Mr Woodard (D&T) – Year 8 students were busy thinking about what a design specification involves, as they were due to begin a project that challenged students to build a functioning clock. Mr Woodard challenged students through a series of questions to try and assess what students already knew about design specifications. Through a class discussion students were introduced to a design specification and were given one for their project. Mr Woodard then modelled the end product by showing clocks designed and built by former students to give the class a concrete example of what excellence looked like.
Ms Ridgeway (English) – Year 7 students were being exposed to a really challenging text and being asked to describe a passage using specific vocabulary. It was really clear that Ms Ridgeway had really high expectations of students both in the content of the lesson, how students articulated they’re understanding and also of the written work in student books. Ms Ridgway also expected much of student responses when questioning the class. She made really good use of follow up questions to force students to think more deeply about each question with almost all questions immediately followed up with ‘Why?’
Mrs Williams (English) – Mrs Williams engaged students with a really difficult text and challenged students to identify vocabulary they were not familiar with. Students had to then attempt to identify the meaning of the word by looking for clues within the text. She modelled this brilliantly by explaining the thought process of how to approach this problem. Students were then given time to practice before feeding back to the class. Mrs Williams demonstrated really high expectations of students through the use of language and the level of text she was using with the students.
Mr Bunnell (History) – Year 7 students were in the middle of discussing skills required for different jobs during this PSHE lesson. Mr Bunnell made a great use of a simple routine (5,4,3,2,1) to get students quiet. By the time he arrived at ‘1’ the room was in silence – a good sign of an established routine. In questioning students about different types of skills required for different jobs the class had come up with a list of important skills. Foolowing a really clear and concise explanation about why skills like communication, confidence, e.t.c. were important, Mr Bunnell then questioned students to more depth asking them to explain what skills were needed for a particular job. Students were expected to justify their answers and were challenged to think hard through follow up questions.
Mrs Baker (Learning Support) – Year 9 Science class. Mrs Baker was supporting a number of SEND students with challenging ‘Electrons’ task set by Mr Rogers (really high expectations here!). Mrs Baker used great questioning to help students make links between key bits of knowledge before being challenged to extend their answers. She also made really good use of a mini-whiteboard to model the process and outcome to students which helped the students to attempt questions and work independently.
Ms Kirk (English) – Year 7 students were preparing for a creative writing task that was coming up in the next lesson by extending their vocabulary. Ms Kirk had provided students with a simple list of vocabulary and had challenged the students to come up with alternative words that could be used. Ms Kirk made good use of questioning to draw out answers from students and then force them to think really hard by elaborating on their answer, “Why is that word more extreme than…” The presentation of work in books was of a really high standard as highlighted by a piece of written work about a Greek myth.
Mr Gandon (Astronomy) – Year 11 students were engaging with retrieval practice by re-capping an assessment from 6 months ago to see what they could remember (a vital part of learning!). They started by using a knowledge organiser to self evaluate their current knowledge, which helped students to identify areas to improve. Questioning was really focused and forced students to think about specific bits of knowledge. Mr Gandon quickly switched between knowledge recall style questions and more in-depth questioning that encouraged students to apply the knowledge to a broader problem. Mr Gandon also made his explanations really concrete by using appropriate analogies, for example he likened the dust tail of a comet to the tail of a kite.
Mrs Guy (PE) – Year 7 Dance lesson and students were listening to instructions from Mrs Guy. She explained the sequence of moves that students were learning and modelled them to the students using diagrams projected onto the wall. Students were then able to engage in some deliberate practice and work towards emulating the techniques that had been modelled.
Ms Curley (Learning Support) – Ms Curley was in the middle of leading a small reading intervention group for SEND students. Having just read a chapter from a book, students were being challenged to think hard and comprehend what had happen to the characters in the chapter. Ms Curley created a competition using the ‘hang-man’ game to get students to think about key vocabulary from the text. The element of competition appeared to spur the students on!
This weeks blog of the week goes to Chris Hildrew for an older post entitled: ‘Closing the gap marking.’
At school recently we have been discussing why pupil premium is important and looking at things teachers can do in order to ‘close the gap.’ This post gave some real practical advice on how the act of marking and feedback is one of the most powerful tools at our disposal as teachers to enable all students to progress with their learning.
It’s the gap between students receiving the feedback and acting on it that we need to address.
How often do we spend a lot of time and effort providing feedback to students but don’t insist on all students acting upon it?
This weeks blog of the week is great reflection on effective questioning and what the purpose of questioning is.
The blog post outlines the reasons for questioning and includes a range of different strategies that can be employed across all subjects. It finishes with a set of questions to reflect on your own questioning…
This weeks ‘blog of the week’ has another revision theme and goes to Head-teacher John Tomsett – This much I know about… what really works when preparing students for examinations.
In the post John shares his vast experience of preparing student for exams and enlightens us with some tried and tested strategies.
15 minute forum: ‘Positive relationships with staff and students’ | Sharon Porter | @sporteredu
Summary of forum.
Make it a habit.
- Make an effort at all times (even if you are feeling ‘crappy’).
- Smile and say “Hello!”, “Good morning!”, “Good day!” Even if you don’t know that member of staff or even if you don’t teach that student…it can make a difference to someone’s day.
