DT planning
My first input in DT is self directed:
Make a set of cards as a resource for design process geared toward Y7&8. Matching term and definition.
Research hand tools and their use give an example on wednesday.
http://www.gglover.co.uk/page5.html
Monday, 26 September 2016
First items planned for lesson - Art JCP
FEEDBACK AND SELF REFLECTION
After the lesson starter, I felt that I could have been more confident. My nerves got the better of me and i rushed through what I wanted to say. I missed out a great deal and failed to cover everything that I had planned to. My resources and preparation therefore were not utilised fully.
However, the class were engaged in what I had to say, they listened well and incorporated my ideas in their work.Overall positive, but key focus points are:
Ok so, Based on what Miss has been covering with you,
looking at textures and surfaces of clay, and particularly the work of heather
Knight who builds up a surface using a variety of techniques…
I thought I would explore how we can make interesting and
intriguing surfaces by, effectively the opposite approach.
Instead of building up on the clay, adding and creating our
own texture from scratch, I played with the idea of creating
an impression by finding objects and things with an interesting surface texture
which could translate well into a negative impression in the surface of the clay.
Does everyone/anyone know what I mean by making an
impression or a print on the surface?
Yes? Go on then does anyone want to tell me?
Ok so, I’m taking the object and using a variety of methods
to leave that imprint.
1. One
method would be as I have done here, take the object and literally push
it into the clay until im satisfied that the clay has been
pushed into all the little nooks and crannies of the objects surface. This
works particularly well with things such as bark, nails, or when
creating a pattern like holes etc. – You can also extend upon this and roll
the object if possible such as pine cones and pick up on a repeated
pattern.
2. Second
method would be to place the object on the surface of the
clay, and roll it into the clay using a roller or pin to create an evenly
distributed amount of pressure. This method is best when taking imprints
of whole objects that are quite small or fine such as flowers, leaves and hairs.
This is because more of the object is picked up by being effectively flattened.
3. Here
(show holes and raised) I have a combination approach where areas have been
removed and those remnants have been added. This created a surface with
effectively three depths and elements to it. Negative space,
and medium and raised positive space.
4. Using
objects to draw/cut or press a desired effect such as with forks,
paintbrushes, cocktail sticks etc.
Whats nice about these types of prints is the outcome can
be quite unpredictable and organic when using found natural surfaces. You can
make something more precise by using a very solid object or tool.
There are many ways to get interesting patterns in your
clay. Look around your house, particularly your kitchen etc as
there are bound to be tools and surface such as forks, knifes and pins to
create textures and surfaces. Look in the garden for things like I have here,
pine cones, feathers, leaves, branches and bark etc,
or around school for objects and items…
You will start to see all kinds of things that can make
good textures. Rocks, the bottom of your shoe, the end of a paintbrush, a
pencil. The list really is endless.
Is everyone clear on those approaches and processes?
What do we think of them? Has anyone got any thoughts?
Likes/Dislikes?
Does anyone want to have a quick go before carrying on with
your own work?
FEEDBACK AND SELF REFLECTION
After the lesson starter, I felt that I could have been more confident. My nerves got the better of me and i rushed through what I wanted to say. I missed out a great deal and failed to cover everything that I had planned to. My resources and preparation therefore were not utilised fully.
However, the class were engaged in what I had to say, they listened well and incorporated my ideas in their work.Overall positive, but key focus points are:
- confidence
- presence
- nerves
- Use of powerpoint would make the info easier to discuss.
Thursday, 22 September 2016
FIRST SET TASKS
create a resource that brings together the stages of the design process and their definitions.
Think about laminated cards that groups (10 sets) can organise?
bbc bitesize design process resources
tech student .com
First time bringing the kids in, take register and what I want is a "YES MISS" if they have brought homework in, and if they haven't, say NO MISS, this way i know whos here just from receiving a response.
I can give the other year 7s the cards to start arranging as a starter and by the end of the lesson they should know 100%
research correct use of a bench block and saw,youtube: Hand/wood saw
Will be doing clay work on monday, textures heather knight
for monday they want me to be able to design pinch pots or create ideas for textures etc. think of a small task or be able to demonstrate a few styles. mabe just create a few examples at home and have them to bring in and talk them through how we can make them? just four or five.
PUT EXAMPLES HERE PHOTOS FROM PHONE
create a resource that brings together the stages of the design process and their definitions.
Think about laminated cards that groups (10 sets) can organise?
bbc bitesize design process resources
tech student .com
First time bringing the kids in, take register and what I want is a "YES MISS" if they have brought homework in, and if they haven't, say NO MISS, this way i know whos here just from receiving a response.
I can give the other year 7s the cards to start arranging as a starter and by the end of the lesson they should know 100%
research correct use of a bench block and saw,youtube: Hand/wood saw
Will be doing clay work on monday, textures heather knight
for monday they want me to be able to design pinch pots or create ideas for textures etc. think of a small task or be able to demonstrate a few styles. mabe just create a few examples at home and have them to bring in and talk them through how we can make them? just four or five.
