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#UKEdChat Q1
Do you think that the start and end of lessons are special times with their own features, requirements and opportunities?
Pls use the hashtag & A1...
#ukedchat A1 At the start, the middle and end of a lesson the teacher is responsible for directing the lesson, at other times their responsibility to let the students get on with it, to help in the learning.
#UKEdChat A1 I'd say they were the most important parts. What you do in the 1st few minutes, how you get the kids settled and prepared for learning can be the difference between a challenging lesson and a brilliant one.
#UKEdChat Q1 again
Do you think that the start and end of lessons are special times with their own features, requirements and opportunities?
Pls use the hashtag & A1...
Α1 #UKEdChat yes I believe they are important. The lesson should be introduced at the beginning and related to prior knowledge. Chn need to know how they will succeed in the lesson. The end should provide opportunities for reflection and afl.
#ukedchat it's also the time to let them know who is in charge. Often they can direct the learning, but it's your opportunity to let them know that you are letting them.
A1 fan of a fluid model for lessons rather than segmenting time for specific things.If requirements occur jump on it.If opportunities occur, jump on it.That being said I like to welcome and talk to the students as they come in to create the environment for the lesson. #ukedchat
Q1: starts of lessons can set up engagement, interest and the tone for the rest of the lesson. Get that right and the rest really falls in place. #UKEdChat
#ukedchat A1 Yes the start of the lesson is important for settling and transition and YES so is the end as @wayneghall says it is often overlooked. There should be 2-3 minutes of quiet reflection not action at the end.
A1 - Not really. Some of my best lessons have been full of short, snappy tasks, including starting activities when students come in and plenaries at end of lesson. But be ready to stray away from the plan #ukedchat
A1 #ukedchat I find the end the most challenging. It’s hard to stop 5-10 mins before for a plenary. You want to use all the time that you can on the lesson sometimes
A1. They can be used to help create routine in your lesson. This can make vulnerable learners more comfortable in your classroom and more able to engage #ukedchat
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#ukedchat A2 remembering not to fall into the content trap. Yes it's important to teach what is needed, but Ss need to learn the correct way to enter and settle. It's all about routine.
#ukedchat A2 Be welcoming, great your students and communicate your expectations from the go. Have a way of dealing with late arrivals the assimilates them easily and without fuss. The “B” of PBCF
#UKEdChat A2 Get bums on seats and brains engaged with something in the board. Big challenges are lessons immediately after break/lunch or PE when kids arrive unsettled/sensory overloaded/tired/thirsty etc. Get the windows open, get them a drink if needs be, and get ready 2 work
A2. Challenges are what the teacher and students might be ‘bringing with them’ to the lesson. The fact that the lesson before didn’t go well, bad start to the day, remembering a previous incident in this lesson. These are applicable fur staff & students. #ukedchat
A2: challenges can be how pupils come in to the lesson- attitude from break/ previous lesson. Interesting lessons starters are key. Always have something up on the board as they walk in to start immediately and engage #UKEdChat
#UKEdChat A3: smiles, welcomes, happy vibes start a lesson off well. Always have high expectations. Avoid immediate confrontation or negative comments about previous behaviour/ effort as this sets a bad tone for the rest of the lesson
#ukedchat A1: That's a tricky one. Despite emphasis on structure, the current learning experience may not be conducive to structured bookends with their own features, requirements and opportunities. All parts of the lessons, in whatever guise, are special times.
A3. I have a set routine for the start of https://t.co/wbgWV6rX8G always ‘looks’ the same.Always a starter that they can do independently so I have a chance to talk to individuals.Always something that everyone can experience some level of success in - start with a win #ukedchat
A1. Standing at the door and greeting pupils makes a big difference! Also a great opportunity to build relationships with pupils and find out how they are/ look out for any issues.
A3 meeting students at the door with a welcome, quick chat to set the tone ‘get in and crack on with the problem’ or ‘pair up and discuss the topic of the lesson’. #ukedchat
A3 #ukedchat being enthusiastic it def rubs off. Being realistic, some lessons just are a bit on the boring side. Maybe if you are over enthusiastic kids will just think there is smg wrong with you and will not relate. Set the right tone by having clear expectations
Tone = routine the same every lesson, books/pens at the ready, quiet & do now task on board or verbally explained - always a recap of prior learning in some way for me #ukedchat
#ukedchat A3
Greet at the door. Warm, but business-like. Settle task ready straight off. Work hard on routines and expectations in September to reap rewards all year.
A3 - Meet and greet students at the door - saying hello, greeting with a smile. If a student didn't have a great lesson previously, stress the opportunity of a new lesson = new start. #ukedchat
F2 have been tinkering with Botley. This was a good assessment activity to see how children use what they know from our other robotics kits to figure out how Botley works. They soon wanted to customise Botley with Lego tape too! #eytalking#CASchaf#ukedchat#EYFStwitterpals
#ukedchat A4 (1) [As others have already stated] let's start with a short recap ... (2) (in contrastive language learning): can you pls note down the following Du. sentences [for translation ...] and (3) Letting them guess the lesson's topic.
