Revision Game (with Magenta Principles!):
You play in teams (3-4 probably works best) and each student writes down 3 different things on separate pieces of paper – this could be keywords, characters, themes, topics. These pieces of paper all get put into one central bowl (so if you have a class of 20 students you’d have 60 pieces of paper in your bowl, you need a few in there but depending on ability of class you could adjust this by saying write down 2-4 instead).
For round one the bowl gets passed to the first team who have one minute to pick out and describe as many of the pieces of paper as possible – only thing they can’t say is the name or spell it out. They can only pass one, at end of minute count up score and that team keeps hold of the ones they have successfully described, bowl gets passed to next team for another minute and so on until bowl is empty. Scores are tallied for each team and then all papers are put back in bowl and whichever team finished round 1, the next team along starts round 2, where they now have a minute to describe the thing on paper but only using one word – so they will have to choose carefully but if they have a good memory should remember some of what’s in bowl. Round 3 all papers back in bowl again and this time teams have a minute to act out the words in a minute. Thought this would transfer well to classroom as everyone has to listen and try to remember what’s in the bowl.
Thanks to Deb for a great CPD session. If you try anything out and it works/doesn’t work, we’d love to hear about it!
My year 12 lesson today for exam revision:
I broke down their food anthology (exam texts) into themes and asked the pupils to make figures out of playdoh of what helped them best to remember their particular chosen text. They then had to talk through and justify why they had created the shape in such a way.
Then, they had to link their idea to a particular theme and physically place it on a piece of paper with the theme attached and explain why they had placed it there.
It seemed to work really well!
It linked into their exam practice, and how they need to think about a theme and how they can link it into the exam question, rather than just shoe-horning a text they like into a theme.
As part of the Learning Environment Focus Group we have spent time over the last 2 terms reviewing our use of display areas and worked on improving the use of display to impact on T&L.
We have looked at the following areas:
– improving the subject specific displays in classrooms to support T&L (we are using areas outside of classrooms to display pupils’ work, mainly corridors)
– engaging students in learning via reflection/evaluation boards
– improving questioning to link the learning environment and the Mike Hughes CPD
– promoting our subject area
– celebrating our work
- The effective teacher is flexible/adaptable/responds to what students are achieving and moves learning forward intuitively.
- Students receive information, are given the opportunity to process this information and then apply it through challenging activities.
- Consider the balance of student talk vs teacher talk.
- If students are ready, don’t be afraid to move on.
- Use their answers to questions to ascertain their understanding of prior learning, then move on at a pace that suits what the learners can do.
- In practical subjects ensure students are aware of the big picture in terms of end ‘product’ and skills. Provide written support/prompt sheets if necessary. Ensure during ‘release time’ that students know what they have to do to do so but more importantly ensure that they are thinking/getting better/moving forwards in their learning & skills. Use intervention appropriately, don’t intervene unnecessarily, use intervention to change the direction of learning and to facilitate momentum and rhythm to the lesson. How will students show what has changed during the lesson/independent work – how is this made audible/visible?
- Allow for mistakes to be made then deconstruct to move learning forwards. Make learning challenging – get students to think to remove the opportunity to be passive (link here to inset with Mike Hughes). Give students time to reflect and refine – avoid unnatural time limitations that impinge on learning.
- Consider how objectives are set to ensure student ownership/student buy in – impact of this stage of the lesson – if learning is ongoing, how might the setting of objectives reflect this?
It’s all about learning It’s all about learning CPD