Sarah 17 Oct 2014 Focus: Peer teaching Great to see children attempting the big question first to find out what they already know.

What did it tell you? Did your plan alter as a result?

You set a finish time of 10 minutes. They had 14.

They reduced and converted the source material. Did you think that this was well done by the children? Was there evidence that this strategy encouraged better understanding? Would you do this again? The original material varied in format, length and complexity. Was this intentional? Is there any mileage in the children having similar formats to start with?

We decided on a 'practice presentation' before the groups were 'scrambled'. Did you think that this worked well? Did this influence the others in terms of their own

presentations? Would you do this practice again?

Harry did a great job teaching his new group. Clear and concise. He used his teaching aid as an aide memoire to guide his own presentation and its content. Was this the purpose of the resource or should it have been useful for the other children to see and learn from? A4 v A3 format? Many just wrote notes and didn't use the visual aid as a prompt. Was this an issue? The proforma added structure.

Were you happy with the quality and accuracy of the notes they took?

They returned to the Big Question at the end. What did you think of the improvements from the first attempt? What might the students say about their improvements and 'scrambled groups' as a learning strategy? Should we ask?