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| When pupils are merely reproducing or memorising given facts and information; accepting ideas and information passively; not being required to look for principles or patterns or to reflect on goals and progress – then they are only engaged in surface learning. The role of the teacher is crucial in engaging pupils in constructive, deep learning. | | When pupils are merely reproducing or memorising given facts and information; accepting ideas and information passively; not being required to look for principles or patterns or to reflect on goals and progress – then they are only engaged in surface learning. The role of the teacher is crucial in engaging pupils in constructive, deep learning. |
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| {| style="border-spacing:0;" | | {{:Creating Engagement/Table}} |
| | colspan="3" style="border-top:0.035cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| '''''Task 2 ''Working with the video 1 30 minutes'''
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| The grid below contains an analysis of the lesson shown in video sequence 11a. It identifies the key elements of the lesson
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| * the techniques consciously planned into the lesson by the history teacher;
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| * the teaching skills he employs to ensure that the strategies lead to learning gains for his pupils.
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| Read through the analysis in the grid below and then watch the video clip. Tick off the strategies in the left-hand column as you recognise them.
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Technique'''
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| '''Teaching skill'''
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| '''Learning gains'''
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Visual starter'''
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| Pupils are asked to generate questions about the mystery object shown and to offer ideas about what it might be.
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| Setting a challenge
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| Creating a two-part task for those who go beyond generating questions | |
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| Creating a positive climate, accepting all ideas, linking ideas to learning focus
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| Involves all pupils individually Activates prior learning Encourages speculation Creates an investment in the learning
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| Motivates pupils to make links and connections
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| | style="border-top:0.018cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Sharing learning objectives'''
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| Key questions are used as a means of sharing objectives.
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| Key words are displayed for reference throughout the lesson.
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| | style="border-top:0.018cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| Clarifying the area of learning in language that pupils understand
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| Linking the objectives to key words
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| Using questioning to ensure shared understanding before moving on
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| | style="border-top:0.018cm solid #808080;border-bottom:0.035cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| Actively engages pupils in pursuit of the answers
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| Provides a measure of success
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| Defines learning outcomes, i.e. pupils should be able to answer the questions at the end of the lesson
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| Focuses learning
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| | style="border-top:0.035cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Simulation'''
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| The trade triangle is simulated by asking pupils to move around the room to designated points as if they were products.
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| | style="border-top:0.035cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| Creating an assessment opportunity; the teacher can see who has understood, but pupils are supported because they can confer with those who have not been given cards
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| | style="border-top:0.035cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| Challenges selected pupils to demonstrate their understanding
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| Creates new links and connections through physical re-creation of an abstract concept (trade triangle)
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Sequencing'''
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| Pupils are asked to sequence a series of pictures related to the slave trade – with or without using captions as directed by the teacher.
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| Careful planning of the task; the teacher knows both the benefits and limitations of the task (it is ‘basic’); he plans for differentiation and challenge
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| Intervention using questioning to extend thinking
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| Begins to link one sequence of causation with another (the trade triangle with the capturing of slaves)
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Focused video sequence'''
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| Pupils are asked to look for new pieces of information and note them on blank caption cards.
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| Using the video to build on the sequencing task; taking pupils beyond the ‘basic’ to the more complex
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| Develops a more complex model (the sequence of causation related to capturing and trading of slaves)
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| Develops a personal relationship to the area of learning; increases interest and motivation
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.035cm solid #808080;border-right:none;padding:0cm;"| '''Final plenary*'''
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| Pupils are asked to present an aspect of their learning to the whole class using the OHP.
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| Learning is summarised and linked back to the key questions.
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:none;padding:0cm;"| Creating an assessment opportunity biased consciously towards those who are orally confident
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| Sharing learning gains
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| | style="border-top:0.018cm solid #808080;border-bottom:0.018cm solid #808080;border-left:0.018cm solid #808080;border-right:0.035cm solid #808080;padding:0cm;"| Consolidates learning
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| Pupils share understanding
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| Pupils gain confidence in expressing ideas
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| Pupils see what they have learned|
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| |}
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| <nowiki>*</nowiki>''Note'': This teacher uses mini-plenaries throughout the lesson for a number of purposes.
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| The pace and length of these vary according to purpose. However, each contributes to making overall links and connections and to consolidation and extension, leading to the next stage in the learning.
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| ===Task 3 ''Working with the video 2 30 minutes=== | | ===Task 3 ''Working with the video 2 30 minutes=== |
