that to access discussion and ideas at the highest levels students often need to ‘warm up’ and this is one way they can do it.
You’ll see in the picture I also made a vocabulary grid to use alongside the game. Eight of the boxes link to the question areas, one includes the tentative language (could, may, might, possibly) we’d encourage students to use when exploring Literature. Whilst the words on the vocabulary grid are pretty comprehensive, I also made sure they fully covered anything students might need for the ‘Relationships’ cluster in the AQA Anthology.
For Year 11 who have studied all the poems and are preparing from the exam, they have used the grid in a few ways. Sometimes we focus on two specific poems. This is particularly useful prior to writing a ‘powergraph’ (more on this another time but it’s transformed the approach for our more able students). I mentioned creativity earlier. Combining the questions with a pick-a-poem style (ie pick two poems randomly from a bag/spinner) has generated all sorts of links and connections that students might never have thought about otherwise.
In whole class feedback, there a couple of ways it can been taken further. I usually ask what the most perceptive point is that someone in a group has made so everyone can benefit from different ideas. I’ll also ask which question has promoted the best discussion in the group-it can vary for different poems. I’ll then give students extra time to continue discussions, possibly looking at questions mentioned in the feedback part but they can also look at questions of a certain colour if the dice have missed out any areas or even just choose a question they fancy.
One of the other benefits that my less confident students have found is that certain questions really help them unlock ideas. These are the questions they revise and when going into an exam they can consider them if they are stuck. Many of my Year 10s reported this was the technique that helped them the most in their recent Unseen Poetry mock.
It’s interactive, fun and relevant. The responses are genuinely worth it and encourage students to think in a way that isn’t gimmicky but genuinely higher level. That’s been my experience anyway!
There are lots of different ideas about Flipping your classroom, see this TED talk for more. But essentially you provide your learners with resources and videos to allow them to ‘learn’ the material as homework and then build on this with skills in your classroom. Starting in September 2013, and as part of my MSc research, I have implemented my own interpretation of a flipped classroom with really interesting results. This post is a brief into to the research behind the flipped classroom and then I discuss how I have implemented it and the power of blogging to engage students outside of the classroom.
Flipped learning? Flipping mad?
Flipped learning is “…a form of blended learning that encompasses any use of technology to leverage the learning in a classroom, so a teacher can spend more time interacting with students instead of lecturing” where the instructor provides “an opportunity for academics to provide more personal feedback and assistance to students, but also to receive feedback from their students about the activities that they are undertaking and what they don’t yet understand.” (Wiley and Gardner, 2013).
Several papers have reported on the impact of ‘flipped learning’ on undergraduate psychology courses and suggested that there is a positive impact of this on students’ attitudes toward the class and instructors as well as on students’ performance in the class (Wilson, 2013). There are far too many technological changes to how we are teaching and learning to list here, but they all suggest that same fundamental question: How do students learn best? (Halpern, 2013) and the possibility the flipped learning could be a step forward should be considered.
Using videos to support students’ learning has attracted the attention of a large number of researchers (Young and Asensio, 2002) and a key concept within the idea of flipped learning is the use of new technologies to support learning; or as some would label: blended learning (Garrison & Kanuka, 2004). To successfully implement the flipped classroom approach, a change is needed to the existing traditional teaching approach. These changes have been conceptualised by Hamdan et.al. (2013) into four important elements referred to as four Pillars of F-L-I-P. These four pillars stand for Flexible Environment, Learning Culture, Intentional Content, and Professional Educator.
An interesting comment from Wilson’s (2013) action research where she attempted to flip her classroom is that she suggests that what she implemented was not totally a flipped classroom:
Although I have attempted to ‘‘flip’’ my classroom, what I have achieved is really a half- or three-quarters flip. I have removed much, but not all, lecture content from the course. (pg. 197)
This raises the idea that a flipped classroom is a binary entity – it is either flipped with no teacher delivery of knowledge or it is not. This I disagree with. Flipped teaching is just another tool which teachers should embed into their lessons when and where appropriate. Especially at post-16 level it would be difficult (impossible?) to completely flip ones lessons and expect all learners to assimilate all of the knowledge of A Level outside of the class.
The Power of Blogging
For the best part of a decade I have been using blogs to stretch my students and have given several lectures, INSETS or workshops on the topic. This started with PsychBLOG in 2007 where I hoped to provide wider reading and current research for my students – now a site getting ~25,000 views a month. Moving on our department has had a blog and posted notes and extra tasks for the last four years with great success.
Blogging software is becoming more advanced with each day and now it takes nothing more than a few clicks to create your own part of the internet. There are really an infinite number of uses for blogs within the field of education: writing and collating new and relevant news for your students, giving students a summary of what was covered in that past week, leaving homework assignments, and so many others. Not only can you write your blog posts but students, other teachers and colleagues can comment on your writing and start discussions about what was raised.
