Author Archives: e3kings

About e3kings

This is a class blog; recording some of the exciting thoughts, feelings and events that are explored in our classroom.

Ms S's Stuff

Communicating and adapting language

Strand 2.1 To appeal to listeners, challenge their views and assumptions and provoke thought by selecting and deploying skills from a repertoire of verbal and non-verbal techniques.

It’s not enough to present a ream of facts and figures – you’ve got to have an opinion!

Band 1 – Briefly express pov, ideas and feelings

solo2
I have an idea about the subject I will be presenting.

Band 2 – Extended and coherent pov, ideas and feelings but straightforward

Band 3 – Effective ideas, promoting pov and feelings

Band 4 – Confident pov, emphasising significant points

Band 5 – Highlights priorities of complex subject matter

Student Planning Grid

1213 planning using SOLO

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Training them to talk ‘SOLO’

When we are engaged, how can we not see links in all we do? Coincidently, as I was thinking about putting this post together, I experienced a Twitter distraction that took me to a good practice film on the Ofsted site which advocates the importance of getting boys talking.

Regardless of supporting or opposing evidence, I believe working in an all boys school does have different advantages and drawbacks and getting most of them to talk in the abstract is challenging.  So, it’s going to be a joint endeavour. I am going to better learn how to teach it and they hopefully, are going to better learn how to talk it. And, I’m going to be planning my lessons with ‘SOLO’ in mind.

And I’m going to start by test driving these game cards in my lessons – guided them from the multistructural (column 1) to the relational (column 2), and from the relational (column 2) to the extended abstract (column 3).

For sure, they will struggle making links across some of the pathways. Hopefully, this should lead to interesting conversation and a realisation of the importance of selecting the most appropriate examples in their exams.

If anyone takes this up and has constructive comments for improvement. PLEASE let me know.

GCSE Of Mice and Men

Q7c making linksGCSE Macbeth Edexcel Q2b

1213 Q2b Links

 

GCSE Macbeth Edexcel Q2c 1213 Q2c Links

Year9 Gothic Horror Genre

1213 L1 links

Thanks for reading.

Going ‘SOLO’ with an intro to Gothic Horror

This is going to be messy – but it’s time to make a start.

Today, with huge thanks to The Learning Spy, I tried to get my meagre think-tank around something I had seen bandied about Twitter for some time: SOLO Taxonomy.

Here are the basics of what I’ve read:

PRESTRUCTURAL

solo1 

The student knows nothing about the subject.

STUDENT: I don’t know anything

UNISTRUCTURAL

solo2 

The student knows one thing about the subject. Many students may share their knowledge which will move the group on.

STUDENT: I know one thing.

VERBS: define, label, match, select

FEEDBACK: How could you demonstate ‘multistructural’ knowledge?

MULTISTRUCTURAL

solo3

The student knows several things about the subject

STUDENT: I know several things.

VERBS: list, describe, complete,

FEEDBACK: How have you demonstrated ‘multistructural’ knowledge? How could you demonstrate ‘relational’ knowledge?

RELATIONAL

solo4

The student can link knowledge to make new ideas

STUDENT: I can find links and connections between the things I know to come up with new ideas.

VERBS: sequence, classify, explain (provide hexagons/triangles), question, analyse, apply, predict

FEEDBACK: How have you demonstrated ‘relational’ knowledge? How could you demonstrate ‘extended abstract’ concepts?

EXTENDED ABSTRACT

solo5

The student can apply knowledge in hypothetical ways.

Student: I can go beyond the subject and link my knowledge to other concepts to come up with new ideas (depends on BIG multistructural base of knowledge). I can suggest reasons why…

VERBS: evaluate, justify, generalise, argue, design, construct, perform

FEEDBACK: How have you demonstrated ‘extended abstract’ concepts?

(Images from http://www.amazon.co.uk/SOLO-Taxonomy-Guide-Schools-Bk/dp/192714356X )

EXAMPLES:

  • UNISTRUCTURAL – Who is Shakespeare?
  • MULTISTRUCTURAL – What did he do and why?
  • RELATIONAL – What things did he write about?
  • EXTENDED ABSTRACT – Does he influence modern writers?
  • UNISTRUCTURAL -What is Macbeth?
  • MULTISTRUCTURAL – What do I know about power in Macbeth?
  • RELATIONAL – What were the consequences of seeking power?
  • EXTENDED ABSTRACT – What can we learn about misguided ambition from this play?
  • UNISTRUCTURAL -What is a sentence?
  • MULTISTRUCTURAL – What are the different elements of a sentence?
  • RELATIONAL – What are the effects of varying the order of those elements?
  • EXTENDED ABSTRACT – How can writers use sentence structures to make their work more interesting?

And here is my attempt at the EXTENDED ABSTRACT:

The Thrill of Gothic Horror

A lesson introducing Victorian reactions to the genre

(Fighting back against the annual plethora of ‘Zombie Killer’ stories)

Starter

  • The answer: Bats, gravestones, ghosts, arched windows.
  • What is the question?

Share objective

  • To explore the context of the gothic horror genre

Share outcomes

  • I know some features of the gothic horror genre
  • I can link the features to events in history and society
  • I can generalise on the popularity of the genre at that time.

Multistructural

Relational

  • T models the ‘making links’ game on IWB
  • Sts play in groups (weaker sts play in teams, directed by T, on IWB)

1213 L1 links

Extended Abstract

  • Sts create a poster ‘Why the Victorians liked Gothic Horror’.

Sts RAG outcomes and discuss learning.