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'''Reconstruction activities'''
'''Reconstruction activities'''
These activities use modified text. The original text is broken down and given to pupils either in segments or as blocks of text with gaps. Pupils use prediction and then fill in gaps or sequence segments to reconstruct the text. This type of activity can help pupils develop an understanding of the structure of different text types. The following are examples of reconstruction activities.
These activities use modified text. The original text is broken down and given to pupils either in segments or as blocks of text with gaps. Pupils use prediction and then fill in gaps or sequence segments to reconstruct the text. This type of activity can help pupils develop an understanding of the structure of different text types. The following are examples of reconstruction activities
 
* '''Text completion (cloze)'''<nowiki>:</nowiki> Pupils predict deleted words, sentences or phrases.
* '''Text completion (cloze)'''<nowiki>:</nowiki> Pupils predict deleted words, sentences or phrases.
*'''Diagram completion'''<nowiki>:</nowiki> Pupils predict deleted labels on diagrams using text and other diagrams as sources.
*'''Diagram completion'''<nowiki>:</nowiki> Pupils predict deleted labels on diagrams using text and other diagrams as sources.
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*'''Completion activities with disordered text''': Pupils predict the logical order for sequence or classify segments according to categories given by the teacher.
*'''Completion activities with disordered text''': Pupils predict the logical order for sequence or classify segments according to categories given by the teacher.
* '''Prediction'''<nowiki>:</nowiki> Pupils predict the next part(s) of a text.
* '''Prediction'''<nowiki>:</nowiki> Pupils predict the next part(s) of a text.


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'''Analysis activities'''
'''Analysis activities'''
These activities use unmodified text. Pupils select specific information from the text and then represent it in a different form. This type of activity helps pupils develop their analytical skills. The following are examples of analysis activities.
These activities use unmodified text. Pupils select specific information from the text and then represent it in a different form. This type of activity helps pupils develop their analytical skills. The following are examples of analysis activities.
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*'''Diagrammatic representation''': Pupils construct diagrams from text, for example flow diagrams, concept maps or labelled models.
*'''Diagrammatic representation''': Pupils construct diagrams from text, for example flow diagrams, concept maps or labelled models.
*'''Tabular representation''': Pupils extract information from a written text, then construct and represent it in tabular form.
*'''Tabular representation''': Pupils extract information from a written text, then construct and represent it in tabular form.




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'''Pointers for planning DARTs'''
'''Pointers for planning DARTs'''
*Time is required to train pupils to talk constructively in pairs and groups, if it is new to them.  
*Time is required to train pupils to talk constructively in pairs and groups, if it is new to them.  
*If you laminate resources such as sequencing strips or texts for highlighting, they can be used again.
*If you laminate resources such as sequencing strips or texts for highlighting, they can be used again.
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At the end of a unit on the slave trade taught to a Year 9 class a history teacher wanted to use the Durban Conference on Racism, which took place in 2001, as a context for a text-restructuring activity. The end-product was to be a debate on the question: ‘Should the British government pay reparations to Africa for the ongoing effects of the exploitation of its natural resources that began with the slave trade?’ He planned the activity as follows.
At the end of a unit on the slave trade taught to a Year 9 class a history teacher wanted to use the Durban Conference on Racism, which took place in 2001, as a context for a text-restructuring activity. The end-product was to be a debate on the question: ‘Should the British government pay reparations to Africa for the ongoing effects of the exploitation of its natural resources that began with the slave trade?’ He planned the activity as follows.


'''Step 1''': Share the learning objective of the lesson by using the key question:
'''Step 1''' Share the learning objective of the lesson by using the key question
*Should the British government pay reparations to Africa for the ongoing effects of the exploitation of its natural resources that began with the slave trade? At this point, explain the key phrases and the expected learning outcomes.
'''Step 2''' Explain the concept of reparations using the Durban conference as the context from which examples and illustrations can be drawn.
'''Step 3''' Provide the text-restructuring grid <nowiki>[below]</nowiki> for pupils to use when analysing the historical sources provided. Pupils will have seen some of these sources before in a different context. Give them 15 minutes to consider as many sources as possible from the selection provided and make a judgement about Britain’s culpability in relation to each source used.
'''Step 4''' After they have looked at the sources, give pupils a fixed time to prepare their contribution to the debate. Explain the format for the debate, including guidelines for participation.
'''Step 5''' The whole class, including those who presented arguments, take a vote. In the plenary ask pupils to explain why they voted as they did, selecting the pieces of evidence that carried the most weight for them.


Should the British government pay reparations to Africa for the ongoing effects of the exploitation of its natural resources that began with the slave trade? At this point, explain the key phrases and the expected learning outcomes.
'''Instructions for pupils''' Look at the sources provided and complete the grid.


'''Step 2''': Explain the concept of reparations using the Durban conference as the context from which examples and illustrations can be drawn.
For the purposes of the debate, choose three pieces of evidence that most show Britain’s responsibility or lack of responsibility depending on the overall conclusion you have reached.
 
'''Step 3''': Provide the text-restructuring grid <nowiki>[below]</nowiki> for pupils to use when analysing the historical sources provided. Pupils will have seen some of these sources before in a different context. Give them 15 minutes to consider as many sources as possible from the selection provided and make a judgement about Britain’s culpability in relation to each source used.
 
