A short while ago, I was trying to explain how I plan English to a student; I found it extremely difficult. This concerned me because I felt as though my poor attempts at explaining were reflective of my approach, rendering my methods useless, yet I was also extremely aware that no idea is original, and that there must be others who plan in the same way I do (just they can articulate it in a clearer voice).
So my post today comes with two aims:
I’m a big believer in teaching a concept before expecting the children to apply it. Many will do both at the same time; model a series of skills while applying them. Personally, I’ve found it difficult to do this. I prefer to break down a process and teach the steps, then model how to use the steps to create success. In my class, this often means that Success Criteria can be the same for a few days in a row, as we gain confidence and learn about each piece of the criteria. Over time, I have found my children more able to retain their learning through this method, as I try to make the learning more explicit before attempting the applying.
To illustrate, I’m going to give a commentary of my decision making process, alongside a fictitious sequence to demonstrate what I mean.
To be continued...