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.
Having taken on more line management duties this year I have been thinking about the quality of the line management meetings and how they serve to develop leaders. Our approach to leadership at Bristol Brunel strives for Leader – Leader relationships (David Marquet) and, as such, relies on the person being line managed to use language such as “I intend to …. Because…” rather than “ Can I do….”. A link to David Marquet’s TED talk “How Great Leaders Serve Others” is below:
The GROW model has been used successfully to improve colleagues teaching through coaching, our Assistant Principal Gemma Williams spent some time telling me about how the coaching model she used works. A summary is below:
I found this list of simple questions to be particularly useful during coaching sessions:
What do you want to achieve?
What is important to you right now?
What areas do you want to work on?
Describe your preferred future for this area.
What do you want to achieve as a result?
Where are you now in relation to your goal?
On a scale of 1 -10 where are you?
What progress have you made so far?
What is working well right now?
What are your options?
How have you tacked this/ a similar situation before?
What could you do differently?
Who do you know who has encountered a similar situation?
Give me 5 options
If anything was possible what would you do?
Which options work best for you?
What actions will you take?
When are you going to start?
Who will help you?
How will you know you have been successful?
It is early days yet in terms of me using this model in Line Management meetings, however, I believe strongly that this will provide my colleagues with a few key outcomes:
– A clarity of thought process for both of us when discussing challenges, building capacity to solve problems and move to action.
– Reducing my automatic response to try and solve problems for people.
– Explore more rigorously together all possible options before moving to action.
– A commitment to clear actions based on an analysis of the most appropriate solution.
– Ownership of the change and improvement journey.
I look forward to seeing and feeling the impact of this approach to line management meetings.
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