PUT EXAMPLES HERE PHOTOS FROM PHONE
lesson Ideas Research
pointilism and impressionism:
Beans and peas etc to make a picture.
using clay and dot density to create a piece of work. give them a square of clay and they can create dots/holes with a tool
Lazer cutter and 2d design
bookmarks
puzzles
shapes and slot in puzzles where you would take out a section in green as a solid and have other shapes cut out and we could make it into a slot puzzle.
keyrings
injection moulding
keyrings
Lazer cutting peach pie!
lazer cut xmas baubles or Halloween ornaments
lazer cut phone holder and desk tidy?
light box art, draw a picture or sillhouette etc, lazer cut
create the box, add the perspex layer and mount led in there.
pointilism and impressionism:
Beans and peas etc to make a picture.
using clay and dot density to create a piece of work. give them a square of clay and they can create dots/holes with a tool
Lazer cutter and 2d design
bookmarks
puzzles
shapes and slot in puzzles where you would take out a section in green as a solid and have other shapes cut out and we could make it into a slot puzzle.
keyrings
injection moulding
keyrings
Lazer cutting peach pie!
lazer cut xmas baubles or Halloween ornaments
lazer cut phone holder and desk tidy?
light box art, draw a picture or sillhouette etc, lazer cut
create the box, add the perspex layer and mount led in there.
Extended learning and thoughts so far
- Be more confident
- Lift voice
- See the classroom as your own, stop being sheepish
- get really confident with the machinery etc so that you appear to have great subject knowledge.
- make instructions clear and direct, not conversational. instruct
- Be more efficient with time keeping. Get a big planner and have days clearly marked out.
This page is informative and has tips for teaching and learning as an extension of what we covered with Charlie on monday
Observations Thurs Wk 3
JCP - photography Year 10
Buckled down on classroom management very quickly this lesson, Short and sharp behaviour monitoring.
" we have been looking at emily blincoe, what does she do? How?" etc reviewing last weeks work.
"we had a practice last week and we photographed sweets etc"
What view are we looking at? "birds eye view" etc.
"Use the straps on cameras please, no dangling but also saves the camera"
Were going to be spending the lesson photographing in the style of emily blincoe.
Sugar paper backgrounds
Her backgrounds are important so consider this.. Sometimes she uses contrasting colours others not, why? how do you want to create your images etc"
could have asked them to bring in sweets or foods etc.
slice up fruit
paper is going to get wet from the fruit juices etc.
consider placement. she puts things in lines and rows and colour co-ordination.
Personal notes:
I was involved in a TA manner, which I need to start working harder at because I feel as though im slacking a bit! This is down to a lack of confidence as apposed to lack of motivation, need to make this apparent!
THIS NEEDS TO GO ON EXTENDED
JCP - photography Year 10
Buckled down on classroom management very quickly this lesson, Short and sharp behaviour monitoring.
" we have been looking at emily blincoe, what does she do? How?" etc reviewing last weeks work.
"we had a practice last week and we photographed sweets etc"
What view are we looking at? "birds eye view" etc.
"Use the straps on cameras please, no dangling but also saves the camera"
Were going to be spending the lesson photographing in the style of emily blincoe.
Sugar paper backgrounds
Her backgrounds are important so consider this.. Sometimes she uses contrasting colours others not, why? how do you want to create your images etc"
could have asked them to bring in sweets or foods etc.
slice up fruit
paper is going to get wet from the fruit juices etc.
consider placement. she puts things in lines and rows and colour co-ordination.
Personal notes:
I was involved in a TA manner, which I need to start working harder at because I feel as though im slacking a bit! This is down to a lack of confidence as apposed to lack of motivation, need to make this apparent!
THIS NEEDS TO GO ON EXTENDED
Observations Wed wk3
Period 1 - VB
Starter:
Think of all the plastics that you can (3 minutes)
think of all the things and objects you can make from these plastics
Lesson objectives:
Develop knowledge ad understanding of the process used to transform their shape. Transfer this knowledge to create a design
Outcomes:
To be able to identify the different manufacturing processes used in order to turn plastic into different products
Prompted class as usual, what did we do last week? We looked at woods, now, were looking at plastic.
What is plastic made out of?
Natural rubber used to make black country old bicycles from a rubber tree. (natural plastic)
Glue vs Glue sticks, really glue stick is a plastic
Thermo
Thermo-setting
Small task:
Picture of a plug socket, saucepan, fereari, M&S carrier bag and a cchair.
Identify which are thermo and thermo-setting plastics.
VB tackled problem behaviour by making and holding eye contact, waiting for them to register. I thnk becuase she is generally quite loud and confident students automatically notice the quietness.
She also leans in when making eye contact
Period 2 - VB Year 10 Tech
Quieter, slower tone than used for year 8's
Router to create a slot in wood.
She asked the student who was the most disruptive to come and do what she just demonstrated.
She jumped on to the table to demonstrate the plan viewpoint. some of the class giggled and thought it was a bit cringy... but does that matter? they will remember the idea of plan viewpoint!
loud and enthusiastic always
Period 5 - GF art Y8
Immediate classroom management by making them line up outside, checking uniforms and asking them to come in quietly.
She demanded respect by being very strict from the offset, and not particularly friendly, however throughout the lesson she very dramatically sways. One minute very direct and strict, another making silly noises and being really friendly.
pointilism/impressionism
Starter: Choose two colours and fill in the 4 squares from left to right, light to dark using dots.
Perhaps we consider colour balance, and density of the dots, the amount of dots per square.
homework and register check "yes miss" for, yes I've brought my homework, "No miss" for I haven't.
Its not about colour now, its about shade and tone. density etc.
they arew asked to mount this new work along with the artist research images they should have done as homework, along with colour wheel from previous lesson. This took until half past.
She made a silly noise and the class repeated it back. ~Shes quite animated with her arms and gestures. really stuck in and confident.
Shaded bottles
Great task at the end which I want to incorporate in my practice
"Stop and swap"
Swap your work with another persons and give them two stars and a wish. Two compliments and a "what could be improved" essentially. Swap back and share the results.
