Googling for originality

A simple classroom technique, when drafting and editing.

Recently, I have been doing quite a bit of drafting and editing of creative writing with Year 5 and 6 pupils, and I have been finding this little game useful. I’m sure it’s not original, and I have used it with older students since search engines became a thing, but it is still new to many teachers – so here it is. (It’s very, very simple.) Continue reading “Googling for originality”

A poetry lesson

An account of a poetry lesson, with some thoughts on efficiency, on how we treat texts and on knowledge.

Sequencing.jpgWhen I became an Advanced Skills Teacher, in 2002, the designation was still fairly new. There was quite an intensive appointment process involving a portfolio of documentary evidence, a set of testimonials and a visit by an external assessor, who watched me teach a mixed-ability Year 10 class. For this, I served up a ‘sure-fire’ double lesson on a poem, which I thought went very well. However, while the assessor enjoyed the lesson and was complimentary about it, she had a major reservation. Just the week before (she told me) she had seen the same poem “taught very well in just half the amount of lesson time.” I found this a little irksome. I argued that I could very easily have ‘taught the poem’ in half the time, but that the lesson was about more than covering curriculum content as quickly as possible. But did she have a point? Continue reading “A poetry lesson”

Michael Rosen’s ‘matrix’ of comments

Capture.JPGMichael Rosen recently published a ‘matrix’ of different types of comments which children make about the texts they are reading:

http://michaelrosenblog.blogspot.co.uk/2017/04/for-teachers-how-to-assess-and-analyse.html

I have had a go at composing typical ‘trigger questions’ for each type of comment, for use in training. These are available to download here:

Rosen matrix questions

What does the poem do? A revision tool

This is an approach which I have used successfully when revising clusters of poetry for GCSE. (Apologies for any parts which seem commonplace or obvious.)

The basic idea is familiar – to practise summing up the ‘essence’ of each poem, so that students feel that they have a pinned-down overview of each – a handy encapsulation. This can be useful when introducing an answer; it can be helpful for unlocking or framing ideas; and – perhaps most importantly – it can give students a sense of control, of in some way ‘owning’ each poem, when it’s tucked up in a single, illuminating sentence. Continue reading “What does the poem do? A revision tool”

Folding feedback into learning

MoreNumber #2 in an occasional series of short posts on feedback, appearing in no particular order

FoldLast year, I visited a lesson in which pupils were analysing a newspaper article. They read the article as a class, then – in pairs, so that they were having to articulate their ideas before committing them to paper – they wrote answers to a set of questions. The level of analysis and of expression was variable but, on the whole, not very high:

 ‘The purpose of the article is to tell about what happened.’

‘The headline really grabs the reader’s attention’

Continue reading “Folding feedback into learning”

Developing critical readers: preparing students for GCSE English Language reading papers

Thoughts on how students are taught to write critically about texts in exams

This post was originally an article for NATE‘s Teaching English (Issue 12, Autumn 2016.) It has been edited slightly.

Capture.JPG

Preparing for the new English GCSEs has compelled English departments to put their Key Stage 4 curriculum through yet another revision. For many, this has been taken as an opportunity to be creative with the curriculum, to devise fresh practice and to sharpen classroom teaching of knowledge and skills. However, the combination of a short time frame and a highly pressurised environment has pushed some departments towards an anxious, somewhat mechanistic approach to the specifications, with teachers focusing narrowly on the hoops through which students will have to jump. Continue reading “Developing critical readers: preparing students for GCSE English Language reading papers”

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