https://padlet.com/enewbold1/9pvqtm6mwguoq45d Ideas from teachers at Leongatha Secondary College en-us 2021-05-11 02:22:13 UTC 2021-05-26 06:02:04 UTC hello@padlet.com enewbold1 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1511840999 For making a shared definition in a classroom group, I sometimes use the 1,2,4, (or 1,2,4,8) routine; whereby each student initially comes up with their own definition. Then they pair up and discuss a definition by comparing both of their own definitions and agreeing on one shared definition. Then this process is undertaken again in groups of 4 (and again again 8 if appropriate). The final definitions would be submitted to the class for a final refining process. This supports all students to have voice and agency in the activity, and removes the issue of the loudest voice (or the first person with their hand up) getting more of a say than other students. The parameters of the activity allow for students to be supported and cognitively engaged in the process. ]]> 2021-05-11 02:31:36 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1511840999 tchalmers https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523156262 Magnetic Quotes - Students read quotes/statements or ideas about a key topic, which are posted around
the room. They then move to stand by one that interests them and brainstorm with peers their thoughts and ideas about the quote/statement and any wonderings and questions they have. (Read, Think, Wonder)]]> 2021-05-14 00:48:21 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523156262 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523165659 True/False Statements: Create 5 or so controversial statements around the topic you are covering. The more extreme the better, and then have students work in groups to decide if these are true or false, they have to be unanimous, and then give reasons for their choice. This task allows students to discuss and share thinking on the topic, while using collaboration skills. Students can learn from each other and verbalise themselves prior to completing a written task if you like as extension. The teacher can move around the room and pose questions to prompt thinking and clarification.]]> 2021-05-14 00:51:56 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523165659 cgriffiths27 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523486435 Quick Write: Have students write down their thoughts and questions in relation to the work we are learning in class. Before, during or at the end of the lesson students can complete a 5-10 minute quick write where they write down their thoughts about the lesson or any questions they may have. Remind students that one of the aims of the activity is to be writing for the whole time, rather than quickly writing something and then sitting there doing nothing for the rest of the time. It encourages them to reflect and think more deeply on the material. Some quick writes can include: 
-I was successful today because...
-I was an effective learner today because
-Link it back to the LI and SC
-Today I realised...
Students can share with one another and I also cold call on students to share their response. This way they all know they have to do the quick write and be ready to share their work.]]> 2021-05-14 02:52:53 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523486435 cgriffiths27 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523494397  Three-step interview: Make groups of three after a lesson. During a 5 to 10-minute interview, the interviewee will quiz their classmate on the LI and SC they just learned, while the notetaker records the conversation. ]]> 2021-05-14 02:56:23 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523494397 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523523047 Also ties in with differentiation, but I use "open ended" projects/CATs. Students come up with a proposal explaining what they wish to do/achieve and proceed with this once their project has been "approved"]]> 2021-05-14 03:09:18 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1523523047 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1551849099 I teach a 'No Opt Out' strategy for answering questions in class. I teach the students that it's ok, and in fact encouraged, to say 'I don't know' in answer to a question. But! They must follow this with something else like: 'I'm not sure but maybe...' or 'Can I have more thinking time?' or 'Can I ask someone else to help?' or 'Can you repeat/rephrase the questions?' or 'Can you show me where to look for the answer?' This ensures every students is aware that they need to be part of the classroom discussion/conversation, but they also know they will be supported. ]]> 2021-05-23 21:44:03 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1551849099 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560195930 "No hands up" discussions. Students are called on - always with warning. EG: "Okay - you have 3 mins to think about this and I will call on 4 people to share - No hands up. Go"]]> 2021-05-26 04:27:07 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560195930 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560204565 I used the 1, 2, 4 protocol that we learnt about a few weeks back. It worked really well by getting students to discuss why one definition was better than another. They had to give reasons and it forced them to ask questions. It also stopped them copying the definition straight from the textbook. It gave all students a chance to be successful and come up with a solid definition. It also helps students see the benefit of collaboration. IE: effective learner trait - "collaborates, shares skills and knowledge"]]> 2021-05-26 04:32:25 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560204565 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560340134 I ask students to give a score out of five using their fingers during independent work. 5 fingers represents a very confident learner, all the way down to 0 meaning they haven't even begun. This allows for a quick check to see how the entire class is feeling. I also remind students that if they are under a 3 - they need to take action. They might ask for help, relook over the instructions/WAGOLL/resources or even ask for a quick brain break. It helps to remind all students that they need to be aware of their confidence and engagement level and that they can take steps to improve it. ]]> 2021-05-26 05:39:21 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560340134 lbier1 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560340522 I ask random questions across the room to specific students, if someone is too vague I know to check in with them. This has uncovered a few of my more passive students trying to hide, one of whom detests writing so he tells me his responses and I type for him into a shared doc.]]> 2021-05-26 05:39:34 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560340522 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560341288 Allow students to choose how they engage with the reading - some will choose to read to themselves, some will prefer to be read to (with discussion and definition), some will prefer to use headphones to listen to a recording of the reading.]]> 2021-05-26 05:39:58 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560341288 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560341671 JigSaw Brainstorm.
