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The INSPIRE Instructional guide:
In practice at OSC...
Choral reading
Choral reading
What is choral reading?
What is choral reading?
Choral reading is reading aloud in unison with a whole class or group of students. Choral reading helps build students’ fluency, self-confidence, and motivation. Because students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support.
Why use choral reading?
Why use choral reading?
It can provide less skilled readers the opportunity to practice and receive support before being required to read on their own.
Choral reading allows all students to participate, fostering a sense of confidence and community in the classroom.
It provides a model for fluent reading as students listen.
It helps improve the ability to read sight words.
From: https://www.readingrockets.org/classroom/classroom-strategies/choral-reading
Online resources to read, view and listen to.
Something to read...
This practice guide will help teachers check that students understand and can apply new knowledge and skills, and give additional instruction, guidance or feedback where necessary.
This practice guide will help teachers provide varied and spaced opportunities for students to practice their learning.
In formative assessment, you gather and interpret information about student learning as it is happening in your classroom. It helps you to adapt your teaching to meet student needs.
This guide outlines key practices for using formative assessment in the classroom.
Something to view...
Checking for understanding (8 mins)
Checking for understanding (8 mins)
Five tips to improve checking for understanding in the classroom. Tips include:
Diagnostic questions - find more at diagnosticquestions.com
Give an interesting example
Give an interesting non-example.
What do you understand?
What is the hardest question you know how to answer?
Ask the whole class questions (16 mins)
Ask the whole class questions (16 mins)
This YouTube video discusses four techniques for engaging the whole class in active learning: mini-whiteboards, partner talk, heads-down hands-up, and call and response. The speaker emphasizes using these methods to maximize student participation and understanding, creating a dynamic classroom environment. The strategies are described in detail, including variations based on student age and ability. Different assessment approaches are compared in terms of their effectiveness in gathering data on student comprehension.
Something to listen to...
This episode we’re speaking with Michael Pershan. Michael is an incredibly passionate, informed, and prolific maths teacher and blogger in the US. When it comes to education research, Michael has a hunger for the truth that I really admire. This curiosity has led Michael down a multitude of educational rabbit holes that have resulted in him being perhaps the best read classroom teacher that I know. But equally as importantly, Michael is fun, he brings a wonderful youthfulness to his educational explorations, and his tweets always bring a smile to my face through their mix of incisiveness and humour.
(NOTE: This is a long podcast - the key information begins around the 25 minute mark!)
Right, so silent teacher, what on earth is silent teaching? Well, as you’d imagine, it’s the teacher being silent specifically during the modelling part of a lesson. In maths, this would often be during the worst example. Now, why on earth would a teacher want to be silent during that part? Well, it’s kind of the opposite of what I used to do. While I was doing my work examples, where I’d be writing loads, I’d be chatting loads, and I’d be expecting my students to write and take notes. So I’d be wanting my students to watch, listen and write at the same time, it was just too much for them. So I stripped it right down and said, Okay, the first time I’m going to present this to you, I’m not going to say a word, I want you to watch what I’m doing and think really hard. And it seems to be quite powerful.
Dylan Wiliam’s tips:
Make feedback into detective work (3:27)
Make detention work fit the crime (9:40)
Make question planning part of lesson planning (13:40)
We have little insight into our learning (20:02)
Don’t let “Don’t know” be the end of the conversation (28:19)
Links to The OSC Big 10...
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