Challenge

Independent learning: Learn, Do, Check

missrmckeeverLeave a comment

Provided by Lillian Blakeley

I have a problem with pupils who ask me after a lesson introduction and demonstration what they are doing in that lesson. In order for me to not lose my cool, I started writing out my lesson objectives and success criteria slightly differently… I added a middle column ‘Do’ so that I could write a list of what pupils need to DO to LEARN. The ‘Learn’ is always phrased ‘how to…’ and the ‘Check’ is always a question.

See examples below… If/when I get the annoying question ‘what am I doing this lesson’?’ I can simply point to the board or ask a pupil where they need to look to find out that information.

I keep all the slides and add to them so it becomes a series which I can modify and re-use.

It is also an easy way to differentiate – the Do-list can include extension tasks and move the lower abilities pupils quicker (it is the higher ability students who take the longest in Art).

This slideshow requires JavaScript.

 

 

Modelling Reading

missrmckeeverLeave a comment

Provided by Sarah Dukes.

Modelled reading is a strategy which allows the teacher to explicitly demonstrate the process of reading by ‘thinking aloud’ about the strategies that are being used to decode words, comprehend meaning and read with fluency and expression.

Modelled reading involves students listening to a text read aloud by the teacher. The teacher models skilled reading behaviour, enjoyment and interest in a range of different styles of writing and types of text. It provides an opportunity for teachers to demonstrate their enjoyment in reading, and allows students to see a purpose in independent reading.

Modelling reading

For further information go to: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracmodelled.aspx

You can also find more information in the CPD folder on Staff Academic.

Agree Build Challenge

missrmckeeverLeave a comment

Provided by Jane Gleaves

This activity is to help students develop an argument for a question or debate. The following instructions are shared with the class:

In your table / groups consider the following statement(s).

Step 1 Think about how you will respond.

Step 2 Decide to agree, build or challenge.

Step 3 Find evidence to support what you say.

The students are given a statement or question that they are going to answer. Working in groups of four, each student has to pick whether they are going to agree, build or challenge the argument. The students then use the following grid along with the evidence (textbook, book, case study, article) to help them develop their argument:

ABC grid

The first student will give their opinion and a reason. The second student will agree with the opinion of the first student. The third student will build on these opinions and the fourth student will challenge the opinions of the previous three students.

Pick two or three groups to share their answers with the group.

This works well with any year group.

You can find a copy of the grid and slide template in the 15 minute forum folder in Staff Academic.