Students are split into 5 - 6 groups and each is given a blank page with a question about a specific topic. The group is required to put as much information about that question as possible in a short time. Each group then rotates and adds to the next page. Once each group has moved through each question they return to their first page and read how the responses have developed from their initial thoughts. ]]> 2021-05-26 05:40:10 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560341671 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560341859 "Turn and Talk" - can be about what we have just read, views on the topic for the lesson etc. Once done - share what they have come up with. Allows people to discuss on one level with peers and explore thinking, and if comfortable, share with the whole class on another level. ]]> 2021-05-26 05:40:17 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560341859 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560343316 Create a continuum: when a topic is brought up that is contentious, either relating to humanities, persuasive issues, texts, etc, students are required to position themselves on a line that is laid out in the class, usually there are numbers on the line and a neutral point of reference.  It's a very good springboard for discussion, especially for students to provide evidence for their views.]]> 2021-05-26 05:41:03 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560343316 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560343784 Allow students to develop their own project goals. ]]> 2021-05-26 05:41:18 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560343784 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560343912 Using 'I have' 'you have' cards and get students to find their matching terms.]]> 2021-05-26 05:41:22 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560343912 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560344042 Quick research and brainstorm - if i am starting a new topic and want some thinking beforehand I get students to do a 5 minute google search and write down 3 things that they have discovered about the topic either for homework or at the beginning of the lesson. We can then share these discoverings in a mind map or other organiser.]]> 2021-05-26 05:41:26 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560344042 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560344061 Trialled something new today... If students are confused with a concept (or disengaged), I asked them today to ask another student for help to explain a particular question BEFORE coming to me. The person they asked was not allowed to give them the answer - rather, they had to explain how to go about answering the question or what to consider. Students seemed to benefit from this and asked their peers numerous questions - possibly making them more confident to ask questions out loud. Also helped those answering to refine their knowledge. ]]> 2021-05-26 05:41:27 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560344061 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560344371 Students are given a large choice of research tasks for a CAT. This allows them to follow their interests and hopefully lead to more investment in the quality of their work.]]> 2021-05-26 05:41:38 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560344371 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560345406 Students use parlez (online discussion tool) to write their responses to particular questions/ may include a paragraph of creative writing. Their name appears as a pseudonym. Other students read post and can provide more feedback/responses: I tell students they must comment on at least two other students' work.]]> 2021-05-26 05:42:08 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560345406 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560345491 Write 5-6 words of key terminology- Current class topic. All student expected to write a sentence using 2/3 of the words to show their understanding of topic. Prior advice that I will call on some- 3 or 4 to share their sentence.]]> 2021-05-26 05:42:11 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560345491 joneill55 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560346651 Every Monday morning session one, my students share their 'peaks and valleys' of their weekends. Without much effort they are working towards their Oracy for Self Expression outcomes, building their confidence to share to a large group and getting to know each others interests. ]]> 2021-05-26 05:42:49 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560346651 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560352737 Using a variety of activities to check in on students learning and engagement such as 'I have, who has'. ]]> 2021-05-26 05:45:39 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560352737 https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560353689 Students list the five most important concepts they have learnt/already know in relation to a topic.  They then share their list with another student, they combine their lists, choose 5 and then rank them from most to least important. Each pair reports back to the class and explains why the top one was the most important to them.]]> 2021-05-26 05:46:08 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560353689 jaggleon https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560387676 When students seem to be flagging in their energy and enthusiasm, I start a quiz that has the left side of the room compete with the right side of the room.  Random maths-related questions - basically times table or mental arithmetic, but I don't call it that. Just get them to put up their hand if they know the answer.  Differentiated by making some questions very, very easy, and some harder.  Questions can be on topic just covered in class eg. fractions, but getting them to work it out in their head.  Or guess if they aren't sure.  If someone isn't sure of the answer, I will also allow them to call on a team mate to back them up i.e. help them out.]]> 2021-05-26 06:02:04 UTC https://padlet.com/enewbold1/9pvqtm6mwguoq45d/wish/1560387676