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Independent and Student-led learning

Outstanding lessons using independent and student led learning
by

Al Grant

on 5 December 2012

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Transcript of Independent and Student-led learning

Independent and Student-led Learning Build in opportunities for
Teacher to know how much progress students have made
and so plan how to take them further
Students can see how much progress they have made
and so understand what they need to do to take themselves further Feedback Plan to have minimal teacher talk
3 minute rule
If you cannot explain the task in less than 3 minutes then you are not explaining it well in the first place Autonomy Challenge Mantras
Confidence Getting unstuck What if...? (hypothesise) - curiosity, imagination, autonomy
Pictionary with key learning ideas (e.g. support a claim with quotations) - imagination, play, feedback
Uninvited Guest - student given aspect to act out (e.g. You are magnetic)
Magpie cards - group work, selected students have cards with magpie picture on , when told, 2 minutes to visit other groups an steal ideas Quckies Train your students to work as part of a group

Students set rules for group work or teacher/department does? Group Work Feedback Autonomy Challenge Engagement Ingredients
for an Outstanding Lesson learning is structured so there are opportunities for teacher to get feedback on students’ progress learning is structured to reduce teacher talking time and so more time and space for students to consolidate, extend and deepen their understanding without challenge there can be no progress; but challenge needs to be differentiated class is enjoying and is absorbed in the challenge of their learning Why will students spend hours playing computer games? Feedback – it is immediate
Challenge – it is progressive
Autonomy
Engagement – comes from the three above not just from the visuals and task Not suggesting we have to emulate computer games – but we do need to learn lessons from them Effective feedback = immediate, during the lesson

Assessment for Learning = after the lesson, based on work submitted A sign at the back “Stop Talking!”



Egg time Structure the lesson so students have opportunities for pair, group or solo work
20:80 in terms of teacher talk to student talk What are the differences between these sequences? D
Solo

Pair

Solo B
Group

Pair

Solo C
Pair

Solo

Group A
Solo

Pair

Group Challenge = competition
Challenge = achieving a result
Challenge = finding a solution
Challenge = working through a problem
Challenge = improving on a personal or group best Activities need to provide complexity and challenge
Provoke curiosity Engagement Mihaly Csikszentmihalyi Flow Learning Grids

Trump Cards

Tarsia Teacher: Are you confused, Sam?
Student: Yes, sir
Teacher: What do we do when we’re confused?
Student: Work through my confusion, Sir

Teacher: Mistakes are what?
Class: Our friends
Teacher: because …

FAIL = First Attempt In Learning
Failing can lead to short-term failure in order to succeed in the long-term and more securely Getting them to enjoy the challenge Brain
Book
Buddy
Boss Praise the effort

Praise the process not the product
Well done for letting go of the sofa (when trying to walk) not well done for walking
Well done for puzzling through the problem not well done for getting the answer What to praise and what not to praise “Do your best”
This is limiting – as unclear what your best is
No one knows what their best is

Instead – do better than before
Improve on your best Challenge
Imagination
Provoke curiosity – students are speculating about the results Tarsia Learning Grids ... the best learning comes after a mistake ... they help us to learn Establishing positive norms in the classroom is essential for students confidence to make mistakes, discuss their mistakes and find ways forward i.e. get unstuck Tough, clear messages about
cooperating
meeting deadlines
working through confusion Meta-cognition dice - with questions e.g. How could you have learned this faster? how could you use this learning outside the classroom?
Maps from memory - recreate a map/diagram/mindmap from memory - challenge, feedback, fun
Rhymes, acronyms, checklists - students create their own
Rapping - distil and refine knowledge into a rap, other students question them after performance to check understanding Twitter - tweet a summary of their learning so far
Rewrite a song or create lyrics to a song e.g. Eastenders
Football Commentary - summarise their learning in form of a football commentary - challenge, autonomy, humour, creativity
Pre- and post-match TV interview - interview characters before and after an event/action - imagination, creativity, humour Connect Four
Deception - students get point when they repeat what teacher says correctly and teacher gets a point when even one student repeats what teacher says erroneously - challenge, feedback, humour Stuck Boards We are great learners

When we are stuck we keep trying and we: Try breaking the question down into smaller parts
Try another question and come back to the question we are stuck on later
Try having a go on a piece of paper first
Highlight the bits we find difficult or the key words
Look in our books or at the displays for ideas and clues Help Desk
or Help Corner where there are additional books or resources 3B4ME Choices Choice of how to present their learning
Choice of which question to tackle first etc.
Choice of solo or pair work
Choice of how long to present their learning Consensus -
Marketplace -
Learning Jigsaw -
Modelling the Learning Structured group work EPHEMERI8 EPIGRAPHICA CORPORIS mSCRIPTIONVM LATINAEVM SVPPLEMENTVM EDITA IVSSV
INSTITVTI ARCHAEOLOGICI ROMANI
VOL. VIII ACCEDVNT TABVLAE DUAE
BEROLINI APVD GEORGIVM REIMERVM Partem inscriptionum quae servantur Casini in monasterio, Avezzani Capuae Neapoli Tarenti in museis ipse vidi et descripsi, aliarum ectypa chartacea quod potui conferre liberalitati debeo eorum, quibus Romae rerum antiquarum artiumque liberalium cura tradita est, imprimis Felici Barnabeio. Nonnullae denique a viris doctis hisce studiis condendis his supplementis easdem fere leges secutus sum, quas sequi
solent ii qui in hac ephemeride adhuc additamenta ad Corporis volumina
paraverunt. faventibus Mommseno aliisque Corporis editoribus missae sunt. Neque enim omnes qui post edita voU. IX et X prodierunt titulos recipiendos censui, Omisi fragmenta minora instrumentique quod vocamus domesticum molem praeter Tarentina quaedam; itemque eorum quae ad titulos iam editos accesserunt addenda vel corrigenda delectum dari satis esse duxi. Arrest me - if you were charged with being an outstanding learner for this lesson, what evidence could they use to convict you
Choose a number and letter - choose a letter than a number between 1 and 10, then come up with that number of words about the topic starting with that letter
Forrest Gump - x is like a ... garden fork because ..., is like a treadmill because ..., is like a fish and chip shop because ...
Across Factor - identify three things from this lesson they have learnt which they could apply to other subjects or outside the school
Odd One Out - given four things, which is the odd one out and why; then add another which not be the odd one out
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