1/4/2023 0 Comments Examples of repertoire![]() ![]() ![]() Remind us of our own teaching repertoire and ensure we adopt a relevant, purposeful learning design for each specific aspect of the topic.One of the additional benefits of this approach is that we too can keep a record of the range of activities and approaches we have used with particular topics and groups. Instead, you should hear, “Oh, are we doing hot seating / continuum line / talk partners / secretive…today?” We will avoid the, “Oh no! You’ve moved the room around!” statement of horror as thirty stunned faces enter what has become an alien landscape because this is the first time in 5 years that the furniture in the room has ever moved. Start making suggestions as to how learning might be organised in light of their increased self awareness and understanding of what helps them learnīy having a prompt card such as this, learners have to be flexible and adaptable when we introduce a new way of doing something because this will be typical of what happens in all their lessons.The rationale for why certain ways of organising learning are used at specific times.How effective they are in learning in these different ways and what they need to do to improve.How effective these activities are in helping them make progress.Recognise what, how and why activities are designed for them to learn in particular phases of a topic.The essential aspect of this is that the learners themselves use this to: They will become more involved in their own learning process and gain access to what is often referred to as the ‘secret garden’ of the curriculum and the ‘so that’ of learning outcomes.Ĭonversations with learners can then be informed by the card as a ‘script’ to help them reflect on the learning skills they are developing. Learners will become aware that some activities are more challenging for them than others and so they need tom consciously can invest more effort to become better at these. ![]() From this point, learners could create their own activities for each other according to what will work BEST for the topic and phase of learning they are in.īy deliberately integrating this as part of on-going self-reflection, we also avoid straying into the soul-destroying conversation many of us will have experienced over the years which goes something like, ‘I am a kinaesthetic leaner, so I can’t write any of this down.’ Instead, learners will become more discerning about what activities work best for them, when and why. To squeeze even more learning out of adopting a visible pedagogical approach, we can ask learners to do more than just record what they experience. We can encourage them, as part of regular reflections on their learning, to demonstrate their understanding of how these activities help them learn and, most importantly, how confident they are in learning as a result of thinking in this way. Assessing the security of understanding.From this, you can refine the table into the way in which you design learning so that you use specific strategies for specific purposes, a sort of ‘What Works Well AND WHEN’ for learning design… Such a card could include presentations to the class, extended writing, role play, posters and so on.īuilding on this idea, the table below is an extremely generalised mix of activities and pedagogy that could make up a reflective tool. EXAMPLES OF REPERTOIRE SERIESJim Smith ( often talks about creating a sort of bingo card for learners to record all the different activities and ways they are asked to show their learning that they encounter during a series of lessons. It also offers a chance to share effective practice across the school. ![]() It provides a great opportunity to introduce and establish a shared language of and for learning. Making our pedagogy visible to learners is a fantastic way to deliberately involve them in the process of learning. In doing so, we offer a chance for them to grab on to the bones of the lesson and find their own way around complex knowledge, difficult concepts and new applications with each other. One of my most memorable responses when I asked, “What do you like most about these lessons?” was the reply from a Year 7 pupil who answered without hesitation, “I like the plenary that Miss always does.” On hearing this, a wave of excited reassurance washed over me and I followed up with, “That sounds great, so what happens when you have the plenary?” Just as quick, the pupil confidently said, “That’s the bit where we get to pack up.”īy thinking of pedagogy and the design of learning activities as akin to the exoskeleton of lessons, we can share the relevance (the ‘so what’?) of the learning by pointing out to learners exactly where the joints, connections and overall structure of the learning is and how it all fits together. ![]()
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