Maybe their dots are really clear and beautiful, maybe they've used the space really well.
Period 1 - VB
Starter:
Think of all the plastics that you can (3 minutes)
think of all the things and objects you can make from these plastics
Lesson objectives:
Develop knowledge ad understanding of the process used to transform their shape. Transfer this knowledge to create a design
Outcomes:
To be able to identify the different manufacturing processes used in order to turn plastic into different products
Prompted class as usual, what did we do last week? We looked at woods, now, were looking at plastic.
What is plastic made out of?
Natural rubber used to make black country old bicycles from a rubber tree. (natural plastic)
Glue vs Glue sticks, really glue stick is a plastic
Thermo
Thermo-setting
Picture of a plug socket, saucepan, fereari, M&S carrier bag and a cchair.
Identify which are thermo and thermo-setting plastics.
VB tackled problem behaviour by making and holding eye contact, waiting for them to register. I thnk becuase she is generally quite loud and confident students automatically notice the quietness.
She also leans in when making eye contact
Period 2 - VB Year 10 Tech
Quieter, slower tone than used for year 8's
Router to create a slot in wood.
She asked the student who was the most disruptive to come and do what she just demonstrated.
She jumped on to the table to demonstrate the plan viewpoint. some of the class giggled and thought it was a bit cringy... but does that matter? they will remember the idea of plan viewpoint!
loud and enthusiastic always
Period 5 - GF art Y8
Immediate classroom management by making them line up outside, checking uniforms and asking them to come in quietly.
She demanded respect by being very strict from the offset, and not particularly friendly, however throughout the lesson she very dramatically sways. One minute very direct and strict, another making silly noises and being really friendly.
pointilism/impressionism
Starter: Choose two colours and fill in the 4 squares from left to right, light to dark using dots.
Perhaps we consider colour balance, and density of the dots, the amount of dots per square.
homework and register check "yes miss" for, yes I've brought my homework, "No miss" for I haven't.
Its not about colour now, its about shade and tone. density etc.
they arew asked to mount this new work along with the artist research images they should have done as homework, along with colour wheel from previous lesson. This took until half past.
She made a silly noise and the class repeated it back. ~Shes quite animated with her arms and gestures. really stuck in and confident.
Shaded bottles
Great task at the end which I want to incorporate in my practice
"Stop and swap"
Swap your work with another persons and give them two stars and a wish. Two compliments and a "what could be improved" essentially. Swap back and share the results.
Maybe their dots are really clear and beautiful, maybe they've used the space really well.
- dramatic difference between positive and negative response to behaviour.
- great starter and finishing task to evaluate each others work
- classroom management efficient
Extended learning
Practical skills and knowledge development, self directed subject pedagogy
The band saw shown above operates as expected for simple cuts. Simply turn machine on and use the guide for straight cuts. You can use the plastic arm to push the material.
The above pillar drill (up and down simple motion pillar) has been converted into a router (side to side motion) in order to create grooves and slots, by adapting the base and changing the drill bit. Now we can use this machine easily to create functional grooves and slots in wood.
Bring the drill down mm at a time, hold into the wood and use the spinning lock mechanism on the left hand side of the machine to hold the drill at this depth. Use the rotay mechanism on the front or side of the base unit to moce the wood back and forth. Repeat the process until desired depth has been achieved.
Practical skills and knowledge development, self directed subject pedagogy
Bring the drill down mm at a time, hold into the wood and use the spinning lock mechanism on the left hand side of the machine to hold the drill at this depth. Use the rotay mechanism on the front or side of the base unit to moce the wood back and forth. Repeat the process until desired depth has been achieved.
Hand router. Hold button and apply pressure, move forward and hold to left of the body. Always move in this manner and direction. Use the customised bench to mark and hold wood correctly.
Hand router positioned upturned under the bench. Same process however in this position you hold to wood and move it into the router as apposed to controlling the router. Height/depth can be adjusted on the table.
My simple example of using the pillar drill router.
Using the ... saw to create line and shapes
This could be applied to creating a puzzle? later project? hand cut and sanded versus lazer cut? comparing technologies. create a box and puzzle.
Les talked me through simple approaches on 2D design, which I can then send through to the lazer cutter. I will create my own simple design to see if I can extend my learning.
Observations Tue wk3
Period 1 - Nigel/Cover year 8 Mechanical toy
Immediately cover teacher was strict, loud, and bellowing. he sent students out of theroom and back in if they were making noise.
This approach, is not somehthing I would like to do. I believe that standing at the door, greeting students as they come in and monitoring behaviour on the way through the door is a more efficient nd effective approach to entry. It clearly demonstrates a sense of control and demands respect from the offset.
Subject knowledge was limited and the notes given to the supply were terrible. There was a round 4 lines of notes for an hour long session in a specialised subject. No visual clues etc. Really poor planning and very little excuse for that in my opinion. I feel it is a better approach to have lessons planned at least a few in advance like a timeline in chunks. if you don't finish all of it or you finish early you could then move on to the next chunk and this would be easy to follow for a supply.
Linear and circular motion
Mechanics is something i could do with learning about. MAKE SOMETHING and research
Spent chunks of time facing away on google search, it was very apparent he didnt know the subject and design brief. But this was not his fault as a cover teacher. His delivery was still questionable as he was seemingly "defeated" upon entry!
Period 3 - JD Graphics SEN Y7
Group work - Identify the target market of the provided chocolate boxes, students were given 5 minutes to discuss who they were aimed at and why.
This was a beneficial lesson for me as I was sat in between a listed SEN student and one who is not listed as SEN but behaviour indicates SEN.
