Creating Tableaux in History

After reading Hywel Robert's brilliant book 'Oops! Helping children learn accidentally' I decided that I really really need to incorporate more drama into my history lessons. Yeah, I've done the odd battle re-enactment but not a great deal beyond that.......

I decided the best way was to go with something quite easy so I opted for a lesson where pupils create a tableau of the moment when Franz Ferdinand was assassinated. A tableau is a still image which pupils create to capture a moment in a story or in this case a significant historical event. The pupils were allowed to act out the scene leading up to the assassination but they had to capture the moment Franz Ferdinand is shot by Gavrilo Princip in a freeze frame. This then allowed me to question their work and to get them to explain the key moments in the scene. 

The pupils absolutely loved working in their groups to create their tableau, especially some of the more challenging pupils who I sometimes find difficult to engage with written tasks.The standard of the tableaux produced were variable but asking the pupils to give some FeedBack (what they thought was good about the work) and FeedForward (what they think would improve the scene) helped to constructively guide pupils on how to enhance the quality of their tableau.   

As a plenary I chose one pupil to act as Princip and answer questions as if he was at a news conference. This, again, worked brilliantly with the pupils asking and Princip providing answers to some really good questions. 

We used the drama studio for the lesson which really helped to highlight the significance in the drama being created. If you have access to a creative space then I strongly recommend utilising it. You can download the copy of the lesson (including the objective and success criteria) here. 

I'm already in the process of planning my next visit to the drama studio..........

Creating Speeches through the Medium of Mime

I love it when pupils collaborate on a piece of work. I love it even more when they are given the opportunity to showcase their efforts. So, with this in mind, I created a lesson that would (hopefully) culminate in a paired one minute speech (partly) through the medium of mime. 

Objectives:

As part of the History GCSE pupils learn how medicine has changed through various periods of time. The focal point of this year 10 lesson was to introduce pupils to the Renaissance, not just medical advances, but also an overall sense of the main features of this extraordinary period of history. By the end of the lessons (two in total) I wanted the pupils to:

1. Investigate the main features of the Renaissance.
2. Collaboratively create a one minute speech.
3. Communicate their work both orally and through the medium of mime. 

Starter:

To get them started I played this brilliant Horrible Histories clip and told them they needed to remember (not write anything down) two facts about the Renaissance: 

The Investigation:

To enable pupils to carry out their investigation I placed information about the Renaissance around the room and projected these instructions on the whiteboard:

Once pupils had collated their information they were given time to write up their speeches and additional time to 'rehearse' their pieces. 

Presenting:

Some pupils were initially reluctant to share their work, however, after the first pair delivered their self proclaimed 'sick speech' the rest of the class seemed eager to follow suit. I think it helped that the person delivering the speech got to use the inflatable microphone! I made sure that after each speech pupils were give some FeedBack (what was good about their work) and some FeedForward (how they could improve) about their work. 

Reflection:

Overall this activity worked really well. Admittedly, the quality of the speeches varied and there was some questionable miming (Renaissance Man?!). However, the pupils did manage to to meet all of the learning intentions and, more importantly, seemed to have some fun in the process. As for me, I loved watching the pupils collaborate, create and perform their work and effectively educate each other. 

Schools History Project Conference 2013

This was the third time I have attended the SHP Conference since 2009 and once again it exceeded my (high) expectations. If you've never been before then go to whoever is in charge of CPD at your school and beg them to book you onto the conference next year (11th - 13th July). It really will be the best history related professional development you'll get all year. For those of you who have been before, you know what am on about. 

It would, of course, be impossible to incorporate all of the brilliant ideas I heard over the weekend so instead I've decided to choose five which I am going to develop over the course of the next year. 

1. Enquiry Questions

We always use overarching questions in our Schemes of Learning which are then broken down into smaller questions. You can see an example here. However, rather than using 'what was life like in the Middle Ages?' it would be better to use 'were people in the Middle Ages stupid?' (as suggested by Dave Stacey). I've realised that the questions we have been  using are not necessarily the the right ones and that we need to rewrite them. As Rachel Foster said in her brilliant workshop 'good enquiry questions should become more and not less problematic the more it is studied'.  

