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Rules of the game:
• You will be describing and guessing words• Play in pairs – one person sits with back to the screen – they listen and
do the guessing• The person giving clues may only speak – they cannot mime,
gesticulate or use any part of the word being described.• You can pick the words in any order• Move on if you need to • Try to guess as many as possible in 30 seconds• Don’t cheat, it’s more fun trying to do the game properly and you
learn more!
ARTICULATEIn pairs....
Round 2:
Empathising
Questioning
Persevering
Reflecting
ARTICULATE
Round 1:
ThinkingTalking
Playing
Writing
GESTICULATE
Round 3:Stick at it
Make linksTalk about learning
Be curious
Rules of the game:
• This time, the person giving clues may only gesticulate, they cannot speak.
• You can pick the words in any order• Move on if you need to • Try to guess as many as possible in 30 seconds
Talk to your partner about the following questions. Be prepared to share your
thoughts.
1. What do you think was the purpose of that activity?2. Did you learn anything from doing that?3. What ‘learning skills’ did you use when explaining/miming?4. What ‘learning skills’ did you use when guessing?5. In what other situations could/would you use those
‘learning skills’?
Time to Think, Reflect and Talk about learning
Articulate
Small groups in tutor time
Xylophone I
Alban Berg P
W 1741
pentatonic scale M
Clapping Music R
Why Articulate (in its various forms)?*Develop oral literacy (EAL?)*Boosts confidence in group speaking*Encourages active and equal participation – every student has to take part.*Broadens knowledge of variety of topics/subject specific*Leads to discussion* Tutor group enjoyed it and developed it into a whole group activity
Whole class “Articulate”
Year 11 GCSE Music revision – made board
game
Xylophone I
Alban Berg P
1741 W
pentatonic scale M
Clapping Music R
violaI
Anton WebernP
1810 W
plagal cadence M
Db majorR
Tuba I
Benjy WertheimerP
1957 W
rondoM
Five Orchestral Pieces R
violin I
Arnold SchoenbergP
1912 W
resultant melodyM
fff R
Uillean pipesI
Antonio Vivaldi P
1909 W
RecapitulationM
emotion R
Wurlitzer pianoI
Anoushka Shankar P
1791 W
perfect cadence M
dayan R
….An activity that gets them“talking about learning”?
Begin to understand how and why certain learning habits are important and appreciate the value of being able to think and talk about it.
What’s the point?
What the students sayYr9 / yr7?
Encourage students to be comfortable and confident talking the ways in which they learn.
My aims….
Reflect on their learning and the learning habits they use.
Creating a balance
v.
“Active learning in lessons is a good place to start but a bad place to stop” ?
Talking about Learning?
• Make time for discussion and feedback. Student voice value. Fronter forums, interviews, discussion
• Connect to an activity – balance “thinking” and “doing”• Link to an aim – split screen dual objectives (check learning of “learning habits” aim too)
• Look at the bigger picture – how can these learning habits be relevant outside the lesson/curriculum/school? Ask questions. In what other situations could/would you use those ‘learning skills’? Explore possibilities.
?
Talking about Learning?
“Learning is not a spectator sport.” D. Blocher
Daybreak this morning questioning the value ofGCSEs?