Category: Viewing


I created this A3 colour poster after reading Chapter 1 of Comprehension Connections. I wanted to share what I had read with Trish and Bob while, at the same time, making something that would be useful to me and others. If you would like one of these printed on nice glossy paper, let me know:

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This is Elmarie’s class blog. She has embedded a Wallwisher page as a way of collecting her students’ thinking. She is asking parents to speak to their children about school and get them to tell them what they enjoyed most about school this week. Then, the parents “post a sticky” on the wall to share what their kids said. How cool is that?

Reading in 6GD

Glenn has put together this video to show what reading looks like in 6GD. Watch and enjoy.

Could you create something similar? Would you like to? If so, let me know and I can come and help you use the new version of MovieMaker (it’s much better than it used to be!).

Kids are kids, and many adults are kids too. One of the things that struck me when I spent some time down in Early Years was the power of play in learning, and particularly the power of role-play. Early years classrooms have dress-ups and role-play areas where the kids can immerse themselves in the contexts of their units of inquiry. Teachers may, during a unit about transport and travel, create a travel agency where the students buy and sell flights, bus journeys and ferry crossings. Why do we stop doing these things as our students get older?

I decided to ask my students to start collecting clothes and props so we can have a role-play area too, I decided to make drama a regular part of what we do in the classroom, I decided to give my students more opportunities to develop their ability to put themselves in other people’s shoes though acting. The students have responded really well to this.

I’ll video some of the role-plays that we put together this year and share them on this blog.

This is a really interesting video about how science and dance can work together. I was skeptical at first, I have to admit, but as I watched the video I saw genuine conceptual connections that definitely deepened the students’ understanding of the science, and also helped them to understand how they can communicate through dance.

Try to ignore the ridiculous amount of times the boys say “like” though!!!

This is a wonderful posting by Cristina Milos on a collaborative blog put together by Edna Sackson, both regular visitors and commentors on Art of Language.

The reason I have put it on here is because, although it is primarily about inquiry and taking students beyond the facts, it is also very rich in language and in the use of language to unlock and deepen student-thinking. It encapsulates the sentiments that all of our teaching teams expressed about language as a “vehicle for inquiry”.

Click on the image to get to the posting. Please feel free to comment either on here or on the posting itself.

Technology is great. But, there’s only a few technology innovations that really do open up a myriad of possibilities that cannot be done easily on a bit of paper or with other, more traditional methods!\

Voicethread is one of them.

Click on the image above to read an outstanding article about Voicethread and to get loads of ideas for how Voicethread could be used in your teaching.

 

 

I find it really exciting to walk into a room – even when the students and teachers are not there – and be able to get a real sense of what the students of that class are thinking about, and how they are thinking. Recently, when walking around NIST, I was really impressed by the amount of visible thinking I found, and the variety of ways that teachers are “extracting” that thinking from their students and then displaying it so that the walls do actually speak.

How wonderful for students to be immersed in their own thoughts, interacting with displays and surrounded by relevance at all times!

What visible thinking strategies have worked well for you?

When going through Kelli’s photos of her SLCs, I was blown away by the richness of the experiences that were being had by the students and parents of her class. Even though these are “silent” photographs, each picture definitely “tells a thousand words”. The language, both English and mother-tongue, must have been so rich in that room!

One of the main things we can learn from this set of photos is the immeasurable value of taking photos as a way of gathering assessment data. Kelli learned a lot about her students by watching them so closely through the lens of the camera. She knew what she was hoping to see and then captured it visually.

Check out the parents who built a puppet theatre from scratch – priceless!

What were the highlights of your SLCs?

David Crystal’s “Language and the Internet” is a very timely and provocative read:

“In recent years, the Internet has come to dominate our lives. E-mail, instant messaging and chat are rapidly replacing conventional forms of correspondence, and the Web has become the first port of call for both information inquiry and leisure activity.

How is this affecting language? There is a widespread view that as ‘technospeak” comes to rule, standards will be lost. In this book, David Crystal argues the reverse: that the Internet has encouraged a dramatic expansion in the variety and creativity of language.”


I’m undecided about all of this, I do see his point and I am helping my students to be as literate in this new era as possible. However, I am also fearful of some of the other trends I see: the Year 8 students who don’t play or talk with each other in the mornings now they have laptops to stare at, the over-reliance on the Internet for research when books, people and observations would be better options, the Facebook-update-style way that kids are starting to say sentences… expecting a “comment”, “like” or “share” at the end of each one!

Where do we go with this as educators?