September 13th is the birthday of Roald Dahl – the genius who dreamt up Willy Wonka, the Big Friendly Giant, an oversized talking centipede and Miss Trunchbull. And since 2006 it has been the date for celebrating his life and works.
His books have made the leap from paper to film and to the West End, and almost everyone has a favourite. I remember asking one of my 11 year old pupils once what his favourite Roald Dahl book was and to my surprise he said, “His autobiography.” Having read it on his recommendation, I have to say that I admire his taste and fully agree with him. Dahl writes about his own life with the same quirkiness as he writes about Oompa-Loompas and magic fingers.
Roald Dahl day can be celebrated by reading, dressing up, writing revolting recipes – the sky’s the limit. And if you can find the right button in the Great Glass Elevator, why even stop at the sky?
This is a technique I learned on a training course for 1:1 tutors, and it is designed to support pupils who find it difficult to come up with ideas and to structure their writing. An example in its most basic form would be using the nursery rhyme Jack and Jill.
This boxes up into the simple story:
This could become:
This second story follows exactly the format of the first, but with enough details changed to make it a new story.
The source text can be carefully chosen to help with whatever the pupils are struggling with – eg a descriptive piece to help them use more adjectives, or to understand how to include similes and metaphors within a piece of writing.
This technique can be used as closely or loosely as needed to support the child, beginning by boxing up every few words, moving onto every sentence and finally every paragraph until the pupil is confident enough to structure a piece of writing unaided.
Most of us have to learn something new at some point in our lives. Thankfully my GCSE, A level and BA days are behind me, but I still like to do short courses and if ever a fairy godmother dropped a fortune in my lap I’d love to do a Masters in the future.
These tips, which I found on the Open2Study Facebook page are for everyone who still has exams to pass. I especially like the one about taking notes with pen and paper, because I always feel more creative with a pen in my hand than a keyboard at my fingertips.
How to Study Smart: 20 Scientific Ways to Learn Faster – Daniel Wong.
I’ve never written a round-up post before, but I’ve been blogging for a while and now seemed like a good time to take stock of which posts people have read the most and to reshare them. I’ve decided to group them by topic rather than a charts-style Top 10, so here goes….
The maths ones
These are all inter-linked, so I think people have clicked from one to another. Teaching Number Bonds and Teaching the Times Tables both have suggestions for helping children get to grips with these areas. They’re based on things I have tried and found to work well. What’s the Best Order to Learn the Times Tables does what it says on the tin!
The English ones
VCOP is a little out-of-fashion these days, but I don’t think it hurts to remind children to think about it. VCOP Display is a display with a twist that throws in a bit of SPaG with it. A Disco in my Classroom is all about teaching verbs in an intervention group.
The guest post
Teachers- it’s time to face the music was written by the very talented daughter of a friend of mine. A must read for all teachers – see if you can guess which one you are!
The growth mindset ones
Of Einstein and Fish is all about why I hate that picture of the animals standing in a line and being told to climb a tree. In my opinion it’s annoying, nonsensical and a cop-out! When is a test not a test? explains how I turned end of unit tests into a bit of fun and helped the children to become more active learners.
The personal one
I wrote What do you say to someone who’s grieving? when I lost my mom. It’s something we all struggle with but it’s something that rarely gets talked about. A lot of people have told me that they really appreciated me writing this and that they found it very useful.
The random one
I have no idea why Who or what is La Befana? has been so popular. I’m not complaining – just bemused!
It’s a bit of an eclectic mix, but those are the 10 best performing posts on my blog.
It’s amazing what a difference a word makes. Say the word “test” and people fly into a panic: I don’t know it! I can’t remember it! I hate tests!
This year, instead of doing tests at the end of a unit, we have had quizzes instead. Now children are not stupid, and if you just swap the words “quiz” and “test”, they still know it’s a test. So we had real pub-quiz style quizzes. The children wrote their team name (which had to include their own name) at the top of the paper and then huddled their arms round it to stop anybody else copying, and before we started they had to switch off their invisible phones.
I put the questions into rounds and read them out in my best Quizmaster voice. For a bit of extra authenticity I made one of the rounds a picture round…. In fact the only thing we lacked was the chance to play a joker for double points! And at the end I announced the “winners” who won a round of applause from the rest of the class.
The children loved it. In fact if anybody was off sick on the day of the quiz I had to delay announcing the winners, because next lesson the children who had been absent would beg for the chance to sit in the corner quietly and do the quiz on their own!
Did it make the children who didn’t win feel bad? Well, actually – no. Because it was a bit of fun not a test, there was no pressure and I found that even the children who found the subject more difficult did really well in the quizzes. Sometimes they even won!
During lessons they became more willing to admit if they didn’t understand something, so any uncertainties and misconceptions could be dealt with more quickly. They became more willing to take risks because they knew that making mistakes wasn’t a disaster – it was just a step on the road to the learning – and this helped them to learn even more. And the more they learnt the better they did in the end of unit quiz.
At the end of the year the children voted the quizzes the most fun thing they had done in that topic, and as I looked at the class I knew that every single one of them had made more progress than I had imagined possible.
Would this work with every class? I don’t know. What I do know is that for this particular mix of children, turning those end of unit tests into quizzes made the children happy, relaxed and enthusiastic learners.