I was disappointing to see that JD didn't take into account Student E,G severe dyslexia. Wrote in red pen on the white board for the majority of the lesson and did not offer support to the student who also could not really see the board anyway. There was no seating plan in place to orchestrate some support for him, only the others. I intend to sit with him next week and focus on helping him. Or will suggest that he sits opposite me on the front table alongside JM and non listed SEN McK.
It was good that JD provided actual boxes and the students engaged well with the task so overall a successful lesson. For me the next step would be getting them to consider adding appropriateness to a product etc and then moving on to begin their designs.
Period 1 - Nigel/Cover year 8 Mechanical toy
Immediately cover teacher was strict, loud, and bellowing. he sent students out of theroom and back in if they were making noise.
This approach, is not somehthing I would like to do. I believe that standing at the door, greeting students as they come in and monitoring behaviour on the way through the door is a more efficient nd effective approach to entry. It clearly demonstrates a sense of control and demands respect from the offset.
Subject knowledge was limited and the notes given to the supply were terrible. There was a round 4 lines of notes for an hour long session in a specialised subject. No visual clues etc. Really poor planning and very little excuse for that in my opinion. I feel it is a better approach to have lessons planned at least a few in advance like a timeline in chunks. if you don't finish all of it or you finish early you could then move on to the next chunk and this would be easy to follow for a supply.
Linear and circular motion
Mechanics is something i could do with learning about. MAKE SOMETHING and research
Spent chunks of time facing away on google search, it was very apparent he didnt know the subject and design brief. But this was not his fault as a cover teacher. His delivery was still questionable as he was seemingly "defeated" upon entry!
Period 3 - JD Graphics SEN Y7
Group work - Identify the target market of the provided chocolate boxes, students were given 5 minutes to discuss who they were aimed at and why.
This was a beneficial lesson for me as I was sat in between a listed SEN student and one who is not listed as SEN but behaviour indicates SEN.
I was disappointing to see that JD didn't take into account Student E,G severe dyslexia. Wrote in red pen on the white board for the majority of the lesson and did not offer support to the student who also could not really see the board anyway. There was no seating plan in place to orchestrate some support for him, only the others. I intend to sit with him next week and focus on helping him. Or will suggest that he sits opposite me on the front table alongside JM and non listed SEN McK.
It was good that JD provided actual boxes and the students engaged well with the task so overall a successful lesson. For me the next step would be getting them to consider adding appropriateness to a product etc and then moving on to begin their designs.
Wednesday, 21 September 2016
lesson ideas!
Change colour of chocolate bars and get them to work out whats wrong and why this would make for a better or worse product etc
Sans serif and serif quiz, typography into catagories. points for winning table etc
apature test
making a puzzle
flash cards
activities using quizlet
etc
add value to these
give them plain chocolates or products objects etc and get them to discuss ideas as to how they add value.
top trumps business cards, most valuable elements in design and make a top trumps game
word scrambles and phrases... there are programmes online that will word scramble for you
who or what would win out of these two things ... wood/chocolate etc... WHY?
the apprentice: Pictures of studetns on the board and as the weeks go on, they are eliminated until one is the boss basically. we could have someone come in and give an interview etc in their chosen subject area.
research this further
Dont foret combo of textiles and wood... make a floppy fish
Change colour of chocolate bars and get them to work out whats wrong and why this would make for a better or worse product etc
Sans serif and serif quiz, typography into catagories. points for winning table etc
apature test
making a puzzle
flash cards
activities using quizlet
etc
add value to these
give them plain chocolates or products objects etc and get them to discuss ideas as to how they add value.
top trumps business cards, most valuable elements in design and make a top trumps game
word scrambles and phrases... there are programmes online that will word scramble for you
who or what would win out of these two things ... wood/chocolate etc... WHY?
the apprentice: Pictures of studetns on the board and as the weeks go on, they are eliminated until one is the boss basically. we could have someone come in and give an interview etc in their chosen subject area.
research this further
Dont foret combo of textiles and wood... make a floppy fish
What kind of teacher do i think i want to be?
Routine
respected
warm
enthusiastic
very well organised
innovative - I want to bring more interactive and engaging materials and medias to class even if its using games in lessons to interact with pupils. make it fun!
i want to know my subjects really well..
HOW am i going to achieve this?
develop a routine early non - comprising of
MORE ON THIS
WILL YOU ALLOW MUSIC EARPHONES CHATTING ETC ESTABLIH THIS AND STIUCKI TO IT
Routine
respected
warm
enthusiastic
very well organised
innovative - I want to bring more interactive and engaging materials and medias to class even if its using games in lessons to interact with pupils. make it fun!
i want to know my subjects really well..
HOW am i going to achieve this?
develop a routine early non - comprising of
- lining students up outside, shirts in, quiet etc get them to come in and wait behind chairs until everyones in. quietly. walk to front of class, and tell them they can now sit.
- or, greet them at the door, monitor individually and allow to walk in but correct them, tell them to stand behind their desk until i come in and then sit once quiet.
- Give an end task so that they can see it when they come in the following week. ask them to read through their feedback (quietly no chatter) while i take the register.
All of the above establishes a sense of control for me, respect and quiet will calm the energy down. talk at a nice low level but clearly to get them to listen.
starter or review of last weeks work. they will know what was good and was was bad about their understanding at this point because they would have read through their book feedback. it is then their job to put this into practice.
If people are chatting i would try firstly couting down from 3. or be silent and look at people in question. ask them a question
WILL YOU ALLOW MUSIC EARPHONES CHATTING ETC ESTABLIH THIS AND STIUCKI TO IT
Self directed project to enhance classroom/subject knowledge
I intend to use my lunch breaks and free periods to create a simple project. Such as a puzzle.
