All genuine learning is active, not passive. (Adler, 1982)
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Transcript of All genuine learning is active, not passive. (Adler, 1982)
All genuine learning is active, not passive. (Adler, 1982)
Active Learning and #poundlandpedagogy #creativeteaching
#lazyteaching
Chlöe Solly @CPearceyThomas Aveling School
#creativeteaching #lazyteaching
Word Thoughts Feelings Dull Monster Dark November
sky
Staring lifeless eyes
Withered and in-human features
Debris flew in the chaos of the thrashing storm
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1. The first verse describes what the writer’s father used to be like. Write down two things we learn about him
2. The second verse describes what the father is like now. Write down two things we learn.
3. In what ways was the mother different from the father?4. In what ways do you think she used to ask ‘permission to cut her hair?’5. What do you think the writer means when she says, ‘Now, she has to rely on
tears?’
main purpose clearly identified, often through general overview, e.g. ‘the writer is strongly against war and wants to persuade the reader to agree’
viewpoint in texts clearly identified, with some, often limited, explanation, e.g. ‘at the end he knows he’s done wrong and makes the snake sound attractive and mysterious’
general awareness of effect on the reader, with some, often limited, explanation, e.g. ‘you’d be persuaded to sign up because 25p a week doesn’t seem that much to help someone see’
main purpose identified, e.g. ‘it’s all about why going to the dentist is important and how you should look after your teeth’
simple comments show some awareness of writer’s viewpoint, e.g. ‘he only tells you good things about the farm and makes the shop sound boring’
simple comment on overall effect on reader, e.g. ‘the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting’
comments identify main purpose, e.g. ‘the writer doesn’t like violence’
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Orange = target to improve
Green = grade of work
Pink = success/ positive
Yellow = Learning Objective
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FFT target grade keyrings
Repetition of letters
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Starter: boarding pass
Plenary: departure card
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Desk whiteboard stickers
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AFL stickers
Using sounds to
describe the actionOnomatopoeia
Repetition of letters
Alli
tera
tion
Use
of t
he w
eath
er
to c
reat
e a
moo
d
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#creativeteaching #windowlearningCHALK PENS – when you don’t have enough white board space! Just use water to remove.
#poundlandpedagogy – @WallaceIsabella
BUNTING – as reported on @tesresources blog!
#poundlandpedagogy – @WallaceIsabella
BUNTING – as reported on @tesresources blog!
#poundlandpedagogy – @WallaceIsabellaWALLPAPER – use for ‘large’ planning and joining ideas together.
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PAPER CHAINS – connecting ideas, ‘chains’ of ideas, target ‘Bands’, cause and effect and consequence understanding.
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FLY SWATTERS – ‘Hand of power’, speaking and listening tasks, group answers, debating
CRIME SCENE – used for ‘Romeo and Juliet’ death scene lesson
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PING PONG BALLS – write on with marker, two sided discussion (pacey)
BELLS – answering questions as a team, debating, timer for class
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REVISION CARDS LARGE CHALK – you can use on a carpeted floor!
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JENGA – get the cheaper unbranded game; use a permenant marker and write your questions!
#poundlandpedagogy – @WallaceIsabellaPAPER PLATES!!!! DIY JIGSAW
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GAMES
The unknowns!!
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