Archive of ‘Planning’ category
Ways of working
Questioning to get to deeper levels of thinking
- posing and answering – orally and in writing
- exit passes
Thinking – visibly
- Thumbs/ fingers
- Piggy backing
- clarifying question
- giving examples
Making mistakes as a positive part of learning process
- neat, legible, margin – for feedback
- Cornell Note Taking System – to develop key word note taking, heading and questions, and summarising
- develop self assessment and peer assessment against criteria
- ease of reference
DRAFT (acronym to develop better sentence structure)
- add connectors
- form new verb endings
- talk it out
Above the line/ Below the line behaviours
- What do you want to see, hear, feel in/ about/ from your peers?
- What are some things you don’t want to see, hear, feel about your peers?
- Problem, Options, Outcomes, Choice. How did it go?
- Word Wall – included in oral explanations – written
Everyone participating in discussion as much as possible
- “__________what do you think?”
- “Can you give an example_________?”
Peer support, constructive criticism
- Distribution of resources and packing up
- Cornell Note Taking system
- Developing writing along the Register Continuum
- Explore writing styles – in texts we read, including graphs, diagrams, captions, etc.
- Mental Routine
- whiteboard markers and cloths to erase
- Number Talks
- draw representations to match student’s descriptions
- Structure to meet needs of students
- Recall, Apply, Analyse, Evaluate/ Create
- Help Desk
- Secret Code strategies
- used to describe processes used
- Subitising – expanded
- relate to other ideas/ situations
Enjoyed reading this blog post today, and will look forward to implementing some of the ideas into my classroom practice this year. Since listening to Deb Masters at the start of the year showing a video of students in New Zealand describing their learning, and simply observing how motivated my own children and others are when playing various games, I have been wanting to try to synthesise some of these factors into my teaching.
I am working on an idea at the moment, after exploring the SOLO taxonomy. What if students designed their own ‘game’ with 5 different levels? The levels would need to build in complexity – as most games do. We would then use this regularly as an analogy to describe their own learning in various areas. This could also be linked with an art activity and perhaps some exploration of the fantasy genre in literature.