Positive relationships with students.
- You will need to do the usual text book stuff
- Praise students
- Let them know that you are proud of them (verbally or written amongst feedback in books)
- Make sure that students are aware of your expectations; be firm, be fair be consistent.
Positive relationships with colleagues
- Make eye contact when you are talking (it might feel a bit strange to start with but it just comes across as rude if you don’t!)
- Listen. Really listen. Try not to sit there thinking about what you are going to say next…you’re not really listening. Summarise what you’ve heard and clarify this with ‘informed’ questioning.
- Express yourself; don’t just agree all the time. Challenge colleagues in conversation and occasionally ask “why?”
- Why do you think that? Where did you get that information?…..
- Give someone a compliment – I really liked what you had to say in that meeting because…; I thought that proforma you produced was really good; I particularly liked….
- Don’t shoot folks down if you don’t like what they have to say. Suggest alternatives
- Offer help – even if you are really busy, can you take on a small task to help a colleague? There is always someone in a worse position that you.
- Be positive…it will make you feel better!
I wanted to write a definitive post for NQTs but was struck by how many useful posts already exist. Instead of repeating what others have already written, this post will serve to index some great advice from some remarkable people. The is predominately for new teachers but will also serve as a timely reminder to all teachers at any stage in their careers.
- It is completely normal | Sue Cowley | @Sue_Cowley | Blog
- ‘Crowd wisdom for NQTs’ iBook | Rachel Jones | @rlj1981 | Blog
- A letter to my NQT self | Chris Hildrew | @chrishildrew | Blog
- Contemporary educational ideas all my staff should know about | Tom Sherrington | @headguruteacher | Blog
- The pedagogy postcards series | Tom Sherrington | @headguruteacher | Blog
- This much I know about why all of us must improve our teaching | John Tomsett | @JohnTomsett | Blog
- Back to school series | David Didau | @LearningSpy | Blog
- Some quick tips for NQTs and Trainees | @OldAndrewUK | Blog
- What I wish I knew then | Mark Anderson | @ICTEvangelist | Blog
Why? I’ve struggled to get 100% attention from students 100% of the time. Quite often when I instruct students I’ll use the “3,2,12 technique to get students attention, which works well. But I then struggle to retain attention. This is made especially difficult when teaching in a Computing room – the lure of the computer screen can be too much for students. A typical instruction will have to be halted within seconds to address students who’s eyes have wondered back to their computer screen.
Possible solution. I needed a routine to retain student attention. I started my research by looking at Doug Lemov’s excellent collection of videos for his ‘Teach like a Champion’ book. I came across the video below.
It was during the video I saw a poster on the wall of one of the classrooms with the word ‘SLANT.’ Further investigation led me to discover the meaning of this term. SLANT is a strategy used to get students to pay attention not only when the teacher is talking but also when a student contributes to a discussion. An overview of the strategy can be found below…
Sit up: What is the right posture to sit in the classroom? Is it to rest your head on your hands, sit slouched in your seat or put your head down on the table? These are all positions that will put students to sleep. In order to develop attentive listeners, it is essential to encourage students to sit up straight with their back against the seat, feet placed firmly on the ground and hands on the table. This is the optimal position to ensure good learning and processing of information.
Lean forward: Another position that is critical to promote active listening is leaning forward. Students should be taught to lean forward during a lesson. It may also help teachers understand the interest level of the class and fine tune their presentation to make it more interesting for the students.
Ask and answer questions: This component can liven up the classroom and encourage students to be active in their learning process. Encourage them to clarify their doubts, answer questions, and discuss or debate on ideas. These question and answer sessions can help activate their thinking, encourage critical analysis of the content and strengthen their understanding of the lesson.
Nod your head: Nodding one’s head is a form of nonverbal communication to indicate that the lesson has been understood. When a teacher observes a student nodding his/her head, they may proceed with the lesson. On the other hand, failure to nod will signal that the student has not understood the lesson and the teacher may need to clarify or explain further. “N” can also stand for ‘noting down and naming key information’ which enables students to retain the information and makes learning stronger.
Track the speaker: The attention span of every student is different. Tracking the speaker is a visual cue to be attentive. Students should be encouraged to track both the teacher and other students who are presenting in class. The conscious effort to track the speaker will help students to be attentive at all times and prevent them from getting lost or daydreaming in class.
Taken from Professional Learning Board.
Outcome. I am in the early stages of trialing this technique with Year 7, 8 & 9 students. I have found ‘Track the speaker’ particularly useful as a cue for students to pay attention to whoever is speaking. At the time of writing it has taken a lot of hard work to embed the routine but I am beginning to see more students listening to instructions and positively engaging in class discussions. Other teachers in my department have also started to embed these commands and the initial feedback from them is positive. One restriction at the moment is that students are only exposed to the routine in my classroom for 50 minutes a week so they don’t get to practice as often as I’d like. This means I have to continually remind them, but I believe the effort I put in is worth the outcome.
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Feedback. Please let us know how ‘SLANT – Building habits in the classroom’ worked for you. Leave a comment on this post or tweet us at @nslhub.