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Teaching Tip

Cognitive Solutions Teaching Tip Updates

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Cognitive Solutions Teaching Tip April 2009

Hot Seating/become the expert

A small group of learners volunteer or are identified the week before as the ‘Experts’ on a particular topic that has been looked at.

Using Kipling questionning other learners are asked to devise questions that they can already answer to be posed to the ‘Experts’.

Based on the responses given, the questionners praise and expand where necessary.

Cognitive Solutions Teaching Tip Feb 2009

You show me then I'll show you

In this simple process the emphasis moves away from the teacher as demonstrator and gives the ownership to the learner to self discover.

This method can be used in most practical subjects as well as academic.

Process - teacher may explain the outcome. You are going to discover how an experiment is carried out. You are going to create a poem with similie included. You are going to create layers in hair.

The students are first asked to show how they would do it without any direction. They may work individually and then join others to compare proces and outcome.

From the results the teacher then explores possible development with learners working from their own start point. Differentiation comes from the learner and not from the teacher.

Quick lesson openers - Feb 2009

News Events

The teacher provides a prompt through visual or auditory means (or related object). As learners enter the classroom they encouraged to relate the prompt back to the previous sessions learning.

Various prompts can used to reflect differentiation.

Cognitive Solutions Teaching Tip Update - Jan 2009

Transformation

Students are given text in one format and are asked to present it in another. For example, a health leaflet from information on nutrition, prose to a 'rap', a psychological perspective to a 'chat show interview'

This process allows the learners to identify the nature of the transformation in keeping with their own interests.

Cognitive Solutions Teaching Tip Update - Nov 2008

'Gym Stations'

'Gym Stations'
	Run different activites at the same time as a 'round robin' process. Using 'open tasks' the learners are able to bring self differentiation to the task.

	Preparation - Mostly by the teacher initially to arrange stations and activiies but taken over by the learners throughout the session.

	Process - Learners are started at different stations and tasks are explained (or written explanations can be left at each 'station' and verbally supported by the teacher. Learners are given times to carry out the tasks before moving to the next 'station'. Assessment can be completed as part of the task. At the end of the process the infomation is consolidated. It can be appropriate for some groups to develop the tasks at each station for the other groups.

	Equipment - Any relating to the individual tasks.
	Benefits - The session is active and variety of tasks can offer differentiation against style and preference. If learners are involved in designing the tasks they will be recognise the objective to be acheived, methods of learning and how to check learning.

Quick lesson openers - Jan 2009

Story board what you recall

Learners are encouraged to generate a visual representation of the previous lesson. This process aids context recall and is excellent for re-enforcing memory of events.

Requires paper and pens as set up.

Quick lesson openers - Nov 2008
	‘What happened next’? As each learner arrives they identify one aspect of the last lesson. These are shared with the new arrival and that learner picks an element and expands.


	'Believe you can or believe you can't - either way you are absolutely right'

Cognitive Solutions Teaching Tip Update - Oct 2008

'Beat the Lecture'

	Beat the Lecture
	Create interaction even with a small amount of chalk and talk teaching. Preparation - Learners identify questions they may have about a topic area (Kipling questions can assist in generating these - Who, When, Where, What, How & Why?). Process - Teacher presents information and learners 'Buzz in' when information that answers a question is offered. This can then be discussed or noted for further reference. Equipment - Post it notes, white board, variation on buzzers (can be a noise from learners) Benefits - learners start with questions in mind and are searching for meaning. Their attention is directed to an outcome. Avoids excessive teacher led teaching. Try it out and have fun!

	Updated ideas on teaching & learning
	"If we always do what we always did, we will always get what we always got - learning is so much more"

Quick lesson Openers - Oct 2008
	Dingbats Quick and easy brain teasers available from the internet that encourage 'right brain thinking'. e.g SOME I'm THING
	I am one thing from last lesson - what am I? Can be teacher or learner generated. An aspect of the previous lesson is described without using the exact words and learners identify what is being discussed. e.g I was talked about at the beginning and helped explain how the universe was created.