Risky, edgy teaching 2013

530 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
530
On SlideShare
0
From Embeds
0
Number of Embeds
8
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Risky, edgy teaching 2013

  1. 1. Risky, Edgy Teaching Flexible PGCE Conference 2013Paul SmalleySOLSTICE Fellow & Senior Lecturer in EducationEdge Hill UniversityEmail: smalleyp@edgehill.ac.ukTwitter: @PabloPedanticMobile: 07952884795Facebook : /PabloPedanticBlog: http://blogs.edgehill.ac.uk/re/ edgehill.ac.uk
  2. 2. Aim 9 practical lesson ideas, each with some sort of edgethings that have a risk of going wrong, when they go right are brilliant solid lesson ideas that you can try edgehill.ac.uk
  3. 3. Why not play it safe?In schools where behaviour was poor, this was frequently linkedto dull and uninspired teaching.Ofsted Annual Report 09-10 (2010)teachers lacked confidence and were reluctant to risk newapproachesOfsted Transforming Religious Education (2010)In the lessons seen in the secondary schools during the survey,the most frequent strengths included….using a variety ofimaginative approachesOfsted The National Strategies: a review of impact (2010) edgehill.ac.uk
  4. 4. Where pupils are actively engaged in their learning, they:have a longer concentration span;complete work on time;stay on-task and have few behaviour problems;maintain a good attendance record edgehill.ac.uk
  5. 5. Menu1. Effective PowerPoint Stimulus - RE/Geography2. Maps from memory - Physics3. Demonstration - RE /Maths4. Mystery game - PSHE5. Using video clips – RE / Business Studies6. Active reading – History /Science7. Guided Fantasy - French8. Large scale role-play - Citizenship9. Paper dart plenary edgehill.ac.uk
  6. 6. 1. Effective Stimulus edgehill.ac.uk
  7. 7. 1. Effective StimulusWhat are the risks?When could you use this? edgehill.ac.uk
  8. 8. 2. Maps from MemoryPrepare a pictureGet pupils into groups of 4 (can vary)Call out 1s – they have 30 seconds (can vary) to look at thepicture.After 30 seconds number 2s have 30 seconds to look atthe picture, while number1s draw.Repeat for 3s and 4s and allow extra time at the end.Each group should have a perfect facsimile of the originalpicture edgehill.ac.uk
  9. 9. 2. Maps from MemoryWhat are the risks?When could you use this?Why does this work? edgehill.ac.uk
  10. 10. 3. DemonstrationDemonstrating reincarnation with candles edgehill.ac.uk
  11. 11. 3. DemonstrationWhat are the risks?How could you demonstrate fractions in Maths?Can you think of any other demonstrations ofabstract ideas in your subject? edgehill.ac.uk
  12. 12. 4. MysteriesOne ways to use mysteries …Divide into two groups, both have the sameevidence on either yellow or blue cards.The winners are the team which has the bestanswer, making greatest use of the evidence in agiven time. edgehill.ac.uk
  13. 13. 4. MysteriesWhat are the risks?How else can you use mystery games?Why do it this way? edgehill.ac.uk
  14. 14. 5. Video/media clipsAt its best media from the ‘world’ of the pupils isused to learn about or from religion.A Business Studies Example “What is a Market?”– Use Harry & Paul in the Dragon’s Denhttp://youtu.be/gIgZ66DlkKIAn RE example: in a lesson on “Is Bar Mitzvah agood initiation ceremony?” – use Finding Nemo. edgehill.ac.uk
  15. 15. 5. Video/media clipsShow the clip of Nemo’s initiationAnalyse why it is a good ceremony – drawing out fromthe pupils that: this ceremony marked Nemo becoming one of the gang - initiation. it was a relatively simple task that was built up into a big thing. the task was relevant - Nemo had a weak fin but needed to be a good swimmer in order to escapeRepeat the process with a video of a Bar Mitzvah edgehill.ac.uk
  16. 16. 5. Video/media clipsRisk?Engaging?Example –http://www.damaris.org/relessonsonline/index2.php edgehill.ac.uk
  17. 17. 6. Active ReadingDirected Activities Related to Text (DARTs)This term encompasses a range of structured and scaffoldedactivities that guide readers to develop understanding, familiarity,and successful learning experiences by reading and writing.For me the purpose of DARTs is to enhance and increase studentengagement with textual materialsPioneered by researchers at Nottingham University (Lunzer andGardner, 1979, 1984).Scientists see Davies and Greenes Reading for Learning in theSciences (1984) edgehill.ac.uk
  18. 18. 6. Active ReadingDirected Activities Related to Text (DARTs)Highlight the KS3 History text for Names Jobs Places Three Key VerbsGive each paragraph a sub-heading.Draw a map or flowchart of the story. edgehill.ac.uk
  19. 19. 6. Active ReadingToo safe – make it louder and more active!To teach the seven life processes in Science, start byrhythmically chanting some poetry.Do the same with the key text.Give each pair a verse, they read it out emphasising keywords.They create an action for each key word.Perform it as a whole class. edgehill.ac.uk
  20. 20. 7. Guided FantasyStone (1995) a visualisation is the use of theimagination where the person takes an active role inthe story.Raban (1987) sees guided imagery as a directedmethod of tapping creative, therapeutic and spiritualpotentialities of the imagination (115).My experience is that children love to do this sort ofexercise, if only as an opportunity to ‘chill out’. edgehill.ac.uk
  21. 21. 7. Guided FantasyHas links with Neuro-Linguistic Programming,meditation and psychology.Grew out of the work of Schilder, Jung and DesoilleOften used in well-beingCan promote spirituality – key factor in new Ofstedframework.Begins with ‘stilling’ edgehill.ac.uk
  22. 22. 7. Guided FantasyPractical Risks?Theoretical Risks?Could this be used in your subject? edgehill.ac.uk
  23. 23. 8. Large Scale Role PlayBasically I had this mad idea to combineCitizenship (Crown Court) and putting Jesus ontrial for fraud (the resurrection).Sue Phillips Theatre of Learning pedagogy is verysimilar.Make your classroom into a place of worship. edgehill.ac.uk
  24. 24. 9. Paper dart plenaryFold paper into paper plane.Write on one thing you have learnt this lesson.When I say throw the plane.Add something you have learnt to the plane youcatch- repeat twice.At the end give throw them all to me. edgehill.ac.uk
  25. 25. Diamond 9As a four agree put the cards on the sheet inorder of risk.Which will have the best results?Which are you most likely to try? edgehill.ac.uk

×