'''Step 4''': After they have looked at the sources, give pupils a fixed time to prepare their contribution to the debate. Explain the format for the debate, including guidelines for participation.
 
'''Step 5''': The whole class, including those who presented arguments, take a vote. In the plenary ask pupils to explain why they voted as they did, selecting the pieces of evidence that carried the most weight for them.


'''Instructions for pupils''': Look at the sources provided and complete the grid.
For the purposes of the debate, choose three pieces of evidence that most show Britain’s responsibility or lack of responsibility depending on the overall conclusion you have reached.
{| style="border-spacing:0;"
{| style="border-spacing:0;"
| style="border-top:0.002cm solid #000000;border-bottom:0.002cm solid #000000;border-left:0.002cm solid #000000;border-right:none;padding:0.097cm;"| '''Source'''
| style="border-top:0.002cm solid #000000;border-bottom:0.002cm solid #000000;border-left:0.002cm solid #000000;border-right:none;padding:0.097cm;"| '''Source'''
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'''''Task '''''
'''''Task '''''
'''Classroom assignment: text restructuring'''
'''Classroom assignment: text restructuring'''
'''15 minutes'''Create your own text-restructuring grid. It can be designed as a general-purpose tool that will support many different learning objectives. You could choose one of the following.
'''15 minutes'''Create your own text-restructuring grid. It can be designed as a general-purpose tool that will support many different learning objectives. You could choose one of the following
 
* A compare-and-contrast grid that requires pupils to look for similarities and differences. The text selected for use with the grid can be visual (e.g. two painted portraits with subjects in a similar pose but in different artistic styles) or written (e.g. two news reports dealing with the same event but from two different newspapers, one broadsheet and one tabloid).
* A compare-and-contrast grid that requires pupils to look for similarities and differences. The text selected for use with the grid can be visual (e.g. two painted portraits with subjects in a similar pose but in different artistic styles) or written (e.g. two news reports dealing with the same event but from two different newspapers, one broadsheet and one tabloid).
* A cause-and-effect grid that requires pupils to highlight or underline key events which are then sorted under the headings ''cause ''and ''effect''. Allow for ambiguity: some events might be categorised as both! Narrative texts or recount texts are best for this kind of activity.
* A cause-and-effect grid that requires pupils to highlight or underline key events which are then sorted under the headings ''cause ''and ''effect''. Allow for ambiguity: some events might be categorised as both! Narrative texts or recount texts are best for this kind of activity.
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* How does that compare with …?
* How does that compare with …?


There is a more extended account of the use of DARTs in module 5 of the Key Stage 3 ''Literacy across the curriculum ''training materials. You will also find support in the ''Literacy for learning ''materials where there are examples of reading activities for your subject.6 Making notes
Many DARTs activities guide pupils into recording what they have learned rather than just asking them to take notes. However, there are times when notes are required, perhaps as an ''aide-mémoire ''for later reference or as part of preparation for a presentation.
 
Many of the DARTs activities guide pupils into recording what they have learned rather than just asking them to take notes. However, there are times when notes are required, perhaps as an ''aide-mémoire ''for later reference or as part of preparation for a presentation.


Wray and Lewis remark that pupils are rarely taught to take notes, yet we expect them to be able to do it easily by Key Stage 4. They comment that pupils will often just copy chunks of text as they cannot prioritise or decide what is relevant, and this may match some of your experience.
Wray and Lewis remark that pupils are rarely taught to take notes, yet we expect them to be able to do it easily by Key Stage 4. They comment that pupils will often just copy chunks of text as they cannot prioritise or decide what is relevant, and this may match some of your experience.
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'''Case study'''
'''Case study'''
'''15 minutes'''The notes reprinted below came from a Year 8 pupil who was asked to ''make notes on pollution from your own reading ''as a homework assignment.
The notes reprinted below came from a Year 8 pupil who was asked to ''make notes on pollution from your own reading ''as a homework assignment.


Read through the response and decide
Read through the response and decide
* how far the way the task was set contributed to the pupil’s difficulties;
* how far the way the task was set contributed to the pupil’s difficulties;
* what other difficulties the pupil had – use the above list to support you;
* what other difficulties the pupil had – use the above list to support you;
* what you could do to make the task more focused for the pupil.'''''Task 11'''''
* what you could do to make the task more focused for the pupil.
 
'''''Task'''''


'''Why take notes?'''
'''Why take notes?'''
'''10 minutes'''Reflect on
Reflect on
* why you ask pupils to take notes;
* why you ask pupils to take notes;
* when you ask pupils to take notes;
* when you ask pupils to take notes;
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* how you could improve the process based on what you have read so far.
* how you could improve the process based on what you have read so far.


'''''Task 12'''''
'''''Task'''''
'''Classroom assignment: planning note-taking'''
'''Classroom assignment: planning note-taking'''
When planning the next note-taking exercise, plan to explain
When planning the next note-taking exercise, plan to explain
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* how they should do it;
* how they should do it;
* how you will use what they do, e.g. as an assessment or to check their understanding.
* how you will use what they do, e.g. as an assessment or to check their understanding.
Then use your experience in aspects of the EXIT model to stage the process.
'''10 minutes'''
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