#ukedchat A3: Challenge from the top and from the start.
It can almost be habitual for us teachers, but the phrase, 'now we are going to...' may be consciously avoided in times where we intend to facilitate greater pupil-led enquiry.
#UKEdChat A4: vocabulary defintion recall, recapping tasks from last lesson, activities that recall learning from previous weeks to ensure frequent practice, picture prompts for vocabulary/ maths discussions
#UKEdChat A3 Stand on the door as the kids arrive. Make them feel welcome, even if they were poorly behaved the previous lesson. Remind them of your expectations. Give them a verbak kick up the backside if needs be without focusing on any negatives.
A4 quite often run a flipped classroom where students have pre prepared work for the lesson and done an assessment, we spend the time discussing what they know and then put it all into practice. Love a good discussion to get ideas flowing. #ukedchat
**rubs hands in glee** 5 in 5, mini quiz, quote explosions, beat the teacher quotes, quick fire recall, thought splurge, connotation triplets, spelling 'test', word associations, summarise in 50, reduce to 10, then 3 words, explain what you know on... #UKEdChat
It is disgraceful that we have reached a point where headteachers are writing to the Education Secretary to ask him for more money to fill the deficit in the Hull High Needs Budget. I’m completely on the side of the headteachers and students.
Something mysterious or attractive in the room before the teacher comes in to draw their attention to the topic is also something I used to do quite often #ukedchat Q4.
A4. I do memory work. I teach GCSE English & students need to be able to remember a lot. Every lesson starts with 5 memory Qs - who said this? Who dies first in R&J? Which poem is this quote from etc. They seem to like the memory 'quiz' and are getting good at it. #UKedchat
Listen to the latest episode in this great teaching and learning podcast. All about research based practice in your classroom #UKEdChathttps://t.co/mo1DilsUlM
A4. Or sometimes memory work not linked to the subject. Look at this picture of 30 different objects for 2 mins - when I take it away see how many things you can remember. Then talk about strategies to remember more #ukedchat
#UKEdChat Q5
Is it important to link the end of a previous lesson to the beginning of the next? If so, how can this be done?
Pls use the hashtag & A5...
#UKEdChat A4 Dingbats using science words, a spot the difference, word jumbles...Just don't do anything *too* left field/challenging or risk some students switching off before the lesson gets going.
#ukedchat A5 Yes it is – context for learning so important. Challenge their understanding in different ways not just questioning. Bring out the F of PBCF
#ukedchat A4: Reviewing, sharing and planning how to address individually created 'message to my future self' from previous lesson(s) in order to remind/set next challenge.
10 question quiz.
Five from last lesson learning.
Five from previous topics.
Show one pupils work to class mark. Class get to challenge answers. Pupil rebuttals.
Self marked inc annotated learning points. (Takes a bit of modelling)
10 question quiz.
Five from last lesson learning.
Five from previous topics.
Show one pupils work to class mark. Class get to challenge answers. Pupil rebuttals.
Self marked inc annotated learning points. (Takes a bit of modelling)
#UKEdChat A5: when lessons r a unit it’s definitely vital. Vocabulary recall, retelling events, partner talk recapping learning, sorting information on the whiteboard, ‘prove it’ questions, fastest finger...
A5. I don;t think it's important necessarily. I think it's nice to start each lesson a fresh - especially if students struggled with the previous lesson - you don't want to start your next lesson by going back to that. Link back later in the lesson #ukedchat
Some excellent emojis work today from year 8, using a resource from @TMSouthHistory. Students summarising what they have learnt over the unit through imagery and explanation. #TMSouthHistorians#pgce
#UKEdChat Q5 again
Is it important to link the end of a previous lesson to the beginning of the next? If so, how can this be done?
Pls use the hashtag & A5...
My example: a lesson on the use of the modals "can" and "could" has ended. Next lesson starts w/ question: "Can you change the world?" and then the theory about 'ability', 'possibility' and 'permission' briefly comes back. #UKedchat A5
#A5#UKEdChat within a unit there should be continuity and therefore lessons should be linked. This can be done by verbally emphasising the linkks, carefuk questioning, providing opoortunities for chd to find the links themselves through carefukly planned activities.
#ukedchat A6 – Avoid a mad rush to finish/copy HWK etc. There has to be a calm moment, listen to the students and give them an opportunity to share their experience and response to challenge. The P of PBCF
#UKEdChat A5 It's not essential, but they should have an idea how the lessons link together. I sometimes use SOLO taxonomy style grids to show direct/abstract links between topic areas to show WHY we are learning about a particular topic.
A4 Act out a landform/model/concept without words. Great way to get students actively engaged in thinking outside the box, and, as they're reminded daily, it's their job to entertain me! #UKEdChat
A1 #ukedchat in PE the start of a lesson is different to other subjects because S’s change. This is a process! I believe this time sets the tone, expectations and pace of the lesson. When done badly can affect the lesson negatively.
