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| Cues and prompts | Pausing to scan or survey |
| Teacher uses gestures or short phrases to bring | The teacher stands back to take stock of the |
| pupils into the dialogue, e.g. ‘Does anyone | learning across the class. This enables them to |
| disagree?’ or ‘Who can help us to think this | quickly assess what the pupils can do, can |
| idea through?’ | partially do or can’t do, and to adjust the |
| | teaching in response. |
| Wait time after a pupil response | Using wrong or partially correct answers to |
| Pupils are given time to reflect on a peer’s | prompt responses |
| response to a question. This enables them to | Teacher models not being sure about what the |
| check whether they understand it and to | right answer is, i.e. teacher seen to take risks |
| formulate a further response which builds on | and be vulnerable, or teacher helps pupil |
| what has been said. | unpick thinking leading up to partially correct |
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| | response and asks others to challenge or |
| | support each step. |
| | |
| Using group discussion strategies | Acknowledge when pupils demonstrate |
| Teacher employs strategies such as envoying, | effective dialogue |
| rainbow groups, jigsawing and snowballing to | Teacher explicitly comments on the features of |
| structure group work so that dialogue remains | effective dialogue where they occur. |
| focused and ideas from pupils are effectively | |
| shared across the groups. | |
| Models interest and enthusiasm | Varying length of wait time. |
| Teacher models respect for others’ points of | The length of wait time is adjusted according |
| view by reflecting on them and exploring | to |
| them, or models a positive response to sincere | the importance and level of challenge in the |
| ‘off the wall’ comments, or is excited about a | question – for example, from a few seconds for |
| good response. | thought to longer pauses of a few minutes for |
| | reflection or discussion. |
| Negotiating whether answers are right or | |
| wrong and why | |
| Teacher invites a vote on a reasoned response, | |
| or crystalises the views of two camps to help | |
| focus further discussion, or constructively | |
| challenges points raised by providing an | |
| alternative argument | |
| or perspective. | |
The formative use of summative tests
-
Pupils should be engaged in a reflective review of the work they have done to enable them to plan their revision effectively.
-
Pupils should be encouraged to set questions and mark answers to help them, both to understand the assessment process and to focus further efforts for improvement.
-
Pupils should be encouraged through peer and self-assessment to apply criteria to help them understand how their work might be improved.
-
Summative tests should be, and should be seen to be, a positive part of the learning process.
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References
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Bloom B.S. et al. (1956) Taxonomy of Educational goals: Handbook 1: Cognitive Domain, New
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Bragham G. (2006) How to survive and succeed with interactive whiteboard. LDA (Learning Development Aids)
Brookfield S. (1987) Developing critical thinking: challenging adults to explore Alternative
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Gibbs G (1981), Teaching Students to Learn: a student-centred approach, Milton Keynes: Open University Press
Goodhew, G. (2009) Meeting the needs of Gifted and Talented students, Continuum International Publishing Group.Honey P and Mumford A (1992), The Manual of Learning Styles, revised edition, obtainable from Peter Honey, Maidenhead SL6 6HB
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Leicester M. (2010) Teaching critical thinking skills. Continuum International Publishing group Stephen E. Toulmin (1958) The uses of Argument, Cambridge University Press.
Top Tips 50 podcasting ideas for the classroom. A helpful guide to get you started with
podcasting. Online at:
http://www.podiumpodcasting.com/pdfs/podiumTopTipsGuideWEB.pdf Accessed
18.06.2012
Using Blogs to Integrate Technology in the Classroom. Online at:http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47 Accessed 18.06.2012
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Watkins et al. (2000) Learning about Learning. Resources for supporting effective learning. Routledge, London
5 Strategies for Using Wikis in the Classroom. Online at:http://david-r-wetzel.suite101.com/5-strategies-for-using-wikis-in-the-classroom-a124331 Accessed 18.06.2012
6 Strategies for Using a Smart Board in Class. Online at:http://david-r-wetzel.suite101.com/6-strategies-for-using-a-smart-board-in-class-a115550 Accessed 18.06.2012
11 advantages of using a blog for teaching. Online at:http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching Accessed 18.06.2012
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