This week we looked at how we utilise our own learning and understanding and make destinations crystal clear for our students.
Words are vital here – their clarity and precision and how we express them. John Lydon has a view on this,
“I’d like to thank the British public library system: that was my training ground, that’s where I learned to throw those verbal grenades…I was throwing words where they really mattered. Words count.”
So how can we use our verbal grenades to detonate learning in the classroom?
–Shared, understood objectives and outcomes
–Relevant, Sequenced activities lead to the ultimate goal
This will involving talking with the class, developing aspirations and long term goals with the right amount of challenge and support. Return to the objectives and outcomes throughout the lesson, with each activity taking the students through their learning journey. Alongside the lesson journey, underpin it with the long term goal – success in the year, key stage and exam.
Where are we going?
“What we’re working towards today is each writing an amazing comparative paragraph – so first of all we will compare how the key themes are presented in each text, then we will write a model paragraph all together using our notes before you produce one by yourself for the final part of the lesson.. Obviously this is really important for our exam as our AO3 is all about how well can compare the texts…”
Being a subject Einstein.
Show off ways you know to support the learning in your classroom.
–Exemplar scripts to discuss
–Exam-speak broken down to enable peer-assessment
|Below you will see a list of what needs to be in a piece of work.Fill in this sheet while reading the other piece of work.
Afterwards, you will have a chance to feed back to the other person.
Both people should decide upon the improvements that they need to make next time.
|The criteria are as follows, depending on the amount of ‘yes’ boxes ticked below. The tick system levels will only be accurate if the work has used emotive language.6 ticks = 8c
5 ticks = 7a
4 ticks = 7b
3 ticks = 7c
2 ticks = 6a
1 ticks = /
|Does the work have the following?||Yes||No||How could it be improved?|
|Effectively juxtaposed a sense of happiness with a sense of loss throughout the letter.|
|Used a range of language techniques to achieve emotive effects.|
|Includes emotive language effectively to describe how Fran feels both sad and scared.|
|Often uses upgraded vocabulary with emotive connotations.|
|Captured a sense of the fear and paranoia people felt during the cold war.|
|Uses TipToP to take new paragraphs.|
–Scaffolds & structures
PEEL is great – each subject can develop its’ own structure and format.
Supporting the learning journey
So as teachers we need to get the words and explanations right so they truly are verbal grenades.
Throw these grenades in the right direction to map the path that learners need to take.
Use our own understanding and knowledge to support their journey through a variety of strategies that scaffold, support and challenge this journey.
Good luck Einstein’s!