Enjoy and Engage - Entering into a world of Semiotics: Freedom within a framework
During Ms Baker's lesson on semiotics I genuinely forgot I was at school. Students were more comfortable than you can imagine acting out semiotics, i.e. communicating information to the audience through actions. Students walked around the room 'nervously'. Worry was illustrated through chattering teeth and shaking hands. The scene was set by a traditional fire displayed on the board and students assumed a role from an 18th century scene in a manor. It was like being transformed into a different world because all of the students were so engaged and in character. Students were very familiar with the story they were acting out and now were beginning to re-enact scenes and display behaviours representative of their character. Ms Baker modelled a couple of ways to express a feeling through actions making sure that students were aware of certain criteria needed to do this effectively. Ms Baker asked students to illustrate different feelings allowing students to have freedom within a framework, something that Ms Martin has advocated in Art this year.
Excellent Progress - Walking talking reflexive pronouns
Mr Farmery used a technique similar to that used by Ms Faulkes last week. Whilst learning reflexive pronouns students walked and talked around the school reciting the pronouns in the target language. Students enjoyed getting out of the classroom and became competitive about who could learn them first. The competitive element really sparked students into life. Some students linked the pronouns to actions to aid their learning. Mr Farmery then used a variety of techniques to checkpoint the students learning and retention to help store them in students' long term memory banks.
Differentiation - Selecting work at an appropriate level
In Technology during the week we saw students work at their own pace and level using materials that were most suited to their ability. All students sketched out a design however, the challenge and differentiation arose when students were asked to select what materials would be most suitable for their project taking into account their own ability and the complexity of their piece. This process had been modelled to students in previous lessons and this enabled students to independently plan in detail their own projects and then carry it out working at their own pace and at an ability most suitable for their skills.
Enjoy and Engage - Football Match Up
Mr Pinto used the Task Magic (football match) in his Spanish lesson and it was an absolute success. The students were really engaged in the activity and clearly understood the task. Mr Pinto said 'I will definitely try to use it more often in different topics, because it made my lesson fun and interesting. This technique was used to embed the language learned in the lesson.' This is a match up activity where students are rewarded for correctly matching English words to Spanish ones. It adds a fun element to what could be a mundane task.