There are many kinds of blogging software but the two most popular ones are WordPress and google’s Blogger. Both of these sites allow you to set up your own blog online and post articles or general musings through a web-based interface allowing access wherever you have the Internet. If used well blogs can provide to be a central part of teaching and independent learning, however, general rules of web etiquette still apply and all users need to be aware of this.
With this in mind, I decided that a blog would make an excellent platform for my flipped classroom…
My approach to flipped learning involved giving students a ‘task’ each week to compete which introduced the topic for the next week. This flipped task involved reading a chapter (a few pages) from their course reader, watching a video clip and completing a quick multiple-choice quiz (see the gallery for screenshots).
One reason the flipped experiment was so successful was the addition of the quiz each week. This ensured that I could monitor the completion of the tasks. It is also good to stand by the classroom door and know before the students arrive who has not completed their homework task. After a few weeks the students knew there was no escaping it.
Weekly flipped task to be completed before session.
Quiz that is attached to each weekly flipped task to monitor progress (and to monitor completion of task)
Flipped video attached to each weekly task to enrich and save time in class.
Resources for the following week published each week.
As well as the flipped tasks, each week I would publish the work that was going to be completed in class, the powerpoint and extension tasks on Jamie’s Flipped. I was surprised how many students actually read the articles, watched the videos or completed the extra tasks. Many commenting that they would do them on the bus on the way into college or while sat watching television.
At the first consultation evening of the year I canvased opinion as to my new approach and the feedback was overwhelmingly positive with students stating that they liked the format of the tasks, it was more ‘fun’ than usual homework, and that they found the lessons easier as they had an underlying knowledge about what was going to be covered. More than this it gave me more time in class to complete tasks and develop my students understanding of the content and experiment with other activities that I would not usually have had time for.
My experience of ‘flipping’ my classroom this year has been a really positive one and it is something that I will continue to develop and use in future years. As well as all the benefits of the flipped classroom my students know that all of their resources, homework and guidance is going to be ‘on flipped’. They know where to go if they miss a lesson to get the resources, and where to get extension exercises from when revising. It has required an investment of time – but nothing horrific – and now that I have the lessons for this year, as with everything in teaching, I can adapt and reuse these next year.
I have had loads of emails and tweets from people that would like to flip their classroom but don’t know where to start.
Here is a short (~15 minute) video that I have made that will take you from nothing to having a blog with your first flipped task containing text for your students to read, a document for them to download, a video for them to watch from youtube and a quiz to check their progress.
Here are links that I mention in the screen-cast:
resourcd.com – teacher resource sharing site resourcdblogs.com – where it all takes place wordpress.com / blogger.com / edublogs.com – other sites you can set up a blog
If you are considering flipped learning or just giving your students a different type of homework once in a while then this could be an excellent opportunity to experiment.
I could have spent hours talking about wordpress and all the ins-and-outs of it – so it might feel a little rushed. The best thing you can do it set yourself up a blog and spend an hour experimenting and seeing what you can achieve.
0530 on a Saturday morning is difficult, cold and after another long night of the ashes, very miserable. However, I was off to a Pedagoo event, packed with exciting speakers, thoughtful teachers, inspiring individuals and I was pretty confident that my chosen Saturday CPD event was going to be brilliant. It was…
The first thing that blew me away (after registering with the very welcoming pupils of the school) was the amazing building. It was bright, clean, tidy and very much the type of modern building I come to expect when I go ‘somewhere nice’. Just as our children know when they are being shortchanged as regards use of windows XP on old PC’s, they know it when they walk into a dingy building which is in desperate need of a paint job. Michael Gove said that the building and environment of a school makes no difference. I drive past these buildings at Fettes and Stewart’s Melville on the way to my school every day. Clearly, environment makes a difference.
The other thing about the building I loved was the use of images of Joseph Swan children working, often with ideas about how they work, or slogans/quotations about respect, reading etc behind them. That is something I will try and create in the next couple of weeks if energies allow as it looks so good and inspires.
Whilst having my complimentary tea and danish pastry (which would contravene the bring your own tea and biscuits policy of many councils) I set about reading my welcome pack. I loved the Happy Mondays leaflet which contained loads of great, ready to use, ideas for enhancing and reinforcing learning in the classroom. The Happy Mondays reference is because the teachers at Joseph Swan receive and e-mail every Monday, with a new idea or resource in it from their SMT. I love that idea!
MY first session of the day was in the Reading Room (and what an amazing space that is…) with David Hodgson. David talked about how we learn and how we can use techniques in the classroom to help children learn and remember how they learned things. As a primary teacher I get asked lots of questions from the children and my most frequent answer to them is good question. I don’t believe in throwing the knowledge confetti about for a couple of reasons. Firstly, I’m not convinced the children will remember it whilst they walk back to their desks and secondly I (or A.N.Other teacher) will not always be there for them when they have a question or want to learn something. The things we did in his session were all practical examples of an NLP approach, and I was so impressed I bought his book for my Kindle this morning. He used this pupil feelings graphic in his session too which I find a useful tool to have by my desk in the class room. Something David said which rang a bell was that we should ensure our children ‘Have a get out clause for children when they don’t learn’. This is vital, so often our children get way more stressed than we ever do about a wrong answer. We need them to take risks, get it wrong, change it and get it wrong again, smiling all the time! That is a successful learner right there.
