Skip to main content

Post Its

This is the second simple idea that has had a positive effect in the classroom. Again, I can't claim the idea (although I have forgotten where the inspiration came from), although I have played around with the idea.

The 'Post Its' method basically gets pupils to jot down ideas, questions thoughts or answers on a Post-It note and then place them onto a shared space, such as a classroom poster or flip chart. I have recently used the idea during an introductory lesson on tectonic hazards. After exploring what a hazard is (using a sorting activity taken from Teaching Geography) the idea of tectonic hazards was introduced. The classes then moved onto deciding how disasters can be measured. Finally I posed the question - 'Why would people live near volcanoes?'.

I then asked the class to record 1-3 questions that they had on the subject of volcanoes on Post-It notes, The results can be seen here.
I have used the results to structure the Hazards SoW for Year 9. At the end of each lesson 2 students check the Post-It display and cross of those questions that have been answered in the lesson. Although many of the questions raised were covered in the existing SoW, I have found that this technique has given ownership of the unit to the pupils. In addition, there were examples of questions that I wouldn't have considered covering.
I would be interested in other peoples' experience of using this technique, and whether anyone has any ways in which the method could be expanded further.
Labels:

Comments

Post a Comment

Popular posts from this blog

High Impact, Low effort

This month is the start of the #29daysofwriting challenge.  I enjoyed this last year and will be using my Staffrm account to post.  I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff.  If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...
5 comments
Read more

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment i...
4 comments
Read more

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...
Post a Comment
Read more