This weeks #BOTW comes from Matt Davies a secondary MFL teacher who describes how he is setting the bar high for all students and supporting them through scaffolding. Here’s a snippet from Matts post…
But challenge is difficult. I am the first to admit that I get things wrong, gauging work either too hard or easy at times. But I would like to think I am flexible and can adjust in these circumstances. The key thing though is that the bar is high always regardless of the students starting point. As Andy Tharby and Shaun Allison discuss in ‘Making every lesson count’, to not set the bar high is to disadvantage students who might be deemed less able (for example) and it is therefore about how we scaffold tasks and make them more accessible.
Read the full post here: https://mrdavismfl.wordpress.com/2015/12/21/challenge-and-scaffolding/
This weeks blogs of the week look at challenge and how this can be achieved in various different ways across the curriculum. Both posts nicely summarise what is meant by challenge and ‘challenging work.’ They also provide a number of strategies to use in the classroom tomorrow.
- Challenge – success for all: https://classteaching.wordpress.com/2014/02/27/challenge-success-for-all/
- Great lessons number 3 – Challenge: http://headguruteacher.com/2013/01/31/great-lessons-3-challenge/
This weeks blog of the week isn’t a blog but a video of David Weston’s recent TedX talk.
In the talk David outlines the principles of great teachers by drawing parallels with great doctors and dancers.
Worth 20 minutes of your time!
#BOTW this week goes to Dan Brinton for his wonderful insight and dissemination of some research into what makes great teaching. As Dan outlines in the beginning of the post:
This blog is a summary of a Practice Guide by Pashler et al. from 2007, which sets out to provide teachers with specific strategies for instruction and study.
I came across it in a roundabout way via this paper by Dunlosky et al cited in the “What makes great teaching? Review of the underpinning research” by Rob Coe et al.
The central tenet of this particular Practice Guide is that learning depends on memory, which can in turn be strengthened by concrete strategies. These strategies help students to master new knowledge and skills, without forgetting what they have learned.
Why? Proof reading – self assessment. I am forever correcting the same mistakes which arise from a lack of proof reading. As soon as I question a student they know how to correct their work, but they don’t seem to do it!
Possible solution. Walking dictation. Students work in group of three – one student is the scribe and the other two are runners. Differentiated texts, images or sound files are placed across the classroom from where the groups are based.
One runner from each group at a time ‘walks’ to their allocated text, reads part of it and returns back to the group where they dictate to the scribe what they read. The other runner hears how far their team mate read and goes up to the text to read and then return to relay the next part of the text to the team. The scribe is using listening and writing skills and the runners are using listening, reading and speaking skills.
All members are working on their communication and team work skills.
What’s the carrot? Well there has to be a success criteria and I use the least amount of points win. Winners win one point, second place two etc. However, points are incurred for misspelt words, or indeed missed words.
Outcome. Challenge and drive for accuracy. It is an engaging task where students realise the importance of accuracy and to check over their work to eliminate avoidable errors.
Post submitted by:
Head of MFL
Feedback. Please let us know how ‘Walking dictation’ worked for you. Leave a comment on this post or tweet us at @nslhub.