You have 5 minutes to draw a house on the paper provided DO IT NOW! You have 5 minutes to draw a house on the paper provided

Mark your partners work; Success criteria The house has three windows 1 mark The house has a door with the number 13 on it 2 marks Bricks have been drawn 1 mark It has a chimney with smoke 2 marks There are four flowers in the garden 4 marks The door has a ramp for wheelchair access 3 marks The house looks 3-dimensional 2 marks The house has a garage attached 2 marks The house has a garden path leading to it 3 marks Marks out of 20

STRATEGY 1: Sharing and understanding learning intentions and success criteria If students don’t know what the success criteria is, then how can they all have a chance at doing well? 2 things to reflect on; The starter activity, immediately setting up students to be on task by having something ready for them to do that is relevant to the topic/theme. Always have success criteria for the students to be able to follow in order to see that they are doing well and to show progress.

STRATEGY 2: Activating students as owners of their own learning MARKETPLACE: There are 3 “stations” around the room Visit each station with your teacher guide and explore the different strategies Write down two ideas that you like from each station with a brief explanation of how you might use these with students

STATION 1 STATION 2 STATION 3

Pose, Pause, Pounce, Bounce STRATEGY 3: Have the students learned? How do I move the learning forward? Pose, Pause, Pounce, Bounce Can you muster a Tigger-like Bounce in your classroom?

1. POSE Insist on hands down before the question is delivered. Provide a question or a series of questions, ensuring that you ask the students to remain reflective. Pose the question to the class; not an individual. Then Pause…

2. PAUSE... This is the difficult part. To stop talking… Ask the class to hold the thought... think... and think again... If students are captivated and engaged, try holding the silence for a little while longer (take a calculate risk) and... Still push the boundaries. Keep the reflection for as long as possible….before you, Pounce!

What’s your question? 3. POUNCE! Insist that the answer to the question comes from student A and possibly student B, directly and as fast as possible! Of course plan in your mind who you are going to ask, before speaking to the class. Name student A to respond and don't move from the student… Wait for an answer... pause... decipher the support needed, especially if no response is evidently on its way. (Of course, at this stage, you can instigate various strategies for peers to support the questionable student A). If student A does manage to answer, the fun part starts here...

4. BOUNCE! Ask another student B their opinion of student A's answer (immediately) after the Pounce response. This can be developed by asking student B and C their opinions to student A's response, irrespective if the answer is correct or not. An additional strategy is to Bounce the question onto a group A...and subsequently, a sub-group B if group A do not deliver a suitable way forward. This ensures the teacher is engaging a significant number of students with the question at hand, whilst using this strategy. It also ensures the entire class can be called upon at any given time by just returning to Pose or Pounce.

EXIT TICKETS

Plenary Review Grid

Further reading