Why? Students, due to apathy or due to the state school pandemic of not wanting to sound clever, often avoid giving a thorough explanation to reveal the depth of their learning; rather, given the chance, they will utter a barely audible ‘yes’ or ‘no’ and quickly retreat back into their protective shells. Sound familiar?
Possible solution. To combat this – a simple solution: have high expectations of students’ oracy so that they respond in full sentences.
a) To achieve this, get students to rephrase your question as part of their answer.
For example: Why does Dickens open his novel, Bleak House, with pathetic fallacy?
Student answer: Dickens opens his novel, Bleak House, with pathetic fallacy because…
b) When posing an open-ended question, provide an oral scaffold to extend students’ thinking.
An example slide scaffolding oracy.
Outcome. Having high expectations around students’ oracy has resulted in students providing in-depth feedback as opposed to giving one word answers. In English, levels can also be attached to the quality of student responses: level 5 is linked with being able to explain your ideas; level 6 requires students to explore ideas, thereby showing that information can be interpreted in different ways. As a result, students have evolved to see the value and importance of talk in a lesson – no longer is it an opportunity to doze off or give a mere one word answer, which had previously given them the impression that they were making a meaningful contribution to the lesson – but, by giving extended answers, students now realise that this is an integral part to the lesson. It has also helped to bridge the gap between the talking and writing stage of the lesson. Students recognise that if they can articulate their ideas verbally, this also helps them to translate their ideas to the page.
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Feedback. Please let us know how ‘Developing oracy: Getting students to respond in full sentences’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why? To ensure that students are aware of the key questions that need to be asked and answered in a learning topic, and that pre-planned questions are appropriately pitched to the right students in a very mixed ability class (grades A through to E at A-level). Also, when questions are chosen carefully to have an appropriate level of challenge for each ability, this resource makes it easy to demonstrate the progress students make within the lesson.
Possible solution. As they walk into the lesson, provide each student with a slip of brightly coloured card with their key question on it and some space to write their answer on the card later on. Questions which are more open to interpretation can be repeated with different students. Students should keep their question card on their desk in front of them throughout the lesson as a visible reminder of the key question that they are seeking an answer for. Either use these questions punctuated throughout the lesson to draw students attention to what they have learnt so far after each activity, or use as a plenary at the end of the lesson.
A set of pre-planned and differentiated questions, a couple of pieces of coloured card.
Outcome. The key questions keep students intently focused throughout the lesson seeking the answer to their question. Student responses to these questions, and further questioning that develops from their responses, enables the teacher to demonstrate the progress made within the lesson. Pre-planned questions which are more open to interpretation enable the teacher to ‘basketball’ the questioning to develop a depth of response from a range of students.
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Feedback. Please let us know how ‘differentiated question cards’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why?To raise achievement in my Year 12 and Year 13 classes, I knew that this year I needed to have an embedded exam focus in all my lessons and not just at the end of topics. At the same time, I also felt that the trend for differentiated learning objectives that are leveled or graded in every lesson was becoming meaningless for my students who knew full well that the learning that we were going to cover in a singular lesson would not mean that they were going to achieve a ‘C’ or ‘B’ grade by the end of that lesson. My objectives needed to become SMART: measurable and achievable steps to success with a focus on practicing exam skills and demonstrating exam knowledge in every lesson.
Why? Plenaries should be one of the most important parts of a lesson where the teacher assesses the progress students have made during the lesson and begins to plan the direction of future lessons. Sometimes we just run out of time and plenaries end up being a quick round of questioning before the bell goes. How do teachers plan for more rigorous plenaries that examine the learning that has taken place whilst empowering students to work independently and lead their learning?
Possible solution? ‘Roll a plenary’ grid:
A grid of different plenary activities that students select by rolling dice. All you need to do is…
1. Get a class set laminated.
2. Get some dice.
3. Ask students to roll dice over grid to select a personalised plenary.
roll a plenary (PDF)
roll a plenary editable (docx)
Outcome. Allows students to take ownership and feel empowered to show what they have learnt during a lesson. This grid can be further developed to include differentiated tasks using blooms stems/solo levels. The grid supplied is generic but the editable version can be tailored to any subject.
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Feedback. Please let us know how ‘Roll a plenary’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why? The start of a lesson is extremely important for engaging students and getting them ‘hooked’ on the learning that is about to take place. It’s tough to do on a consistent basis. It needs lots of creativity from the teacher when planning the lesson and requires the teacher to know their students.
Below is a summary of a #UKEdChat hosted on Twitter earlier this year with contributions by teachers from around the UK.
Date of UKEdChat: Thursday 5th September 2013
Host: Jon Tait @TeamTait
What is your number 1 starter activity for engaging students as soon as they walk through your door?
What is the 1 routine in your classroom that you couldn’t live without?
Which top tip from tonight’s discussion are you going to use tomorrow?
@teachertonytips Engaging question on a slip of paper given to kids in the queue outside classroom.
@gceyre A Mystery – keep the students guessing and wanting to find out more.
@with_ict Must work harder after assembly. Kids hold it together during and are often in need of an active exciting task afterwards.
@with_ict After lunch register, response is giving a number out of 10 to show mood/feeling. It gives a good indication of playground drama.
@georgeEblack After lunch, sympathise with them (who isn’t sleepy after lunch) have shorter tasks prepared, plan accordingly, build in down time.
Tweet of the Week:
@ReachPsychology Be mindful that some Friday afternoon non-engagement behaviours are not about your lesson. Not every pupil loves the weekend!
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Feedback. Please let us know how any of these engaging starters worked for you and your students. Leave a comment on this post or tweet us at @nslhub.