The next session was with Rachel Orr who is HT at Holy Trinity Rosehill Her workshop was about developing writing through Primary Learning and specifically using Pie Corbett’s talk for writing work. I had worked on a Pie Corbett workshop for writing day before (January 2007??) and it was amazing. I’ve bought a few of his books and love his approach to writing. There is a lot of material on the internet too to supplement his written work. I also liked the punctuation sounds and actions which children are to use when they are talking and can then reinforce the assessment process in class. Rachel has used Pie’s work in two differing schools now and shared with us examples of the successes her young writers had, and these examples cal be seen on her school blogs. Rachel gave us a disk with loads of fantastic resources on, many her own work (the learning keys are a great idea!).
During lunch I met some great folk including @spiceweasel77 who is doing some brilliantly exciting things with his class!
After lunch it was on to Hywel Roberts session. Hywel spoke passionately and humourously about creating contexts in the curriculum, allowing the children to view the learning they are given through their own filters and engaging children in their learning. I made loads of notes during Hywel’s session and later tweeted many of them. Here’s the quotations I tweeted:
‘It’s our job to get the World thinking.’
‘We need to dig learning holes for our children to fall into.’
‘we are the people who make sense of the curriculum we are given. ‘
‘Have a what’s great 2 mins at the start of staff meetings’
‘we need to induct our kids into learning’
‘all of these things are just doing the job we’ve been asked to do. That we’re paid for. ‘
I’ve got Hywel’s book and it’s a great read. I need to do more of this in my classes. It’s great stuff. I was incredibly impressed with Hywel and the way he works in schools.
Finally, my last session was about using enquiry based learning in maths. Stephanie Thirtle took this session, she is a maths teacher at Joseph Swan. (I’d love The Girl to have her as a maths teacher, lessons would be so interesting!)
We did some enquiry based openers which really got us thinking and she talked about the approach of letting the children work things out for themselves, rather than an I teach then you do model. I love the work things out idea and think the way she’s bringing it to maths in a high school works really well. Much of the rationale for enquiry based learning was on her presentation and clearly showed examples of enquiry based learning which we could use as one-off lessons or develop for a maths topic. Such things investigating square numbers, straight line graphs using algebra, and one which P7 will be seeing soon – 12 Days of Christmas maths.
Her room displays were wonderful and I snapped many of them on my phone and you can see them here. I particularly liked that ways she put maths into context making it real for the children.
That chimed so well with the session from Hywel previously.
I came away with my head full of wonderful ideas and a bag full of goodies!
So, what next…well before Christmas I will make some posters of children and their ideas about learning to go up in school and I will also make some musical posters for the music room.
After Christmas I will take loads more of these ideas and run with them. It’ll be different, fun and learning will happen.
We are excited to be partnering with The Big Draw this year in delivering a workshop online that you can all take part in, for free! Anyone across the globe can take part using your GPS location tracking system on your mobile device along with a simple GPS Drawing app. This type of drawing technique is fun, experimental and really doesn’t require any previous experience.
In true Portfolio Oomph style, we have a free eBook that guides you through the process of setting up the app and using your body position on the earth as your pencil!
Having been introduced to Hattie’s work on ‘effect sizes’ in the learning environment last year (http://www.learningandteaching.info/teaching/what_works.htm), I took it upon myself to investigate advanced organisers in my own practice. This is said to have an average effect size of 0.37, which in comparison to other methods is reasonably small. However, I opted to focus on the use of analogies and metaphors within my teaching practice, as personally I believe comprehension to be greater if a new subject is related to a familiar subject. Of course, many of us will naturally do this without a second thought, but I intended to consciously approach sessions with the intention of overtly using this method.
One example of this practice quite recently was when teaching the flow of blood around the cardiovascular system to a group of level 2 BTEC learners. I introduced the topic by asking the group to share their thoughts on the process of going to the gym – this involved eating food to give you fuel (collecting oxygen from lungs), travelling to the gym and going through the changing rooms (left side of the heart), working out and ‘burning’ the fuel (feeding the muscles with oxygen), travel back through the changing rooms (right side of heart) before travelling home (the lungs) to start the process again. Obviously when doing this, I did illustrate on the white board. I then made reference to the fact that the gym process is similar to the flow of blood…Following this, I gave the learners the opportunity to create their own analogies of the process. Working in groups they created some amazing ideas such as the process of topping up and using a mobile phone, travelling through the petrol station to name a few.
For the learners, this particular process taught alone can be very challenging, yet now they have their own analogies for the process, they are able to demonstrate a far greater understanding.