TEACHING AND LEARNING FORUM

TUESDAY 22nd NOVEMBER 2011

1. Choose it Include opportunities for students

to make choices within your lesson – choice is a huge motivator. Recognising they may have different preferred learning styles

Roundtable STEPS: · Teacher assigns a topic or question

with multiple possible answers or provides a list of questions

· In teams, students each in turn respond by writing one answer each on the sheet, then passing along

The task should be completed in silence

Multisensory ImmersionCreate a dynamic experience for

students based on all (or as many senses as you can) whilst including teacher exposition if applicable.

Pair - Share

 Teacher assigns a topic or question. In pairs, students take turns to talk about the topic for the allowed time.  Students swap over when the time has finished. Students thank each other for their contribution.

Reveal it!A picture is displayed on ppt.

using shapes most of the picture is covered up. Slowly remove the shapes and ask students at each point if they know what it is, differing questions can be asked at different stages.

One straySTEPS:· During team task, one team

member moves to other teams to share ideas

· They return to their teams and share any information they have discovered

Piece it togetherA card sort that is mixed up for

students to place in the correct order, either individually or as pairs.

Label itUse a labelled diagram but

remove the labels, ask students in pairs or groups to discuss what the picture shows

Round RobinSTEPS:· Teacher assigns a topic or

question with multiple answers.· In teams, students each in turn

respond orally for a specified time.

Mystery ActivitySet up a mystery. Provide different

pieces of information, some red herrings and set a challenge for the detectives e.g. How good was the ‘Good Samaritan’?

Jigsaw Groups with five students are set up. Each

group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other.

Find the Fib STEPS: · Students write down three pieces of

information about a topic; one is false, the others are true

· Each student reads out their statements

· The other members of the group vote on which they think is the fib, and explain why

· Can be used with showdown

Showdown STEPS: · Group is set a question or problem /

set of questions are read out by team captain

· Each team member writes their answer

· Team captain calls “Showdown” - all team members show their cards

· Group then decide on a team answer

Thinking prompts (templates) Use a set of prompt sheets, laminate

and differentiate them

Rank it!A card sort where students have to

rank the order of importance etc.

Whiteboard Whether it is interactive or not it can be

used for video, pictures in a variety of ways (see Alex)

Re-creation – Picture mappingHave an image or a mind map of

information a3 size students in groups will have to come up, will have 10 seconds to look then 30 seconds to feed back, this can be adapted in a multitude of ways.

Expert pair share Students each have an information

sheet with different information. They have time to read the information and highlight significant aspects before they have to teach their partner. This can be adapted to any higher order thinking skill

CarouselSet up different learning stations

in the room, preferably multi sensory give groups time for each station

Quick on the drawTurn simple questions into a race

to improve engagement (as shown by science last year).

MatchingLike the ranking activity but this

time matching up answers. To expand you could ask them to record why for each.