ASA and SHL went on a climate walk and again, much like last week, they saw some really effective classroom strategies in place. On display there were some diverse variations of questioning that challenged students to think more deeply.
First stop was:
Miss Byrd's Year 10 English class: the activity was table writing in English around the sociocultural aspects of Jekyll and Hyde. Students were working with iPads in groups to research what was going on at the time when the book was written. Suggested questions (created by the students) on the board guided the students whilst they were working independently. After about 10 minutes of research time, students were asked to go back to their questions and assess whether they were focusing on context. They then moved around the room and gained more insight from other groups that they brought back to their own research maps.
Next stop was:
Penultimately, we dropped into.....
And finally we arrived at.....
Dr Nicolson's Year 10 Chemistry class: Students were working on a data collection process and during class discussion were asked to explain how the teacher reached the answer/ was able to come to the conclusion he did ('How did I get to here?'). Students used numeracy skills to spot a pattern in the boiling and melting points of group 1 elements, then extrapolated the data in order to estimate the next element in the sequence. This was supported by using the pose, pause, pounce, bounce strategy, where the teacher never answered the question, but bounced it to another student to extend/clarify. Other questions like this included:
What did I need to do?
But what if this happened?
So, this is the answer, what was the process to get there?
Is this the only way to get to this solution?
Fortnightly Climate walk # 1 - CRoss curricular links, effective use fo co-eds, clear success criteria
Last week the Ped Team did a climate walk and here we will share some of the effective classroom strategies we saw in place.
First point of call was HMN's art class were they learning about the origins of the story of Frankenstein from an artist's perspective. HMN reeled the interest of her students in by telling the story of how the Frankenstein was written by Mary Shelley. The students' literacy and History skills were brought into the equation through HMN's questioning and probing.
Students were all engaged and were given clear direction by the exceptional exemplar work on display.
We then visited NGN's class where his students were learning about thousands, hundreds, tens, units and everything else the other side of the decimal point. NGN demonstrated excellent target questioning. After modelling a question on the board, the students then worked on one themselves. Throughout this whole process Co-eds were circulating the room checking the understanding of all students, a superb use of there skills which is often under-utilised. NGN then 'played the fool' when reviewing and correcting this question, often making mistakes, to which the students were only too happy to shout corrections. An effective way to check students' understanding.
What Would you like your Professional Learning to be on this year? Note down on this Padlet ANONYMOUSLY what you would like professional development on.
Where can I find ideas to use in my display to support learning? - We have a page dedicated to 'displays to support learning'. Look at the tab on the left hand side and click on 'Displays to Support Learning' to see inside our classrooms.
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I want to find resources. Where do I look? - Depending on what you are looking for you should click on one of the pages down the left column of the homepage. You can access a plethora of resources ranging from Professional Learning activities and classroom resources to policies on behaviour and beyond.
There is a big graphic that represents 'Great' teaching at Passmores. What does it do?
- This is a poster that is present in all rooms in our school and is what we feel 'great' teaching consists of. If you click on a section of the poster you will be brought to a section of the website dedicated to that element of teaching. Click on one to find resources that may suit your needs e.g. if you need to address a behaviour issue click on our 'High Expectations' section.
Where can I find resources that I can instantly use for my subject?
There are department pages that contain practical resources that you can use in lesson. Not all departments have a page and populating each page is an ongoing process. Please email firstname.lastname@example.org with any resources you have to upload to the website to benefit others.