I am a big proponent of learning quotations by rote. If students can memorise albums full of song lyrics, they can learn quotations! My students have been explicitly learning quotations throughout their GCSE course, but they still suffer from a lack of confidence when it comes to feeling like they really know their texts.
I do regular retrieval activities, such as:
- Brain Dump – write down everything you know about the text!
- Specific Retrieval – e.g. write down everything you remember about Lady Macbeth; events, personality traits, quotations, EVERYTHING!
- Spelling tests – spell character and author names, and key literary terms and words related to context… Continue reading “Quotation Revision and Confidence!”
Unseen poetry is stressful. We feel that it is never given enough time (because there are fifteen anthology poems to teach) and students struggle with confidence because the texts will be unfamilar to them. Coupled with this, the independent reading of poetry requires students to posess a certain degree of cultural capital; literature is filled with establised imagery and hidden meaning which the frequent readers in our classes will pick up easily, but those without that literary grounding in language and symbolism will miss, without even realising there was something there to spot in the first place.
I have started to teach unseen poetry by stripping away much of the worry and myth surrounding it. The main concern my students tend to have is: I need to be able to understand what the poem means.
Wrong. The exam question doesn’t say ‘explain what the poem means’. The questions on unseen poetry are going to ask how writers present things, and the examiner wants students to demonstrate their ability to pick out features of texts, comment on them and write some developed analysis. This is not the same as having to give a straightforward overview of a text. Continue reading “Unseen Poetry Without the Stress…”
Reading time: 5 mins
We’ve all seen ‘Word of the Week’ used in schools. On the surface, they can seem a little superficial; how can one word per week really make a dent in the vocabulary deficit of our students? I would argue, though, that any change in attitude and practice must have a tangible, visible hook. Word of the Week may not improve literacy on its own, but it creates a simple focal point which raises awareness across the school. Development in pedagogy around vocabulary and literacy is my ultimate aim, but Word of the Week is great marketing for this T&L drive. Continue reading “Words of the Week: what we do…”
This is a write up of my talk from Practical Pedagogies in Cologne, November 2018.
‘Unapologetically ambitious, unashamedly academic’
This is the mantra I share with my students at the start of every academic year, and it’s something we return to when we need a boost. I am currently teaching in the same community where I grew up. It’s taken me nearly a decade, but I’ve earned my stripes in a number of other schools and communities across West Yorkshire in order to return to my old stomping ground. I am incredibly grateful for the foundation which my childhood has given me, but as someone who grew up in a single parent family in an area which ticked all the boxes for social deprivation, someone who attended a (technically) failing school and wouldn’t have been expected to do particularly well, I want to give voice to something:
So called ‘disadvantaged’ students don’t want you to make things ‘accessible’, we want you to make aspiration possible. Don’t take it slowly, take it easy on us or limit what you teach so that we can ‘get it’. Instead, be even more demanding, even more ambitious, and help us to catch up with our more privileged counterparts.
Continue reading “Challenge for All: #PracPed18”
In ten years of teaching, I am embarrassed to say, I have never managed to do homework right. It has always felt like an extra thing; to plan, to remember, to take in, to mark and to cause friction between myself and my students. Growing up, I also remember some homework tasks at school which made me anxious. My own circumstances meant that I didn’t have the resources, time or capacity to do some of the things my peers could. Homework has been something I have shunned and put to one side, doing enough to meet school policy, but without any real passion or engagement. That has changed this year.
I have been leading teaching and learning since January 2018, and it is about time I put my money where my mouth is and upped my homework game – lead by example and all that… Continue reading “Seven ways I’ve kicked my homework habit…”
This post is based on my talk at ‘Teaching and Learning Leeds: Encouraging the Leader Within’ on 23rd June 2018.
Teaching is fundamentally about making the best possible use of the human brain and helping students to use theirs to their fullest potential. Why then, is there so little focus on how the brain works in initial teacher training and in school based CPD? There are certainly some pockets of excellent practice out there, but the vast majority of teachers on the ground do not have a solid grounding in how we actually learn, and are therefore living in a fog of uncertainty and vague ‘I reckon this will probably work’ territory… Continue reading “Memory and Recall: Practical Strategies for a Linear World”
I am very blessed to work in a school where most of my students have a talent I do not possess. Over 75% of our students speak something other than English as their first language, and many of them speak three, four or even five languages fluently. There are 72 languages spoken in our school community. Walking through our corridors is a very humbling experience for someone like myself who scraped a grade C in GCSE French; our students are constantly slipping in and out of various languages, often creating their own unique patois as they attempt to transcend cultural and linguistic barriers to share ideas with their friends. Continue reading “Vocabulary Flood”