Challenge for allThe magenta principles in science

The Magenta Principles

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Challenge

DepthEngagement

The Magenta Principles represent a pedagogy underpinned by a belief that…

• learning is the consequence of thinking… therefore our job is to get them to think

• language is central to thinking… therefore our job is to get them to talk

• learning is an active process… therefore our job is to get them doing

What are your students required to do to / with the information they encounter in the classroom in order to make it stick?

• Reduce it• Change it• Assemble it• Search for it• Connect it• Arrange it• Enlarge it• Simplify it• Classify it• Compare and contrast it• Deconstruct it• Apply it• Prioritise it• Act it out

The Magenta Principles in your teaching?Themes…

A traditional approach to a content heavy part of the specification.

A traditional approach to a content heavy part of the specification.

REDUCE

5-5-1 the composition of blood (see sheet)

OR

Sum up the work on the composition of blood in 5 key bullet points and justify why you have

chosen them.

PRIORITISE

What are the three most important things to know about red blood cells?

OR

Which feature of the red blood cell is the most important and why?

CHANGE

Change your written work on white blood cells into a

picture/diagram/storyboard/flowchart/cartoon

OR

Change your last piece of written work on white blood cells into an annotated diagram

ASSEMBLE

Create a mind map about the components of blood

OR

Create a six question test about the composition of blood. Test a friend!

Looking at blood: time for reflection…

Looking at blood: time for reflection…

Looking at blood: time for reflection…

Looking at blood: time for reflection…

A more reflective approach…

A more reflective approach…

Challenge for All High Expectations

Have high expectations of all students and expect them to succeed.

 

Challenging Learning Outcomes.Have challenging learning outcomes for all students.

Avoid all, most, some.

Bright Spots

Find bright spots of excellent work in lessons. Share and discuss excellence and aim for it.

Return sub-standard workReturn sub-standard work if students have not tried. Students should redraft until they have hit the standard.

Feedback

Use feedback to encourage students to reach their best.

The power of ‘yet’

Turn the phrase ‘I can’t do it’ into ‘I can’t do it yet’.

The struggle zone

Deliberately allow the students to be in the struggle zone to build resilience.

Support with questions

When students are stuck support them with questions rather than give them the answers.

Challenging Questions

Plan challenging questions throughout the lesson which stretch. Give them time to think them through.

Ban ‘I don’t know’

Ban the phrase ‘I don’t know’. Use questioning to support and enable them to understand.

Academic Atmosphere

Have an academic atmosphere in terms of expectations and quality of spoken and written language.

Make students think.Ensure that students are asked to do something to/ with the information to make them think.

Avoid rounding up

During discussions avoid rounding up their answers to make them seem better than they were.

Purpose

Link to the big picture of where students are going and why their learning is important.

Display excellence

Display examples of exceptional work around your classroom/department.

The Magenta Principles in your teaching?

Think about a lesson you are teaching before half term.

Where are the opportunities to include these principles / themes?

What are your students required to do to / with the information they encounter in the classroom in

order to make it stick?