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I really like the use of visualiser and want to build in more thinking out loud modelling while I use it

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I really like the use of visualiser and want to build in more thinking out loud modelling while I use it

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I would like to use this going forward so that the students have clearer understanding of how to meet the criteria of the mark scheme and also reflect on their work.

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Modelling Work with Visualizer and Metacognition 

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Modelling Work with Visualizer and Metacognition 

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Providing feedback using the visualiser means that pupils do not need to translate what's written on e.g. the PowerPoint to their worksheets allowing them to utilise more of their working memory on the feedback. The feedback itself should include a breakdown of the processes that lead to the attainment of the desired response.
My mentor could observe me and provide feedback on how I can improve on the feedback process.

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Great way of giving feedback- allows for pupil pride as their work can be displayed but also translates exactly what pupils see on their worksheet to what is being given feedback on the board.

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Pupils can sometimes just write a load of 'waffle'. In other words, they've heard key phrases and write them down, hoping they're correct. By completing a long answer as a class, students can then see clearly how to lay out an example as a class. This is carried out after they pick out anything they think is of any note.

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Model student work and have them talk through their decisions in completing the task and how they felt this improved their understanding of the work.

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I want to encourage students out of their comfort zone to the challenge zone, and make them more aware of what they know and what they don't know.

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I want to encourage students out of their comfort zone to the challenge zone, and make them more aware of what they know and what they don't know.

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I want the gap in-between what they know and what they need to know to motivate them and not frighten them

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Modelling on the board is very powerful, but actually talking through your thinking process I have found really helps students understand how to get from A-B, as opposed to me writing B on the board and them wondering how you get from A.

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I raised a concern with my mentor that I am spoon feeding my students too much and laying out answers for them to copy. However this module made me realise that it is actually necessary to model in every lesson until students have memorised the technique to be able to hand the question on their own.

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I raised a concern with my mentor that I am spoon feeding my students too much and laying out answers for them to copy. However this module made me realise that it is actually necessary to model in every lesson until students have memorised the technique to be able to hand the question on their own.

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By asking a question based around metacognition at the start of your lesson it helps students create a structure around it throughout the lesson. It also helps them build the knowledge around a one point.
Your mentor can help by assisting you in the creation of metacognitive questions to use for lessons to ask students to allow them to use this question to structure their learning.

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I think in early years It is important to really break down a task step by step and get children to tell you each step back to check they have that understanding. This will help them when facing their own problems.

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I often 'walk and talk' with my Year 11 students when practicing exam questions to: 1. Model the way I think - so I think out loud and answer a question to show the students how I would tackle it and 2. To show students exactly which keywords they need to be using and where the marks are awarded. I love my visualiser!
I would like to get my students to ask themselves the 'metacognitive questions' and not have to ask them myself.

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I've thought a lot about modelling my thought processes (e.g. viusaliser, live modelling) but much less so about students talking out loud to me. I'm now planning to try this out, particularly in interventions and smaller groups with students thinking out loud as they respond to questions. This seems like it'd be a great way to diagnose misconceptions. I'm also interested in choosing students to do visualiser thinking aloud for bigger groups, I think that'd be useful/interesting.

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I've thought a lot about modelling my thought processes (e.g. viusaliser, live modelling) but much less so about students talking out loud to me. I'm now planning to try this out, particularly in interventions and smaller groups with students thinking out loud as they respond to questions. This seems like it'd be a great way to diagnose misconceptions. I'm also interested in choosing students to do visualiser thinking aloud for bigger groups, I think that'd be useful/interesting.

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I often like to question my children with certain answers they share to gain a better understanding of what they have actually understood. I will challenge the children further by asking them to share their thought process that helped them reach their final answer. How did you get there? What helped you to get to that answer?

I will also encourage children to question how I may have arrived at an answer so that they can see my own breakdown of how my thinking helped me reach an answer. Also, to use my visualiser more as it is a very useful tool.

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Problem solving is an area that I feel that using metacognition modelling would be useful with. The visualiser is a piece of equipment that I don't use as effectively that I could, and so I plan to use this more to use the metacognition approach with my class.

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Problem solving is an area that I feel that using metacognition modelling would be useful with. The visualiser is a piece of equipment that I don't use as effectively that I could, and so I plan to use this more to use the metacognition approach with my class.

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This session is very timely as I have just received a visualiser for my classroom and recently observed a lesson where it was used effectively! This was for geography, where the teacher used the visualiser to show how they would approach answering an exam question. I don't feel confident yet to write a model answer but they used pre-prepared ones and flipped the screen between the exam paper on the desk and powerpoint.

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I feel that using metacognition modelling with my current class would be very beneficial as they need to work on their problem solving and application of skills. I have a visualiser in the classroom but feel that I do not always use it in the fullest way. I have downloaded the compact guide for using visualisers and am going to read this to support my use of the visualiser as I use the metacognition approach with the children.

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I feel that using metacognition modelling with my current class would be very beneficial as they need to work on their problem solving and application of skills. I have a visualiser in the classroom but feel that I do not always use it in the fullest way. I have downloaded the compact guide for using visualisers and am going to read this to support my use of the visualiser as I use the metacognition approach with the children.

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I think using metacognition and modelling will help support 'thinking hard' in my class room. Through using the 'thinking out loud' strategy I am able to talk through concept step by step, allowing opportunities to address any misconceptions. I have also found 'thinking out loud' a good way for the children to spot deliberate mistakes. Where then I can question them on what my next step should be instead.

I would like to develop my questioning of children so they are able to explain their own thought process.

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I utilize the concept of interleaving and practice to embed the knowledge as well as thinking aloud to articulate why the students did what they did

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I currently use Craig Barton's Variation Theory slides for my examples. They have the slide split in two, a worked example where I show students all the required steps and model my thinking, and then a parallel example for them to attempt on their own with my worked example for reference.

I want to develop my questioning of students and getting them to explain their thought process, I would like to make more time for tasks that specifically ask them to do this or try to include it as a starter/plenary activity to get students to think about processes.

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I use sentence stems when working with my children to introduce them to vocabulary I would like them to use when framing their answers. I encourage children to have some thinking time when I have posed a question as I feel it works better for the children that may take a bit of time to come up with answer.

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Being able to challenge my pupils thinking by asking them to tell me how they got their answer and how they know it is correct.

Asking questions themselves, and questioning my methods to show that they are thinking deeply about the methods.

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My subject (RS) is one in which the processes of individual (more able) students can often be very private - these students dialogue with themselves (or with Bakhtin's 'infinite other') and come up with insightful thoughts about a topic.

I am always interested in encouraging such students to share their thought processes with others - I would like to experiment with more explicit tasks designed to encourage these students to do this.

In my next coaching session my mentor could help me devise activities to use in lessons