Stepping stone activity- a consequence of student to teacher feedback

This strategy, which I will call stepping stones, is a transferable technique that may help turn an abstract idea into a more concrete one. it may also be a fun way of sequencing a lot of similar (but purposefully different content). I'm sure this idea is described in Paul Ginnis - Teachers toolkit.

The reason I'm recording this strategy is actually more to do with how my class arrived here. They have had a lesson on this topic and the evidence I collected lead me to reflect that they had not understood several of the ideas I was trying to help them learn. To find out exactly what they did I designed a quick, mid-module test that pin pointed the precise concepts they could not do. I quickly asked them at the end of this test to raise your hand up if you found question 1one the most difficult, and so on. They overwhelmingly identified this concept, that this stepping stone activity is based around. On marking the test, I agreed with them! I must trust them more on making decisions about what they do and do not.

With a designed test and a clear reflection activity, they give me all the information I needed to plan the next step in their learning. I have made the reason for doing this activity clear to my students by referring to their input. I really want to reinforce the idea that they influence what I plan for them to, education is done with them and not to them.

My current year 8 have struggled conceptually with word equations. They need to know the following

1. what reactants and products are
2. metals and air
3. metals and water
4. metals and acid


I'm only describing this to highlight that many ideas can be developed at once . The students need to be distinguishing between the ideas at times and combining ideas at others.


The session runs something like this:


Students are given an overview sheet with all the words available.

They are asked to plot as many reactions as possible through this grid, trying to explain as they go. Allowing access to books and each other. This planning time gives time for micro teaching and will allow students to participate in the actual event, they simply couldn't without this time.

Then gather them around an open space with the words arranged in the same order as they were on sheet on the floor. One by one get them to step across verbalising what they are doing. eg" I'm starting on sodium its a metal, then I'm moving to....." This makes it a great kinesthetic activity and this helps turns the abstract notion of a word equation into something tangible.

Train the audience to give subtle feedback for example as "gasp" when the "stepping stoner" is wrong, and a quiet "chapeau" when correct. A little bit of peer assessment, which just happens to be very revealing to the teacher. Who is confident enough to say "you're wrong" or "you're right". By making them subtle signals it makes it more fun and requires less conviction, increasing speculative assessments, which grow with reinforcement.

Anyone who is struggling or needs pushing simply ask for another more complex equation. To up the ante for everyone try it twice with the first attempt with the sheet and then again without.

The students seemed more confident about this, although everything is fresh in their mind, I suppose they will only reveal their true understanding in the end of topic test. Am i really looking forward to marking exam papers?

Classroom display to support a learning agenda

I have posted this brief clip to attempt to illustrate how I am setting about supporting my learning agenda in my classroom.

The first thing shown is a few of the thinking words that circle my room. I use these when debriefing activities and to assist students in meta cognition. It gives the class a shared language for learning. It is also hugely motivating for students when they describe themselves juxtaposing!

Next is my biggest ever display, I think this shows the importance I have in Biggs SOLO taxonomy. I have it displayed so that the steps to improve their work are visible and easily referred to. My intention of training the students to use this is a major theme in my learning agenda. You will note the space next to it, this will be where exemplar work will be displayed..

Next are the tools that have been used in my lessons, that are labelled with their function. Again I want these to be visible to encourage students making decisions about how they learn. These include student examples of how to use them.

The most frequent used part of the display at this time of year is the "What good learners do" and "What good learners do when they get stuck". These are tantamount to class rules. But since the students have offered them, and then agreed to their use ,each class owns them. This makes them immensely powerful for giving feedback about behaviour, effort and attitude, all those management issues that can sometimes clog up good learning. Having the title what good learners do, makes their use a positive and assertive thing to do. I believe this is why my students respond well to praise when I catch them doing one of them and even better when they catch themselves ( often through my feedback) not doing one or two. students are a lot harsher on themselves than I am! I find it changes the negative behaviour quickly.

Likewise the phrase what good learners do when they are stuck is a positive motivational tool. I am often surprised how quickly the "I'm stuck therefore i won't try" attitude changes into "Great, I'm about to learn something new". Students take this with them, as I have seen other teachers who use this strategy with students I have taught previously , with phrases like "Enjoy getting stuck under the "what good learners do"! Ah transfer! most satisfying.

Next is the list of PEEL good learner behaviours, which is where I want my students to be. One day .....one day.

The stripy thing, was an attempt to get the students to choose a no hands up policy and discuss the merits of different teaching strategies. This has not gone to my thinking. I think I have already decided that I will ask who who I choose during lessons and train the students with things like, giving each other wait time etc. I wanted them to have as much ownership of our classroom, I have not used this consistently, with too many things taking precedent. I will return but I'm not now convinced of its merit.

And finally the board titled "Our Learning Journey" is an attempt to provide a visual overview of what is going to happen and when specific learning outcomes will be learned. The students have responded well and research backs up this strategy, along with a starter activity and clear shared learning outcomes having a big influence on student attainment. Thanks again Geoff Petty! (Although I do confess colleagues are beginning to take the Michael as I wheel this board between lessons. Teachers are great.)