Out of Class Policy Parental Letter
Please click on the link below to view a letter from R Hunter, Head Teacher, in relation to the School ‘Out of Class’ Policy. Out of class policy letter to parents March 2022
Active Learning Techniques
“Active learning is learning which engages and challenges children’s thinking. It embraces the principles of approaches such as Critical Skills, Enterprising Learning and Teaching, Co-operative Learning and Thinking Skills.” (Edinburgh City Council Position Paper, 2009) “We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us […]
Questioning Techniques
1. Wait Time (or “Think Time”): The concept of ‘wait time’ is based on the recognition that students need an uninterrupted period of time to process information, reflect on a topic and consider their response. ‘Wait time’ should last at least 3 seconds after a question has been asked. It can have the following positive […]
Emotional Literacy and Confidence
It is recognised that our pupils and Scotland’s young people as a whole suffer from a lack of confidence. Pupils’ confidence in their ability to learn is linked to resilience and self-efficacy. Luckily these can be developed. We must recognise that confidence is different from self-esteem and that we would be better served focusing on […]
Assessment is for Learning
In AifL assessment is used as a tool for learning. It promotes a dialogue between teacher and learner which is based on thoughtful questions, careful listening and reflective responses. It emphasises the role of assessment in supporting learning and in identifying strengths and next steps. Good formative assessment is important in informing the next steps […]
Examples of Questioning for Bloom
From Bloom, et al., 1956 As teachers we tend to ask questions in the “knowledge” category 80% to 90% of the time. These questions are not bad, but using them all the time is. We should try to use higher order levels of questions. These questions require much more “brain power” and a more extensive […]
Thinking Skills and Questioning Techniques
Studies show (Petty, G. 2006) that, as teachers, we tend to ask questions which are knowledge based 80% – 90% of the time. Whilst these questions can be effective in helping pupils to learn facts and knowledge, higher order questions require much more thought and can lead to more extensive and elaborate answers. Using strategies […]
The 4-Phase Model
The four-phase model, illustrated below, is a flexible framework for planning which allows ‘scrolling’ through the phases more than once in any lesson. The phases need not be sequential or applicable to every lesson. Generally though, it is considered good practice to include 4 phases as this promotes active learning. The Overview establishes the learning intentions with pupils and […]
Assessment for Learning Toolkit
