Learning Pit Strategies Pit Strategy Description How this could be used in my lessons Pre planned groups Either set or mixed ability. I like to use set ability as this allows each group to be given a different set of outcomes dependent on where they should be at the end of the lesson. You can give groups completely different tasks dependent on the children within that group. Be dynamic with groupings – swap group members during lesson to aid struggling groups or push groups that are flying. E.g. Lorraine is leading her group really well but Sian is lagging. Swap them over, allowing Lorraine's group to push Sian on and Lorraine to push Sian’s group on. Key Question/ Problem An engaging, “cunning” problem or question that students spend the lesson or part of the lesson trying to answer. This problem or question will allow students to cover the content of the lesson. E.g. By answering the question “How does sweating cool you down?” students will have to work out what evaporation is and how that relates to energy transfer. Or Giving them the solution for a simultaneous equation and students have to work out how the answer was found OR Giving students an emotive word or picture and students have to find ways of linking a piece of text to this word or picture Not all students will be given the same problem or question necessarily Choice of tasks You can direct different students to different tasks depending on their starting point, which you have diagnosed from pre-topic tests or start of lesson task. Also allow students to chose the way they present their findings/answer their question. e.g. if using a concept map, is there an alternative concept map or a completely different way of showing their understanding? Concept maps Break up problems and key questions by providing concept maps. This can take the students through the steps of their learning, enabling them to get to their end point. Concept maps can contain key questions to move learning forward e.g. “what emotions does this picture trigger?” “underline any words in the text that create a similar emotion”  “how is the author projecting this emotion?” Concept maps can be easily differentiated by wording questions differently or setting them out differently. Careful because not all students learn better this way – I usually give students the choice of whether they want to use them or not. More often than not they do though. Diagnosis Before a topic or at the start of the lesson find out what the students already know. This can be done through Doddle quizzes, baseline tests, or starter activities where students discuss a picture or misconception. By doing this you are allowing the students that already have some knowledge on the topic to progress from the word go rather than waiting for the others to catch up. Therapy Those students that lack a lot of the prior knowledge needed for your lesson (identified from diagnosis) can be given strategies to catch up. This may be that you put them all in the same group and they have a slightly different task. Or you can distribute them throughout groups so that other students can bring them up to speed. If diagnosing at the beginning of the lesson, sometimes I set up a “therapy desk” where students can go and complete a simple task which enables them to “catch up” Differentiated Criteria If using set groups, you can give them a list of criteria “where should you be at the end of the lesson”? And, using the resources provided they work towards this criteria. Students could come up with their own criteria. You can give different groups a completely different set of criteria. Concept maps usually help a lot when using this strategy. Recourse Pack Give students images, key facts, diagrams, clues, model answers in order to work out the tasks given to them. E.g. if asked to link a mathematical problem to it’s answer, have a few different worked examples of other similar problems as resources Help Desk For those students struggling, have information/help available. This may be a key words definition list or a diagram or even a few sentences with some hints. Students can go to these recourses if needing help during lesson Challenge Card Tasks ideally should be differentiated so that each student is being appropriately challenged. However if students are flying or finishing, direct them to a challenge card which will bring their learning on further Group Roles Giving group members roles allows all students to get involved. For example I like to use a “questioner” in my groups that will be a bit like a devils advocate, in that they counteract the groups ideas, causing their understanding to develop further. Progress Check Progress obviously needs to be assessed constantly through the lesson. This can easily be done through questioning individuals. Below are some nice ways of getting the learners to assess their progress as well as the teacher: Stop the class and get them to complete a true or false quiz on what they may know so far Ask students to find someone they have not spoken to yet and ask them a question about what they have learnt so far Have a sheet with a question or diagram on it which you use as a progress checker. You go around the room showing students the sheet and asking a variety of questions about what you have on the sheet. Many of these techniques allow the learners to assess where they are so far. For example if they are no able to answer many of the quiz questions, they can go to the help desk or ask a group member for extra guidance. Application At the end of lesson or beginning of next lesson, check understanding by getting students to apply what they have learnt to a new concept or situation