Agree Build Challenge

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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.

Making parents evening meaningful

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Provided by Francisco Alegria

Prior to a parents consultation evening each student is given an attainment plan which they have to fill in. A sample is provided below:

Parents evening

The idea of the sheet is get students to rate their current effort both in and out of the lesson and provide a reason why they have, for example, rated themselves a 2 for homework. This can then prompt a discussion with the student as it may be something that you were not originally aware of.

The students also have to identify the independent learning they are currently doing – this is pre populated for each year group. This is then used to direct students to specific activities to help improve their learning.

The students take the document home and get their parents to sign it. They are then returned to the teacher and are used during the consultation evening. For parents who are unable to attend this gives them an idea of how well their child is working in that specific subject and can prompt a discussion at home.

I have found that I am giving comments and feedback that are tailored to the student rather than the same comments over and over again.

Use of AB Tutor in ICT rooms

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Provided by Andy Cawthray

The use of AB Tutor regularly will promote sensible use of computers during a lesson based in an ICT room.

By regular and confident use of AB Tutor pupils will get used to the idea of the teacher being in full control of what happens on the computers.

This can be done through several techniques whilst using AB Tutor:

  • Locking screens to get attention/quieten class
  • Demo/model work to be done in the pupil screens – show skills, or what you expect from the pupils
  • Close programs – if student is not doing what they are supposed to be AB Tutor allows the user to close the program e.g. looking at the Internet when they should be working on Word – close Explorer/block explorer
  • Log students off computers if not doing as told / or forget to log off
  • Chat – teacher can chat to a student via a window on screen – can be useful to gently remind students to stay on task
  • Questions – use polls to get feedback from students on whether they have met learning objectives
  • Watch students screens – individually or all at once via a grid – can be useful to show the students this so they are aware that you can see their screens – this should stop students going on to software/looking at things on the internet that is not work related.
  • Sharing screens – take over a student screen and model what they should be doing/or correct errors they have made whilst they watch on their screen.
  • Showing example good work by a pupil on the whiteboard – take over student screen and move window to white board screen – discuss good features of the student work – other pupils get to see what others are doing.

 

Through regular use students become used to the teacher being in control of the computers, this helps with behaviour management and encourages all students to ensure they are working well during the lesson – they become very aware that the teacher can see their screens and will if necessary control their computers.