#ukedchat A5: Yes it's important - linking is part of the continuum towards progression. Few lessons should be stand alone or discreet for the process of learning. An effective reflective assessment strategy of writing 'a message to my future self' is one of many ways to link.
Personally, I think that #timing is the main challenge. When all goes well, it's so nice to have the scheduled end and the real one simultaneously ... #ukedchat A6 But of course, in practice this is not every lesson the case ...
#UKEdChat A6: time. Making sure you build in time to round off a lesson well. Over planning- too much to get done before the end means endings r rushed
Memorisation by drawing is not only a better technique than just writing, but is also more robust to distractions, according to this education research. Try it in class or suggest it to your pupils as a revision technique #chemed#chemchat#revisionhttps://t.co/L8ZkJkzYyP
A6. Trying to get too much in before the end of the lesson. Realising there’s a point you want to squeeze in and the rushing rather than accepting you missed the chance this lesson & think about how to get it into the next lesson #ukedchat
A1 #ukedchat I don’t think end is as important as start of lesson as long as you link in plenaries throughout the lesson. When S’s are engaged in PE ,the last thing they are willing to do is stop and listen to a plenary
#ukedchat A6: Trying to ensure all learners achieve the maximum possible on an individual basis. Ending 'well' has varying definitions for different pupils. Big challenge.
A6 #ukedchat I find it hard to stop the lesson for the plenary. I try to squeeze in as much lesson time as I can. Plenaries are important and should not be ignored. My best lessons are usually those that have also ended with a spot on plenary. Time constraints are the issue
#UKEdChat A6 Actually getting the content delivered in time to summarise/assess/reflect. Seen lots of teachers/NQT's who over-plan and end up glossing over important things due to time constraints. Always finish 5 mins early and feed back to the kids the positives from lesson.
A6 #ukedchat : trying to avoid any open questions about understanding. "so does everyone understand that?" is so inane but surprisingly easy to fall back on.
My first lesson with a newI group of Year 9 students today. I asked, “What does the word “context” mean?” I got the reply, “It means AO3.” 🤦♂️ #UKEdChat#teachertalk#TeacherLife#TeacherHumor
#UKEdChat A7: peer and a self assessment, reflective sentence writing of key learning, self assessment of confidence level, marking work as a class, correcting errors on a pre-prepared problem, comparing starting knowledge to end of lesson knowledge
A6 - I forgot the name of the lady who shared this - she wrote 'the perfect ofsted lesson' (or similar) but she said one way to end is to say, 'what would you put in your bag (metaphorically) at the end of the lesson that you would take out at the beginning of the next? #ukedchat
A7: Beach's Bonus Questions - testing knowledge from the lesson, and other previous lesson - students who answer the question correctly choose the next student to answer. #ukedchat
#UKedchat A7 Integration of skills, eg via Twitter. A game to internalise the grammar / vocab / skills we've just tackled ... An interview, a personal story ... Working w/ newspapers or other real-life stuff ...
#UKEdChat A7 Pig - Ask a question, kids roll a virtual die, roll as many times as they like, but if you roll a 6 you lose points you haven't banked, can get a whole lesson of that with some classes...Some great quiz show plenaries e.g. Only Connect, Family Fortunes etc.
A7 #ukedchat : verbal retrieval practice. If a student cannot respond the correct answer is given and they repeat back. 2 more students repeat the answer. Continue...
A7 split the room by table/gender/rows and ask finale questions to check knowledge. First to get it correct gets to leave the class first. Bit of competition especially at KS3 is very fun #ukedchat
Absolute best way to end a lesson is to leave the students feeling that they learned something that was challenging - not e.g. an equation or some labels, I mean something they struggled with & surprised themselves that they got. Priceless (not always easy to achieve) #ukedchat
#UKEdChat A8: early Work recapping, references/ links during other subject areas, using the magical ‘spare five minutes’ for quick fire questions, working wall recording
A8 this is key, the opportunity to take something away from the lesson and work on it independently. Using an online platform to consolidate and extend learning (video tutorials and automated assessments) #ukedchat
A8 A news reporter style recap on the previous lesson. 30 seconds in pairs to present a recap on what was learned last lesson. Bonus points for dramatic voices and presentation skills #ukedchat
A bit of independent research - homework that helps recall learning from the lesson. A reminder that the learning will continue #UkEdChat#engchatuk (just for fun)
A8 #ukedchat : I like to catch my students off-guard in corridors and ask them AO1 "When was the battle of Sluys?" type questions as they pass. They love/hate it, as you can imagine!
#ukedchat A8 Homework if applicable. Can't stand HW for HW's sake - Once worked in a school where dept HAD to set HW X2 p/wk, jst ended up being death by worksheet. Make it relevant. You've won when kids go away and actively read up on something u taught BC they were interested.
Card trail, recapping concepts taught in previous lesson. Quizes, matching concepts to images game, group work trying to remember as many things from previous lesson. A8 #UkEdChat
