Some thoughts on ‘pace’

File:The Tortoise and the Hare - Project Gutenberg etext 19994.jpg

A notoriously unhelpful piece of lesson observation feedback is that there was insufficient ‘pace’. Of course, in discussion this might be teased out and made sense of, but sometimes it is left unclear, or (worse) it can reflect a misunderstanding of what the teacher was doing, or of how a subject works.

The difficulty, of course, is that ‘pace’ (in any meaningful sense) is about things that are subjective.

Pace has been written about a lot, but – in case it’s of any use or interest – here is my own take on it. Nothing original – just some accumulated thoughts.

(Image from The Æsop for Children, illustrated by Milo Winter, Project Gutenburg) Continue reading “Some thoughts on ‘pace’”

Quick talk about texts

Short-burst pair or group talk activities which can be woven into reading lessons

Structure

In other posts, I’ve suggested that the most effective whole-class reading sessions allow for seamless weaving together of whole-class discussion, individual thinking time and pair or small group talk. below are some examples of typical, short pair or group talk activities (30 seconds to a couple of minutes) which can be woven into reading lessons so that pupils are required to retrieve and to rehearse knowledge, to develop and refine understandings, and to practise the articulation of these things, as well as develop their independence and their personal and social confidence as readers. Continue reading “Quick talk about texts”

Who is doing what in the classroom? A tool for planning and reflection

It is always risky to discuss something as complex as teaching and learning in terms of any sort of ‘model’. It is always reductive and probably wrong. However, at the moment I am finding it useful to think of classroom teaching working like this. (Click to enlarge)

T&L model.jpg

Based on well-rehearsed principles, this schematic might be a useful analytic tool for reflecting on planning, lessons and teaching over time, and as a focus for CPD. Continue reading “Who is doing what in the classroom? A tool for planning and reflection”

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