2. Socrative

'Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.' (So says the website). I signed up to Socrative a while ago but haven't got around to using it with the pupils yet however after hearing Lesley Ann McDermott demonstrate how she has used it with her pupils I will most certainly be embracing it next term.  

3. Why? 

After attending Jamie Byrom and Michael Riley's session on The Mughal Empire it dawned on me that I don't tell pupils why they are learning about a given topic. I always tell them what they will be learning but not why it is important to learn about it. This is going to change. 

4. SOLO Taxonomy

I have done a fair amount of reading around SOLO and was hoping to introduce it earlier this year. That was until I realised that Lesley Anne McDermott and Sally Thorne were doing a session on SOLO. Not only was the workshop brilliant but it also made my research 'click' as lots of history examples were shared and plenty of resources given. If you've never heard of the taxonomy before then this video is a good place to start:

5. Feedback

Firstly, I need to read Ron Berger's 'The Ethic of Excellence' as it was mentioned by a number of people at the conference. I like the idea of teaching pupils that peer assessment should be kind, specific and helpful. Also, during Dale Banham and Russell Hall's session that shared some wonderful examples of how open dialogue with pupils improves the quality of feedback and ultimately the quality of learning. 

There were SO many other ideas that I could share but I'm trying to write this whilst watching the Wimbledon Final so I'll leave it there....

GCSE 'Fantasy Football' Revision

Whilst selecting my Fantasy Football team a couple of weeks ago I had somewhat of a light bulb moment. What if I could use the format and create a lesson around it? This idea came to me at the same time as I was revising key individuals throughout medicine with my Year 11 GCSE history groups. A perfect match (sorry)! . So, here's how my Fantasy Football Medicine lesson played (really sorry) out..........

The Hook

Whilst the pupils entered the room they were given a post-it note and told to write the name of an individual and why they are important in the history of medicine. I also had this video (which I created using Animoto) playing on a loop to provide extra stimulus and act as a bit of a reminder for those pupils struggling to think of an individual. This worked really well and succeeded in getting them on board and engaged in the learning.  

The Main Activities

Team Sheet

The Medicine Through Time development study requires pupils to remember around 20 key individuals and their contribution to medicine. Pupils sometimes struggle to (a) correctly remember individuals and (b) place them in the correct period of medicine. So, any activity which can reinforce their knowledge and understanding of key individuals is very much welcomed. 

The team sheet required pupils to select the 11 individuals who they think had the greatest impact on the history of medicine. Pupils worked in pairs and used colourful flashcards to support them. Now, this is where the lesson took an unexpected turn. I thought pupils would simply write down down the 11 individuals they thought were most important, however, it generated some interesting discussion such as 'let's put Galen in goal as no one could get past him for a 1000 years' and 'you can't have Koch and Pasteur upfront as they'd never pass to each other'. There was also some concerns that Vesalius wouldn't make a great central defender due to his height, however, he was likened to a Messi with a low centre of gravity and all. 

Pupils then had to justify why they had chosen that particular individual by filling in the who, what, where, when and why grid on the reverse of their team sheet. 

Peer Assessment

Once team sheets had been completed pupils were put into groups of four and each pair had to argue why their team was better than the other team. Again, this produced some interesting debate. 

Man of the Match

Once pupils had finished their peer assessment I asked them to write down who their Man of the Match was (most important individual in medicine) and why. 

The Plenary

I used the Room 101 plenary as I really wanted pupils to think about the individuals they had not selected for their team. I did have to explain the concept of Room 101 to a few pupils but  that didn't take too long. I then got them to nominate an individual they would get rid of and why. Again, this produced some great debate as pupils argued their reasons for placing an individual in Room 101.

Overall, I was really happy with how this lesson worked out. The pupils were engaged and having meaningful conversations about the individuals and their contributions to medicine. My only concern is that a few pupils became a little too fixated on where the different individuals should be playing! 

You can download a copy of the lesson and all the resources here. Could you adapt this for your subject? 

