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?