I hope to incorporate use of 2d design and the lazer cutter to create a pattern or shape on the top of the puzzle, and then have the whole ting cut accurately by the lazer.
I will create marks in varieties of wood and create slots etc using the router drill/hand router. this will give me practical undirected experience so as i feel more confident.
arrange to shadow or go around with lez?
begin chatting with Vicky and justine about how i can start doing activities etc so that i can research and plan accordingly using impressive tools and techniques.
I intend to use my lunch breaks and free periods to create a simple project. Such as a puzzle.
I hope to incorporate use of 2d design and the lazer cutter to create a pattern or shape on the top of the puzzle, and then have the whole ting cut accurately by the lazer.
I will create marks in varieties of wood and create slots etc using the router drill/hand router. this will give me practical undirected experience so as i feel more confident.
arrange to shadow or go around with lez?
begin chatting with Vicky and justine about how i can start doing activities etc so that i can research and plan accordingly using impressive tools and techniques.
Tuesday, 20 September 2016
Professional studies - Classroom management & lesson planning
Aims of the session
Initial tips and points:
Start lessons with a question
- This enables us to see what their baseline understanding and knowledge is at the beginning of a lesson. This re-engages them with the topic and allows us to asses memory.
Progress Windows
- phrase on board, totally different language. This is a metaphor that allows a teacher to grasp the knowledge and understanding of the student sin the class.
- progress board at the back of the class.
- ask students to put a post it note with their name on, on the board next to one of the following phrases; "Are you speaking swahili?" "I think i understand what you're saying", " I understand, I can speak that language a bit", "move over teacher, Im fluent"
(or something to this effect)
-throughout the hour you can between elements of the session, ask them to move the paper along the line.those who are left not having a clue you know to focus on more next time etc
You can use colour coded sticky notes also, maybe pupil premium kids could have blue and black, low achievers could have grey and white, high achievers could have pink and yellow.
you would have to colour code it so that they didnt know they were being grouped so give each group two colour choices, but you still know what they mean?
Questions
-Have questions that you want to pose to the students written down in notes or on a hand held devise/ipad, so that you have them to go along with your powerpoint and can prompt yourself
Words around the top of the classroom
-Words on laminated sheets around the top of the classroom such as, "however", "because", "on the other hand", "An example of this would be" etc,
-you could ask a student a question, let them answer, then say right, lets go over here (pointing to the word around the room, for example "on the other hand") and go to the next student.
This is an amusing and engaging method for teaching.
Make it into a competition
-split the class into two, and reward all good communication, ideas and behaviour with a point. at the end of the lesson the team who wins get a point on system? point toward a prize etc. bad behaviour can make you lose a point, this could encourage team work and increase peer pressure to dismiss troublesome behaviour.
Make it exciting and engaging with a timer
-give them a countdown! "think of five objects you could out in your stationary holder" (20 seconds...) "GO!" "now... write them down (20 seconds...) GO!"
- do the countdown
This makes it a challenge, there is a sense of urgency but in fact there is plenty of time. making the lesson fun would cheer them up, engage them, new energy etc
You can also use timers in powerpoint!
Use Dweck
- Encourage and reward behaviour, encourage and reward effort. Effort is key. this is universal regardless of ability. with effort COMES ability. Effort is never a detriment. Make time and room for those who try hard.
"You should be very proud of how hard ou have worked today, well done"
- On the other hand, show dissapointment and perhaps some sadness/melancholy over underachievement. this doesnt feed any attention seeking behaviour, just shows youre actually sad for THEM that they havent tried hard this lesson. offer to help, but in their time.
Shouting makes for more shouting
-If your volume is forever in the air, they wont react accordingly when you need them to!
I really like that
-Dont be stagnent, walk around and look at their work, encourage and reward any goodness! "I really like that", the student will automatically feel that they can contribute in the follow on task because you have already told them that their idea is good and right. this allows for a free flowing lesson and dynamic throughout. Plus, they should feel happy and proud to share.
Build your score
-everyone pick a red (this is easy questions, and has a smaller reward... eg, 5 points)
-give the students the option to then pick from a range of other colour coded questions or tasks etc that get progressively harder but higher in points value.
-team or person with the highest score wins.
This is reinforcing Dwecks theory in a way because you are rewarding the effort with higher points for picking more challenging questions. but also allows less confident or strategic play where many simple questions could be answered but you would need to complete significantly more.
Interactive and oldschool can be hand in hand and can be as good as a modern/tech approach. For example. there is a programme for creating triangles etc, and you measure lines and drag etc. but in reality the students will remember nicely if you took out to the playground with a piece of string and chalk.also,
THEY can do it themselves which reinforces learning.
One class specifically had a thinking pose so when teacher asks them to think about something they get into their pose and consider.
Talking stick/teddy/object
Only one person speaks at a time while holding the object such as a teddy etc,
Think of a person perhaps its someone related to your field... so, picasso, or the work etc. the others have to guess who it is or what it is your thinking of.
the teacher can pose these questions also for example... im thinkning of someone who uses bright colours, someone who used thick blobs for van gogh
or, im thinknig of a wood that is dark, its lines are close together etc for mahogony
Use the register for tasks?
Stamps... order stamps online to reward hard work and whoever has the most stamps at the end of term wins something?
See activities for teaching and learning
Think about physical presence in the classroom, own that space! Talk from the back of a class looking at a powerpoint, that way you can read it but also see the back of their heads to monitor chatting etc.
