{"id":536,"date":"2016-03-22T12:15:31","date_gmt":"2016-03-22T12:15:31","guid":{"rendered":"http:\/\/actionresearch.minchacademy.net\/?p=86"},"modified":"2022-01-20T09:16:09","modified_gmt":"2022-01-20T09:16:09","slug":"involving-pupils-in-the-planning","status":"publish","type":"post","link":"https:\/\/www.minchacademy.net\/actionresearch\/2016\/03\/22\/involving-pupils-in-the-planning\/","title":{"rendered":"Involving Pupils in the Planning"},"content":{"rendered":"

Background<\/strong><\/p>\n

Shirley Clarke states, “Formative Assessment is essentially about pupils being actively involved in their learning, so their input into it needs to start before lessons begin, at the planning stage…..What is clear is that structured involvement increases their motivation and leads to higher achievement.<\/em>”<\/p>\n

What we did – co-constructing the planning of our\u00a0Rainforest Topic<\/strong><\/p>\n

\u00a01. \u00a0Finding out what they already knew:<\/em><\/p>\n

I\u00a0gave the Y5\/6 pupils pictures of the Rainforest (our new topic), posted a list of vocabulary on the IWB, \u00a0and then invited discussion on what they already knew and what they wanted to find out. \u00a0Using their\u00a0Talk Partners, followed by whole-class feedback, I was given\u00a0a feel for the knowledge and skills I needed to cover, misconceptions I needed to address, and the appropriate pitch I needed to take during the subsequent teaching.<\/p>\n

2. \u00a0Finding out what they wanted to learn and ideas on how to achieve it:<\/em><\/p>\n

In order to focus their excitement and imagination into a term’s worth of work (rather than a year’s worth!) I presented the children with the key skills that we needed to cover on a large flip-chart. \u00a0They were then invited\u00a0to write their focused questions on post-it notes, which we matched up to the skills that\u00a0we needed to cover.<\/p>\n

\"Co-constructed
Co-constructed topic planning<\/figcaption><\/figure>\n

From there, we discussed activities that we could do which would help answer our questions. \u00a0Any question that did not fit into our ‘skills-based’ plan, was posted onto our Wonder Wall (“I wonder….”<\/em>).<\/p>\n

\"Our
Our Wonder Wall<\/figcaption><\/figure>\n

This wall is for any question, at any time during the topic, which children want to find out about. \u00a0During the topic, any pupil can research and post answers to those “additional” questions.<\/p>\n

 <\/p>\n

3. \u00a0Immersion in the subject:<\/em><\/p>\n

We immersed the children in the subject via a trip to ‘The Living Rainforest’ (Oxfordshire). \u00a0Whilst we were unable to carry out the trip at the start of the unit (fully booked), the trip occurred half-way through and inspired them enormously, helping with their research for extended writing tasks.<\/p>\n

What was the impact?<\/strong><\/p>\n

Without doubt, there was a huge increase in independence and ownership of the topic. \u00a0We were learning about what they<\/em> wanted to learn about, and they felt that their suggested activities were valued. \u00a0Children felt that they ‘controlled’ the topic’s\u00a0direction, giving them more motivation and enjoyment. \u00a0The visibility of the planning to all pupils, all of the time, helped them understand where they were along the journey of the topic, and helped prompt further questions in advance of the lesson. \u00a0In summary, they were fully involved as active learners.<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Background Shirley Clarke states, “Formative Assessment is essentially about pupils being actively involved in their learning, so their input into it needs to start before lessons begin, at the planning stage…..What is clear is that structured involvement increases their motivation and leads to higher achievement.” What we did – co-constructing the planning of our\u00a0Rainforest Topic … Continue reading “Involving Pupils in the Planning”<\/span><\/a><\/p>\n","protected":false},"author":11,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1],"tags":[21],"_links":{"self":[{"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/posts\/536"}],"collection":[{"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/comments?post=536"}],"version-history":[{"count":0,"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/posts\/536\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/media?parent=536"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/categories?post=536"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.minchacademy.net\/actionresearch\/wp-json\/wp\/v2\/tags?post=536"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}