@teacher tweaks pedagoolondon2014

Taking the temperature of your classroom: responding to the needs of your students

Debbie and Mel @TeacherTweaks

We intend to discuss:• How do we spot progress problems?• What strategies can we use to deal with these problems?• The importance of modelling.• Use of scaffolding.• Expecting excellence through success criteria.


PANIC ZONETi

red

Tense

Stresse

d

Exhausted

Fed up

Annoyed

Frus

trat

ed

DisinclinedAnxious

STRETCH ZONE AnticipatingExhilarated

Alive

Challenged Expectant

Excit

edW

illin

g to

risk

COMFORT ZONE

Safe

LifelessSecure

StableBored

Comfortable

Unchallenged

EasyReflect on your lessons from last week:• Which ‘zones’

were your students generally in?

• Where does the most learning occur?

Fearful (Adapted from Senninger)


How do you spot comfort? Panic?


http://www.learningspy.co.uk/featured/great-teaching-happens-in-cycles/

This is part of our version of the 5 minute lesson plan. Depending on where you are in the sequence, you will need to change the level of input and differentiation for students.Debbie and Mel @TeacherTweaks




Comfort Zone:

• You’ve finished? How do you know it’s excellent?• Which task level did you choose? • Can you think of how I could’ve made this task more

difficult?• What do you think are the most common mistakes

people make with this? Why?• Have you compared your work with someone else’s?

Which questions do you think would be most useful?

Can you devise further questions?Debbie and Mel @TeacherTweaks

Panic Zone:

• What are you trying to do?• How long have you struggled for?• What have you tried?• If I could give you one resource/piece of

information but not the answer, what would it be?• What you’re doing is hard – I’ll let you think for 2

minutes and come back to see what you think you need to do.

How would you expect students to respond to

these questions?


Comfort zone:

• Silent feedback (Post it from Full on Learning)• Replace the words that have been circled with

better ones• ABC peer assess with a partner• New challenge (plenary prefect)• Do the hot or scorching task• Write instructions for……..• Rewrite this for a different audience• Present this information in a different way

Pick a top 3 for your subject!


Panic zone:

• Look in your book/ a textbook• Ask your group• Use a helpsheet• Read the exemplar answer on a similar area• Follow a set of instructions• Visit an expert in the class• Read what someone else has written so far• Use the sentence starters/question prompt sheet

Pick a top 3 for your subject!


Different challenge tasks: warm, hot, scorching

• Another thing in our lesson plan is planning in three types of task challenge to stretch all learners.• These tasks can be different OR they can be the same task but

with different levels of scaffold.• We prefer to share all tasks with students to help them make

an informed choice.• There is an expectation that if you choose ‘Warm’ you should

then move onto the ‘Hot’. If you choose ‘Hot’ then you should be aiming for ‘Scorching’ in the next lesson.• It’s easy to keep track of students’ choices in a Google Doc

which you can show at the start of each lesson/week/fortnight.


https://docs.google.com/spreadsheet/ccc?key=0AieVP95lhNzfdGJYUnVxeGFwQS1WRjJabS1JekRucFE&usp=drive_web#gid=0


https://docs.google.com/spreadsheet/ccc?key=0AieVP95lhNzfdGJYUnVxeGFwQS1WRjJabS1JekRucFE&usp=drive_web




Using teacher modelling• Modelling is one of the most underrated

skills a teacher has at their disposal to help a student understand how to work through a task.• You can model in three ways: in class at

the board, alongside the students as they write or a pre-made ‘flipped learning’ style video.

Discussion Questions• What are the pros and cons of the three

approaches?• When might you use these different

approaches?

http://www.youtube.com/watch?v=xGyG7X7Crkc






Appropriate scaffolding•What type of scaffolding do

you draw upon time and again in your classes?•What would be a high

challenge, mid challenge or low challenge scaffold?• How do you introduce

these scaffolds to your students – do you have them ready or do they decide what is needed?


Adapted from Learning Spy’s Reading LadderDebbie and Mel @TeacherTweaks

http://www.wordle.net/


Courtesy of Andy Day@Andyphilipday

Discussion sentence stems

If you are unsure about what you heard

•I found it a bit confusing when…..•I’m not sure what I think yet but….•I hear what you’re saying but what about……•Am I right in thinking….?

Developing your ideas after hearing other points of view

•I agree/disagree with you because……•If it was up to me, I would…….•I’d like to add……..•Some people might think that but……..•After listening to what you said, I think………

When expressing your ideas

•I feel……..•I believe…….•In my opinion……•After talking about it with the group, we decided…….


Ethical question (should/could):

‘For’ Argument 1:

Scientific evidence or quotes:

‘For’ Argument 2:


‘Against’ Argument 1:


‘Against’ Argument 2:



Sequence HOT mapFirst/Earliest/Most

Least/Latest/Last

Sequence into order of time, importance or

significance


(Adapted from Hookhttp://pamhook.com/)

Prediction thinking map

Possible outcome

Possible evidence for this outcome

Possible evidence against this outcome

Actual evidence for this outcome

Actual evidence against this outcome

Judge likeliness of

possible outcome

Make a prediction

Imagine

Imagine

Find

Find

Debbie and Mel @TeacherTweaks(Adapted from Hookhttp://pamhook.com/)

1. Key words: 3. Bullet points:

2. Diagrams/equations: 4. Paragraph:

Six mark question:


Examples of excellence

• Do your students know what an excellent task outcome looks like?• You could give them an exemplar and use the success

criteria to identify why it is an excellent example.• If the student is struggling, they can use the model

and/or success criteria to break down the task and move forward.• If the student is coasting, you can direct them to the

model piece of work then get them to use the success criteria to annotate their own work.


Task: Write a letter in role as Benedick, describing the ball last night.

• Use a metaphor or a simile to describe the colours and textures of the costumes including your own. Is it comfortable to wear? (Warm)• Begin a sentence with an interesting adverb to describe something

you did at the ball. (Warm)• Use the senses to describe the dancing and the feast. (Warm)• Use speech marks to share part of a conversation you had with

another guest. (Hot)• Use connectives when describing something you saw happen at the

ball. (Hot)• Use one of the scorching complex sentences on the wall to describe

what happened with Don Pedro, Claudio and Hero. (Scorching)• Use a semi colon in the final line of your letter to you old friend.

(Scorching)


Investigation planSuccess criteria

WARM HOT SCORCHINGWrite an equipment list

and instructions of what you will do.

State the factor you will change and the factor

you will measure.

Explain what you will use the equipment for

and write a method that someone else

could follow.

State the factors that need to be kept

constant.

Justify your equipment choices by discussing

precision, accuracy and possible alternative

equipment.

Explain how the control variables will be kept

constant.


Thanks for listening!

www.teachertweaks.wordpress.com


@TeacherTweaks PedagooLondon2014 by Debbie Light and Melanie Aberson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

http://www.slideshare.net/debbieandmel



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