Draw a line under negatve issues and behaviour at the end of the class. try and hone in on anything good that the student does next time. look as though you are really trying to encourage good behaviour and stick to it! let them know their behaviour from last time is forgotten and we start fresh.
Body language, thumbs up etc
Get photos and a table plan together so you can begin getting on top of names
Remember to try and engage with every student along the lesson and make effort to get each sudetn to have an input.
Empathise with all excuses! even if that child has been late before for example, do not make a mockery of them or pay attention to it. Try and allow them to come in quietly and sit down and come to them afterword. they could have been in pastoral etc.
give them a revision task as often as possible to reinforce learning
Use lesson objectives as a lock screen item on computers!
Measuring understanding tools
Progress windows
Mindmap colour answer measurement and progress
Thermometer, dry wipe
progress chart with sticky magnet pictures of how far along their work they have come so far in terms of practical.
Always probe
- "Whats the definition of infinity, what does it mean?"
- (usually silly) student answers... "The back of cereal puffs"
This could turn in two directions. Most likely response would be "stop being silly" then moving on to another student. Always probe even daft answers...
- There's a picture of character holding a box of cereal puffs, with a picture on of character holding a paxck of cereal puffs etc"
Greet at door, don't ever "flap" at the computer, build rapore instantly as soon as students come through the door. this establishes an organised and routine presence that has continuity.Also this enables us to monitor behaviour instantly. Check uniform and silliness etc.
Could get students to always stand behind desks first before you come in and sit down. this establishes a sense of control and respect
Leaving routine the same... this allows time to congratulate and reward positive behaviour.
can do multiple choice questions at the end of the lesson, reinforcing knowledge gained from session and allow them to leave in order of answering correctly?
End task, multiple choice about today, they answer it quickly, or it could be a quick end task thats really easy to mark making your life easier but checking their knowledge easily, give a small task in their books, why do you think this etc, or.. yes, now... elaborate. This also then sets up for the following lesson an entry task.
"Hello, here's your books, see your end task from last week and read your feedback while I take the register"
Contribution to the lesson in a positive way put their name in the tub and at the end of the week do a lucky dip. this means that the more times you contribute the higher the likelihood you will win a prize. promoting good behaviour and engagement.
Independence
30-70% teacher to student percentage of input in class
summarise rather than waffling on. direct commands and expectations
Always have objectives clear and concise.
effective group work
- small groups or pairs because larger groups dont actually work as well. you need a lot for them to do if in a larger group. they will inevitably get distracted or bored.
independent learning
-training students to be independent and think on their own about what they've learned
Challenge
its important to challenge them, get the stuck sometimes so they begin to think and engage in the challenge of escape!
Questioning
Socratic questioning SEE WORDS AROUND THE ROOM
Engagement
active learning
new technologies
motivating activities
Pace: Have you made effective use of lesson time? 2 mins on this and that, short blocks and a twenty minute activity for example.
Get an ipad for use in class with PP
NOVA ELEMENTS
PUPPET PALS
Use the characters to make a story to explain certain things, for example i created a short clip on soft/hard/man made woods using a princess and a squirrel and discussed the sustainability of woods by asking him to only gnaw down softwood trees because they grow back faster and we can use that material for a wider variety of things.
We even as adults were really engaged and focused on the task at hand. could set this as a 15 minute task broken into 10-5 minutes.
great for kids story homework tasks etc. can you get it on a smart phone?
QUIZLET
Had a go on quizlet, there are resources readily available to utilise such as online games with built in questions etc where you save the planet from asteroids by answering the questions, flashcards you can use digitaly or print etc. see more when lesson planning
CLASS DOJO
see account!!!
uses a simple system of uploading a register so each student has a profile, you can then reward the character/avatar and it makes little gfestures and sounds. you can also punish it, at the end there is a total etc. you could say that every one that ends on -5 loses a point on the system and everyone that is +5 gains one. you could make this shorter term also to be more engaging ie at the end of every three lessons there is a prize, or maybe a silly punishment? like that person has to give a 1 minute presentation of the subject we have been covering?
it also links to parents but i would have to enquire as to whether i can do this.
seperate behaviour from the person and work
Reward hard work and effort
Feedback
Quick activities for progress - Mind-maps, question and answer tasks, ask the same question or mind-map pose question a few times during the lesson and change the colour of the answer "post it"notes so visual aid for progress understanding.
Assessment for learning - short, medium, long term assessment to show next steps and stages
Action on feedback - giving students the opportunity to make improvements on what they have contributed.
Subject knowledge will always earn you the most respect.
Go through and take twenty minutes a week to reward a star student. stick to it and give them what they deserve!
LESSON PLANNING
Work with mentor 48 hours before in order to be fully prepared, test it out in the room etc.
tables
mindmaps diagrams
could be easier to mark, remember that!
what is in the lesson plan?
apply this to my observations
ALWAYS have objectives really clear. this is a tool for measuring that each lesson the students have achieved understod etc use an activity alongside that as a visual clue for teaching? like, each students face moving along a board etc
have an aim such as
All students must be able to do this
all students should be able
all students could have a go
build up lessons in the same way as bloom, see the new grading system.