10 A Day Challenge

I don't particular enjoy marking. There, I said it. Maybe it's the sheer volume of words or the repetition of answers. Whatever it is I do often dread sitting down, going through pupils' books, reading and correcting and providing truly meaningful feedback. And, if I'm going to be very honest, I often find myself getting distracted by other things, namely, Twitter, Premiership Fantasy Football and Spotify. This means that I am often falling behind with pupils' exercise books. It usually gets to the point where I will need to put aside three days of a holiday to catch up. This is no fun. Surely there must be another way? Welcome to the 10 A Day Challenge.......

The 'challenge' is to mark 10 books a day, everyday, Monday - Saturday (I try not to work on a Sunday - day of rest and all that). A grand total of 60 books per week. Now, using my rather limited mathematical brain, if i teach 200 pupils (which I do) that means their books will be marked, on average, every 3 weeks. This seems quite reasonable when coupled with the ongoing verbal feedback the pupils get during lessons. Also, the feedback will be more meaningful and constructive as I won't become bored and start to drift off (I hope). Anyhow, I now need to go and consume one of my 10 a day.....

Ps - I drafted this post about a week ago. I then read a blog post by @kenradical re: the new curriculum. Whilst reading I noticed he had written a post entitled '10 A Day - making marking manageable and achievable'. You can read it here. It's actually more succinct than my tentative ramblings but 'great' minds and all that..........

Behaviour Management with ClassDojo

ClassDojo is a brilliant behaviour management tool for educators. If you unaware of what it is and what it can do then you could start by watching this pupil friendly video (I show this to all of my pupils before we start using it): 

ClassDojo works exceptionally well when trying to engage the reluctant learner and also those presenting challenging behaviours. I've been using ClassDojo for months now and absolutely love it. As do my pupils. Here are my top four reasons for recommending this wonderful FREE software:

Customisable behaviours

ClassDojo comes with pre-programmed behaviours which you can use to reward pupils for their positive behaviours and deduct points for making the wrong choices. Here are mine:

Positive Behaviours

Negative Behaviours

Random Name Generator

A great way to embed AfL in you classroom. Not only can you randomly select pupils to answer questions but you can also reward them points for their answers. Also, pupils love watching the avatars changing until it lands on the selected pupil.

Pupil Accounts

Pupils can create their own accounts once they receive their teacher generated codes (very easy to do). This is great as they can track their own progress and see what they need to do to improve. They can also create their own avatars which they seem to love doing regardless of their age!

There's an App for that

ClassDojo has now developed their own iOS and Android apps which are brilliant for awarding points as you circulate the classroom. Also, it keeps pupils on their toes as they hear the sounds after positive or negative points are given.

So, what do all of these points actually amount to? Well, as a department we have invested in some history related prizes which you can see here and here. These are awarded to the top three pupils in each class at the end of each half term. Thereafter the points are reset to zero and the process starts again. 

Overview of Learning Sheets

MKI

Since I began teaching five years ago I have used Overview of Learning Sheets to help pupils (a) understand their learning journey and (b) assess their progress as we move through the Schemes of Learning. I have found these sheets to be invaluable tools when marking pupils' books as they highlight gaps in their understanding. The Overview of Learning sheets (an example of which can be downloaded here) requires the pupils to assess their understanding of key questions by ticking either green (fully understand), amber (partially understand) and red (do not understand) as we are learning about a given topic.  Whilst I appreciate that it would be easy for pupils to tick the green box, regardless of whether or not they have understood the key question being addressed, I find it is useful to question pupils on their self assessment whilst circulating the classroom. If pupils know that they will be be asked to justify why they have ticked a particular box they are more likely to provide an honest reflection. 

For each Overview Sheet there is an overriding question , for example, 'why were the trenches described as hell on earth?". This question is then broken down into smaller questions as I am a firm advocate of Enquiry Driven Learning as I believe that having lessons which are driven by a question not only provides challenge but also engagement from the onset of the lesson. 

MKII (incorporating SOLO) 

As from next term I will be introducing SOLO Taxonomy into my classroom. I won't pay SOLO a diservice by writing a long post about what it is and why it is having such a positive impact on learning. If you would like to know more I suggest reading The Learning Spy's blog or maybe this post by Darren Mead. You could also use the brilliant Hooked website for further information and resources.

With this in mind it feels only right that I create the Overview of Learning Sheet MKII to include SOLO levels of understanding: 

You can download the first example here. As this is a work in progress I would very much appreciate any observations/ feedback.......