Plenaries to Help Literacy
- Encourage students to select five words from the lesson and construct a glossary at the back of their book. These can be used as a starter spelling test next lesson. This is also useful if, in pairs, one student spells and the other gives the definition.
- Word Walls – make them active: new words are posted by the students at the end of the lesson – allows you to introduce new vocabulary and highlight key subject specific words
Any other ideas?
A Classroom for Learning
- Try experimenting with classroom layout (e.g. horseshoe fits most purposes: allows maximum interaction between students during discussions; permits easy access by the teacher to all students; ensures teacher can see all students’ faces)
- Try different groups of students
- Displays – examples of students work to illustrate specific grades; posters about current topics; motivational posters; key words related to topics; photographs of students enjoying their learning
- Use dramatic music during a plenary (sometimes called the ‘concert review’)
Please share any other ideas!
Whose round is it anyway?
- One off: set up the lesson like a pub quiz with class divided in to teams. Set up different rounds to get a final score (e.g. ‘Fill in the Blanks’, ‘Odd One Out’, ‘Picture Round’).
- Run the rounds once a fortnight to create a league system
- Allocate roles e.g. Team Captain, Score Recorder to create sense of responsibility
- Helps develop teamwork, encourages synthesis
Any other ideas? Please tell us!
Philosophy for Children (P4C): All the Hallmarks of Outstanding Learning
P4C techniques allow students to:
develop capacity for questioning
engages in enquiry based learning
analyse and construct ideas
These lessons serve as a great ‘lead in’ to written outcomes because students have really thought about their ideas and the ideas of others before they put pen to paper.
More detail here: Sapere P4C
If you have tried P4C techniques, please share your experiences by leaving a reply.
AfL Knowing Me Knowing You Ah ha…
Feedback is the most powerful strategy for improving students’ progress (Sutton Trust Report 2011).
Triple Impact Marking
1.Students reflect on what went well (www) and what might have made their work even better (ebi)
2.The teacher asks questions about the students’ work: How could you…? What might…? Do you think…?
3.Students answers the question and explains how they will improve next time.
Please share your ideas/thoughts for high quality AfL strategies.
Really good article here:Making Feedback Stick
What does outstanding teaching look like? Ideas please! Let’s create our own GHS list. Please add your thoughts using the ‘comment’ feature.
Some ideas here:
Click here to see a short film about ZPD:
This week, as a school, we have had an increased focus on differentiation; what adjustments we make to teaching in order to enable all students to experience success. This related directly to the ‘zone of proximal develepment’ (ZPD). Research suggests that we learn best when on the very edge of our comfort zone (think about learning to drive and how much you learnt initially when you were on the edge of your comfort zone).