Download - Workshop Lesson Structure A child-centred approach which inspires pupils to lead their own learning
Workshop Lesson Structure
A child-centred approach which inspires pupils to lead their own learning.
What we are going to do…
Lesson structureHave a goResearch cycleImpact on learningWhat the children have to sayAssessment gridsNext steps
Lesson Structure
5 to 10 minute introductionTime to discuss and choose resourcesA long child led session where the child
is in charge of what he/she is doingTeacher conferences and observes
(reception technique)LSAs carry out assessmentsDiscussion and review of learning
WorkshopHow can independence lead to children becoming more
motivated and better learners?
Have a go
Learning objective: Your objective for this task will be to design a flower that aids pollination
With a partnerChoose from the resources provided5 minutesConferencing
Reflections
Did you feel motivated and why?Have you made progress by producing a
flower that aids pollination?How did you find the activity?How do you think children would find this
activity?
Research CycleBaseline Assessment
Passive observerSimilar styles of teachingMajority of the children were engagedLots of questions during main activitySome children were fidgetyCompleted a pupil perception survey to find
out the children’s views about independenceBaseline assessments made using Firth
Williams Curriculum Wheel ‘Learnish’
Research CycleLesson 1 – Year 5What was planned?Set the objective – to find out about camera anglesHad a choice of equipment available at the frontChildren chose their resources and worked in a
groupTeacher conferenced and LSAs made notesPlenary – shared what they had learntWhat happened?Both classes enthusiastic about choosing their own
resourcesExcellent progress made – could describe different
camera angles
Research CycleLesson 1 – Thoughts and questions
Will this lesson structure work with a more formal learning objective? Plan to teach a lesson where written work may be involved
Research CycleLesson 1 – Next steps
Teach another workshop lesson with each other observing
Formal interview with focus group (3 mixed ability children from each class)
Research CycleLesson 2 – Year 5
What was planned?Children to plan their ideas for their
own film in groups of three
Research CycleLesson 2
What happened?One class were very independent
and chose appropriate resources - good progress made.
The other class became fixated with using Ipads - needed more guidance and did not make expected progress
Research CycleLesson 2 – Evidence and Analysis
Research CycleLesson 2 – Thoughts and questions
How can we encourage the children to make more sensible choices? Discussions and reflections
How much can we intervene during the lesson? To use mini plenaries to re-focus learning
How can we provide more structure? Provide children with key questions
Research CycleLesson 3 – Year 5
What was planned?Children to find out about the features
of Anne Fine’s storiesWhat happened?Both classes enthusiastic about
choosing their own resourcesBoth classes chose to use laptops
initially. One class realised quickly that it was not the best resource.
Research CycleLesson 3 – Evidence and Analysis
Research CycleLesson 3 – Thoughts and questions
Will this style of teaching work in other year groups? Plan to teach a workshop lesson in Year 1 and Year 3
Research CycleLesson 4 – Year 1
What was planned?Children to find out about the features
of non-fiction textsChildren had to choose one of the five
activities plannedWhat happened?Class really enjoyed choosingFantastic progress made by most of the
children
Research CycleLesson 4 – Thoughts and questions
What would happen if we did not give them a choice?
Could the learning mentors be withdrawn?
Research CycleLesson 5 – Year 3
What was planned?Children to find out about the features of
limericksChildren had to choose their own resources
without learning mentorsWhat happened?Children needed a lot of support to choose
their resources Children made good progress after lots of
intervention
Research CycleLesson 5 – Thoughts and questions
Could I have used the Year 1 approach in Year 3?
Do the children need a discussion on how to make sensible choices?
Would the workshop lesson structure be effective in foundation subjects?
Research CycleLesson 6 – Year 5
What was planned?Children to find out the advantages and
disadvantages of living in Athens and Sparta
Children had to choose their own resources What happened?Children chose how to record what they
found out using their own resourcesChildren made good progress
Research CycleLesson 6 – Thoughts and questions
How can we use this approach in more creative subjects such as art?
What skills have the children gained during these workshop lessons?
How have they become better learners?
What we are going to do…
Lesson structureHave a goResearch cycleImpact on learningWhat the children have to sayAssessment gridsNext steps
Focus children were asked questions about the skills they have gained and how independent they have become.
Impact on learningWhat the children have to say…
Impact on learningAssessment Grids
Impact on Practice
Not constricted by the three part lesson structure
Allows for more freedom in the classroomProvides the children with the opportunity
to be in charge of their own learningProvides you with the opportunity to stand
back and observe/assess your children
What will you take from this session?
List three things that you will take from this session
Any thoughts or questions?