I can identify this
I can explain or apply
i can have a go at analysing an alternative and evaluating something different etc
dont rely on them to bring equipment when you ask them to
news articles
samples of wood
watch videos on youtube and cbbc
get them to write a poem about the topic... such as types of wood!
do the drawings
teacher student quiz.
brainstoem or chart with options such as
I would like to get better at
I have learned
I have got better at
evaluating their own learning
personal aims... put a sticky note in their book at the beginning of term that is a personal aim or wish for themselves in terms of their work etc.
use images and visual aid where possible
card sorting?
use metaphors... ie- iron man as a demo of innovation
art and fractions... the amount in thirds or quarters of mixed colours such as 1/4 yellow-red.. ratios
confidence and self esteem - how do we get this to grow
how do we teach them to deal with failure growth and reslience nurturing
what can we link in that they identify with? music/films etc
TUTOR TO YOU
Timers on powerpoint!
Aims of the session
}Define
‘Classroom Management’
}Raw
ingredients
}Cardinal
sins
}Voice
and body language
}Language
}Follow
up
}Low,
medium, high strategies
Initial tips and points:
Start lessons with a question
- This enables us to see what their baseline understanding and knowledge is at the beginning of a lesson. This re-engages them with the topic and allows us to asses memory.
Progress Windows
- phrase on board, totally different language. This is a metaphor that allows a teacher to grasp the knowledge and understanding of the student sin the class.
- progress board at the back of the class.
- ask students to put a post it note with their name on, on the board next to one of the following phrases; "Are you speaking swahili?" "I think i understand what you're saying", " I understand, I can speak that language a bit", "move over teacher, Im fluent"
(or something to this effect)
-throughout the hour you can between elements of the session, ask them to move the paper along the line.those who are left not having a clue you know to focus on more next time etc
You can use colour coded sticky notes also, maybe pupil premium kids could have blue and black, low achievers could have grey and white, high achievers could have pink and yellow.
you would have to colour code it so that they didnt know they were being grouped so give each group two colour choices, but you still know what they mean?
Questions
-Have questions that you want to pose to the students written down in notes or on a hand held devise/ipad, so that you have them to go along with your powerpoint and can prompt yourself
Words around the top of the classroom
-Words on laminated sheets around the top of the classroom such as, "however", "because", "on the other hand", "An example of this would be" etc,
-you could ask a student a question, let them answer, then say right, lets go over here (pointing to the word around the room, for example "on the other hand") and go to the next student.
This is an amusing and engaging method for teaching.
Make it into a competition
-split the class into two, and reward all good communication, ideas and behaviour with a point. at the end of the lesson the team who wins get a point on system? point toward a prize etc. bad behaviour can make you lose a point, this could encourage team work and increase peer pressure to dismiss troublesome behaviour.
Make it exciting and engaging with a timer
-give them a countdown! "think of five objects you could out in your stationary holder" (20 seconds...) "GO!" "now... write them down (20 seconds...) GO!"
- do the countdown
This makes it a challenge, there is a sense of urgency but in fact there is plenty of time. making the lesson fun would cheer them up, engage them, new energy etc
You can also use timers in powerpoint!
Use Dweck
- Encourage and reward behaviour, encourage and reward effort. Effort is key. this is universal regardless of ability. with effort COMES ability. Effort is never a detriment. Make time and room for those who try hard.
"You should be very proud of how hard ou have worked today, well done"
- On the other hand, show dissapointment and perhaps some sadness/melancholy over underachievement. this doesnt feed any attention seeking behaviour, just shows youre actually sad for THEM that they havent tried hard this lesson. offer to help, but in their time.
Shouting makes for more shouting
-If your volume is forever in the air, they wont react accordingly when you need them to!
I really like that
-Dont be stagnent, walk around and look at their work, encourage and reward any goodness! "I really like that", the student will automatically feel that they can contribute in the follow on task because you have already told them that their idea is good and right. this allows for a free flowing lesson and dynamic throughout. Plus, they should feel happy and proud to share.
Build your score
-everyone pick a red (this is easy questions, and has a smaller reward... eg, 5 points)
-give the students the option to then pick from a range of other colour coded questions or tasks etc that get progressively harder but higher in points value.
-team or person with the highest score wins.
This is reinforcing Dwecks theory in a way because you are rewarding the effort with higher points for picking more challenging questions. but also allows less confident or strategic play where many simple questions could be answered but you would need to complete significantly more.
Interactive and oldschool can be hand in hand and can be as good as a modern/tech approach. For example. there is a programme for creating triangles etc, and you measure lines and drag etc. but in reality the students will remember nicely if you took out to the playground with a piece of string and chalk.also,
THEY can do it themselves which reinforces learning.
One class specifically had a thinking pose so when teacher asks them to think about something they get into their pose and consider.
Talking stick/teddy/object
Only one person speaks at a time while holding the object such as a teddy etc,
Think of a person perhaps its someone related to your field... so, picasso, or the work etc. the others have to guess who it is or what it is your thinking of.
the teacher can pose these questions also for example... im thinkning of someone who uses bright colours, someone who used thick blobs for van gogh
or, im thinknig of a wood that is dark, its lines are close together etc for mahogony
Use the register for tasks?
Stamps... order stamps online to reward hard work and whoever has the most stamps at the end of term wins something?
See activities for teaching and learning
Think about physical presence in the classroom, own that space! Talk from the back of a class looking at a powerpoint, that way you can read it but also see the back of their heads to monitor chatting etc.
Draw a line under negatve issues and behaviour at the end of the class. try and hone in on anything good that the student does next time. look as though you are really trying to encourage good behaviour and stick to it! let them know their behaviour from last time is forgotten and we start fresh.
Body language, thumbs up etc
Get photos and a table plan together so you can begin getting on top of names
Remember to try and engage with every student along the lesson and make effort to get each sudetn to have an input.
