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The magenta-principles v2
- 1. Meta-cognition Literacy Making Learning Stick Stretchand Challenge Numeracy
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- 4. What do youask students to do to/with information in order to make it more likely that they will understand it?
- 5. The Magenta Principlesrepresenta pedagogy underpinned by a belief that… • learning is the consequence of thinking… therefore our job is to get them to think • language is central to thinking… therefore our job is to get them to talk • learning is an active process… therefore our job is to get them doing
- 6. Flexible thinkers But lackmotivation Ideal Not keen & motivated Spoon fed thinkers Work hard but are spoon fed by us! Get them active! Active Passive ActivePassive ATTITUDE TO THINKING ATTITUDE TO LEARNING
- 7. It may lookthe same but there is a fundamental difference between: A) Read page 7 and B) Have a look at page 7 and tell me which you think is the most important sentence Pupils are simply receiving information in scenario A but in scenario B they have to do something to it.
- 8. • Reduce it •Change it • Assemble it • Search for it • Connect it • Arrange it • Enlarge it • Simplify it • Classify it • Compare and contrast it • Deconstruct it • Apply it • Prioritise it • Act it out The Magenta Principles: Mike Hughes
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- 10. Have a magentaprinciples challenge wall…
- 11. REDUCE 5-5-1 today’s lessoninto your book(see sheet) OR Sum up your last piece of work in 5 key bullet points and justify why you have chosen them. PRIORITISE What are the three most important things to know about our current topic, for example, a grammar point that we have covered? OR Out of today’s lesson, what was the most important piece of language used and why? CHANGE Change your last piece of written work into a picture/diagram/storyboard/flowchart/cartoon OR Translate your last piece of written work into English to show understanding OR Change your last piece of written work from the first person ‘je’ to someone else, for example il/elle/nous ASSEMBLE Create a mind map about the topic we are currently studying OR Create a vocabulary test with the words that you have found most challenging today. Test yourself! OR Use vocabulary sheets from previous topics to create a vocabulary test. Test yourself!
- 12. CONTRAST Use the A*Mat to compare two things from today’s lesson. OR Use the A* Mat to compare something from today’s lesson with something from another topic. IMPROVE Improve your last piece of written work by using the A* Mat or AS/A2 Mat to add detail or modify. OR Use feedback from a previous piece of work to improve this piece of work. CONNECT Describe where you have seen this vocabulary/grammar point before in another topic covered OR Describe where you have completed an activity or used a skill from today’s lesson in another subject. ARRANGE Design a contents page putting your work so far in order (see sheet) OR Make a list of 10 keywords/phrases from the lesson/topic and categorise, for example, nouns, adjectives,verbs.
- 13. Want to knowmore?
- 14. How do youor could you incorporate The Magenta Principles into your classroom practice?
- 15. We talk aboutThe Magenta Principles– in reality there is just one principle; in order to make sense of the information that comes their way, children have to do something to / with it. Receiving it, retaining it and eventually regurgitating it is insufficient – in short they have to think about it! The question therefore becomes, what are children required to do to / with the information they encounter in the classroom? It is central to the approach and the answer gives us The Magenta Principles – children could be asked to reduce it, change it, assemble it, add to it, arrange it, sequence it, classify it… the list goes on and on. ~ Extract from The Magenta Principles by Mike Hughes