Wednesday 10 November 2010
Sunday 7 November 2010
First round of gallery lessons
We have had a really successful first round of gallery lessons, where a few members of the TELL group have opened their doors to anyone wandering by who fanices looking at some interesting teaching techniques!
We had Rebecca Jones showing us how to engage students in their Mathematics. One comment from those watching the lesson was: 'the use of learning through verbal discussion in 'circle time' proved to be a really effective way of engaging students in mathematical concepts, without them even realising they were doing Maths!'
We then had Craig Hobbs demonstrating how to develop the use of target language in a German lesson. Comments from those that observed included: 'I found Craig's use of target language from the moment students entered the room really useful to observe. I will be trying this with my groups, in an attempt to get them into a German frame of mind right from the outset of the lesson.'
I used the Thinking Hats to demonstrate how to stretch the most able students with a top set Year 9 English group. Some thought they would develop the idea for their subject area by using the idea to try out a 'devil's advocate' hat or a 'give it a go' hat for the more reluctant in weaker sets.
Overall, a positive experience and one which we will hopefully repeat with a different focus as the year progresses...!
We had Rebecca Jones showing us how to engage students in their Mathematics. One comment from those watching the lesson was: 'the use of learning through verbal discussion in 'circle time' proved to be a really effective way of engaging students in mathematical concepts, without them even realising they were doing Maths!'
We then had Craig Hobbs demonstrating how to develop the use of target language in a German lesson. Comments from those that observed included: 'I found Craig's use of target language from the moment students entered the room really useful to observe. I will be trying this with my groups, in an attempt to get them into a German frame of mind right from the outset of the lesson.'
I used the Thinking Hats to demonstrate how to stretch the most able students with a top set Year 9 English group. Some thought they would develop the idea for their subject area by using the idea to try out a 'devil's advocate' hat or a 'give it a go' hat for the more reluctant in weaker sets.
Overall, a positive experience and one which we will hopefully repeat with a different focus as the year progresses...!
Sunday 26 September 2010
Ideas to extend classroom questioning for creative thought
Thinkers Keys
The reverse - use words such as cannot, would not or never to consolidate knowledge. E.g. name 10 objects that you would not find in Egypt.
The 'what if' - ask any kind of 'what if' question. E.g. what if we had an extra day in the week?
The BAR - could be used to think more creatively about everyday objects...what would happen if _______ was 'B'igger, 'A'ddition, 'R'emove/replace?
The construction - a problem solving task that requires students to think creatively about using materials. E.g. Construct a method of crossing Wilen Lake using only _________.
Plus, minus, interesting - here students take a scenario or question and consider all the positive, negative and interesting aspects of the theory.
The prediction - students think creatively by projecting and predicting the outcome of events/scenarios. E.g. What will Milton Keynes look like in 2000 years?
The picture - a picture, which bears no obvious or immediate relevance to the area of study, is used to challenge students' thought processes whilst they try to link it to the topic.
The ridiculous - make a ridiculous statement that would be virtually impossible to implement, then get the students to substantiate it. E.g. It should be law that every person should live abroad for a year of their life.
The commonality - select two disimilar objects and ask students to find the 'common' links. E.g. How are the Eiffel Tower and the Pyramids the same?
The question - start with the answer, students come up with the question.
Interpretation - come up with an unusual situation, then students have to create some explanations for how the situation came about. E.g. There are no longer any crocodiles in the Nile. Why?
The reverse - use words such as cannot, would not or never to consolidate knowledge. E.g. name 10 objects that you would not find in Egypt.
The 'what if' - ask any kind of 'what if' question. E.g. what if we had an extra day in the week?
The BAR - could be used to think more creatively about everyday objects...what would happen if _______ was 'B'igger, 'A'ddition, 'R'emove/replace?
The construction - a problem solving task that requires students to think creatively about using materials. E.g. Construct a method of crossing Wilen Lake using only _________.
Plus, minus, interesting - here students take a scenario or question and consider all the positive, negative and interesting aspects of the theory.
The prediction - students think creatively by projecting and predicting the outcome of events/scenarios. E.g. What will Milton Keynes look like in 2000 years?
The picture - a picture, which bears no obvious or immediate relevance to the area of study, is used to challenge students' thought processes whilst they try to link it to the topic.
The ridiculous - make a ridiculous statement that would be virtually impossible to implement, then get the students to substantiate it. E.g. It should be law that every person should live abroad for a year of their life.
The commonality - select two disimilar objects and ask students to find the 'common' links. E.g. How are the Eiffel Tower and the Pyramids the same?
The question - start with the answer, students come up with the question.
Interpretation - come up with an unusual situation, then students have to create some explanations for how the situation came about. E.g. There are no longer any crocodiles in the Nile. Why?
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