Empathise with all excuses! even if that child has been late before for example, do not make a mockery of them or pay attention to it. Try and allow them to come in quietly and sit down and come to them afterword. they could have been in pastoral etc.
give them a revision task as often as possible to reinforce learning
Use lesson objectives as a lock screen item on computers!
Measuring understanding tools
Progress windows
Mindmap colour answer measurement and progress
Thermometer, dry wipe
progress chart with sticky magnet pictures of how far along their work they have come so far in terms of practical.
Always probe
- "Whats the definition of infinity, what does it mean?"
- (usually silly) student answers... "The back of cereal puffs"
This could turn in two directions. Most likely response would be "stop being silly" then moving on to another student. Always probe even daft answers...
- There's a picture of character holding a box of cereal puffs, with a picture on of character holding a paxck of cereal puffs etc"
Greet at door, don't ever "flap" at the computer, build rapore instantly as soon as students come through the door. this establishes an organised and routine presence that has continuity.Also this enables us to monitor behaviour instantly. Check uniform and silliness etc.
Could get students to always stand behind desks first before you come in and sit down. this establishes a sense of control and respect
Leaving routine the same... this allows time to congratulate and reward positive behaviour.
can do multiple choice questions at the end of the lesson, reinforcing knowledge gained from session and allow them to leave in order of answering correctly?
End task, multiple choice about today, they answer it quickly, or it could be a quick end task thats really easy to mark making your life easier but checking their knowledge easily, give a small task in their books, why do you think this etc, or.. yes, now... elaborate. This also then sets up for the following lesson an entry task.
"Hello, here's your books, see your end task from last week and read your feedback while I take the register"
Contribution to the lesson in a positive way put their name in the tub and at the end of the week do a lucky dip. this means that the more times you contribute the higher the likelihood you will win a prize. promoting good behaviour and engagement.
30-70% teacher to student percentage of input in class
summarise rather than waffling on. direct commands and expectations
Always have objectives clear and concise.
effective group work
- small groups or pairs because larger groups dont actually work as well. you need a lot for them to do if in a larger group. they will inevitably get distracted or bored.
independent learning
-training students to be independent and think on their own about what they've learned
Challenge
its important to challenge them, get the stuck sometimes so they begin to think and engage in the challenge of escape!
Questioning
Socratic questioning SEE WORDS AROUND THE ROOM
Engagement
active learning
new technologies
motivating activities
Pace: Have you made effective use of lesson time? 2 mins on this and that, short blocks and a twenty minute activity for example.
Get an ipad for use in class with PP
NOVA ELEMENTS
PUPPET PALS
Use the characters to make a story to explain certain things, for example i created a short clip on soft/hard/man made woods using a princess and a squirrel and discussed the sustainability of woods by asking him to only gnaw down softwood trees because they grow back faster and we can use that material for a wider variety of things.
We even as adults were really engaged and focused on the task at hand. could set this as a 15 minute task broken into 10-5 minutes.
great for kids story homework tasks etc. can you get it on a smart phone?
QUIZLET
Had a go on quizlet, there are resources readily available to utilise such as online games with built in questions etc where you save the planet from asteroids by answering the questions, flashcards you can use digitaly or print etc. see more when lesson planning
CLASS DOJO
see account!!!
uses a simple system of uploading a register so each student has a profile, you can then reward the character/avatar and it makes little gfestures and sounds. you can also punish it, at the end there is a total etc. you could say that every one that ends on -5 loses a point on the system and everyone that is +5 gains one. you could make this shorter term also to be more engaging ie at the end of every three lessons there is a prize, or maybe a silly punishment? like that person has to give a 1 minute presentation of the subject we have been covering?
it also links to parents but i would have to enquire as to whether i can do this.
seperate behaviour from the person and work
Reward hard work and effort
Feedback
Quick activities for progress - Mind-maps, question and answer tasks, ask the same question or mind-map pose question a few times during the lesson and change the colour of the answer "post it"notes so visual aid for progress understanding.
Assessment for learning - short, medium, long term assessment to show next steps and stages
Action on feedback - giving students the opportunity to make improvements on what they have contributed.
Subject knowledge will always earn you the most respect.
Go through and take twenty minutes a week to reward a star student. stick to it and give them what they deserve!
LESSON PLANNING
Work with mentor 48 hours before in order to be fully prepared, test it out in the room etc.
tables
mindmaps diagrams
could be easier to mark, remember that!
what is in the lesson plan?
apply this to my observations
ALWAYS have objectives really clear. this is a tool for measuring that each lesson the students have achieved understod etc use an activity alongside that as a visual clue for teaching? like, each students face moving along a board etc
have an aim such as
All students must be able to do this
all students should be able
all students could have a go
build up lessons in the same way as bloom, see the new grading system.
I can identify this
I can explain or apply
i can have a go at analysing an alternative and evaluating something different etc
dont rely on them to bring equipment when you ask them to
news articles
samples of wood
watch videos on youtube and cbbc
get them to write a poem about the topic... such as types of wood!
do the drawings
teacher student quiz.
brainstoem or chart with options such as
I would like to get better at
I have learned
I have got better at
evaluating their own learning
personal aims... put a sticky note in their book at the beginning of term that is a personal aim or wish for themselves in terms of their work etc.
use images and visual aid where possible
card sorting?
use metaphors... ie- iron man as a demo of innovation
art and fractions... the amount in thirds or quarters of mixed colours such as 1/4 yellow-red.. ratios
confidence and self esteem - how do we get this to grow
how do we teach them to deal with failure growth and reslience nurturing
what can we link in that they identify with? music/films etc
TUTOR TO YOU
Timers on powerpoint!
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