Searching ......
RIQ stands for recall, insights, and question. RIQ may be used at different stages of the teaching cycle but it is usually used at the end of a lesson when teachers can use RIQ to encourage student reflection and monitoring of learning. For example they may ask students to recall three things from the lesson, write down two insights or ideas received during the lesson and write one question that they still have. Students can share what they have written with a partner. It may also be used at the start of a session to link to prior learning.
RIQ encourages students to be independent in reflecting on what they learn and how they learn. It helps students to be accountable for their own learning. It also provides the teacher with valuable information on student learning and any gaps that may need to be addressed.
Watch this video to see RIQ being used in a year 9 english class
Teaching and learning sequence planning examples:
Secondary level:
Students reconstruct a text that has been cut up into sentences or paragraphs by the teacher. They should be able to explain the sequence they have chosen. This is a good activity for focusing on the cohesive links across sentences, such as pronoun reference and conjunctions. This strategy is usually used at the modelling stage of the writing cycle. By making this a co-operative paired activity you increase the number of opportunities that students have to use language.
Watch these short videos to see the text reconstruction activity being used in a primary classroom and in a secondary classroom
Primary
Secondary
Primary level:
Venn diagrams are graphic organisers that are a useful tool for teaching the language of comparison and contrast. Learners should place a concept at the top of the organiser and label each circle. Commonalities between the concepts are identified in the area of the Venn diagram where both of the circles overlap. Differences are recorded in the areas of the Venn diagram where the circles do not overlap.
Venn diagrams also help students to develop higher order thinking skills. They can be completed in the student’s first language as well as English and they may be completed collaboratively.
Venn diagrams can be used:
• before, during, or after a learning activity or topic
• for organising and sorting information, concepts, or vocabulary
• to help students think about and use text types and patterns, particularly comparisons.
Watch this short video to see a year 5–6 visual arts class using venn diagrams
Before and after vocabulary grids and writing definitions help students to become independent learners of new words by using strategies such as context clues. Their use encourages students to focus their attention on the key words and provides them with opportunities to actively work out word meanings.
At the beginning of a topic draw up a grid of key words:
Students write their own definitions for each word without using a dictionary. As they come across the word later during the lessons the students can confirm or revise their original definition. At this point the answers can be discussed and clarified in the whole class. This reflection helps students to think about their own learning. Students may also be encouraged to write definitions in their first language.
This clip talks about the importance of using your first language in order to understand English and of writing the meaning of new vocabulary into your own words. It does not show a before and after grid.
Clines are gradients used to help learners refine their knowledge of words describing a similar attribute, or shades of meaning. They are used to support the teaching of modality in writing.
Any group of words which might be placed in order are spaced along the gradient. For example, in English we use a range of words to describe temperature, eg. tepid, hot, boiling, cool, cold, warm, chilling, and freezing. After modelling the task, these words can be given to groups of students to place on the cline from the highest to the lowest temperature.
Watch this short video to see clines being used in a year 7–8 science class
A collaborative crossword is a form of barrier exercise or split information task. Adapt a crossword so that each student has some of the answers and some of the clues. Each student must find the missing answers/clues by asking their partner.
Alternatively the students are given either Crossword A (which has the clues across) or Crossword B (which has the clues down) and must take turns to read the clues to their buddy. Together they discuss what the answer/word would be and then both write it on their crossword in the correct space provided.
This activity provides students with opportunities to practise speaking clearly and listening carefully. It also encourages discussion, the use of topic specific vocabulary and reinforces meanings of concepts and vocabulary.
Watch this short video to see a year 5–6 visual arts class using collaborative crosswords
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time. On the other hand, other combinations may be unnatural and just sound "wrong". They may also have their own meaning. Some examples of collocations are; “sit up”, “place value”, “draw a line”, “fish and chips”, “shoes and socks”, “fast food”, and “a quick meal”.
Knowledge of collocations helps ESOL students' language sound more fluid and natural. They will be more easily understood and make fewer grammar errors. They will also have alternative and richer ways of expressing themselves.
Words are learned and stored in chunks, not in isolation therefore it is easier to remember and use collocations. Handing out traditional vocabulary lists of isolated words is of little value if students don’t know and haven’t practiced the context in which the word may occur.
Watch this video to see collocation being used in a year 11 science class
A visual organiser used to practise new vocabulary or exploring a concept.
Vocabulary version: Draw a circle divided into four sectors. Write new vocabulary words or words related to a key concept onto strips of paper. Select a word to place in each sector. Students then use as many of the words as possible to construct a sentence.
Concept version: Place the core concept in the centre of the circle. In each quadrant place a word, definition, or picture, etc. that relates to the concept. Students then explain the relationship. Alternatively, leave one or two sectors empty and students fill in the missing related information.
Watch these short videos to see concept circle activities being used in a primary context and in a secondary context
Primary level
Secondary level
Loopy is a vocabulary game which is good for helping students to learn the meaning of key academic vocabulary words. Loopy allows multiple opportunities for students to reuse vocabulary and to understand the difference in meaning between words that may be quite similar. Usually the vocabulary selected is related to the current unit of work being studied.
The teacher prepares a set of loopy game cards, enough for everyone in each group to receive one card each. Each card is split into two parts. In the first section the teacher should write “Who has …. (Insert the chosen vocabulary word)?” In the second section write a definition for one of the other vocabulary words that you are using in the game. (Every vocabulary word used in the game needs a matching definition written on one of the other paying cards.) One of the cards created should be marked as the starting card. Also mark the finish card, the vocabulary word on the finish card will match the definition written on the starting card.
To Play Deal out the cards between the players. The person who has the “Start” loopy card begins by reading the vocabulary word on that card aloud e.g. Who has endangered? They then place the card in the middle. The person who has the Loopy card that has the matching definition calls out “loopy” and then reads aloud the matching definition on their card and places it in the middle on top of the start card. E.g. I have a species that is at risk of dying out. They then read aloud the first section on their card. E.g. Who has eradicate? The game keeps going until the card with “Finish” written on it, is placed in the middle.
Watch this short video to see Loopy being played by a year 7–8 science class
Teaching and learning sequence examples:
These exercises cover a range of activities which usually require students to match up two or three items, usually vocabulary words with their correct definition and/or with an illustration. A variation may also be used to match concepts with a matching diagram/definition or a topic sentence with supporting detail, etc.
Give a copy to each student to match up. The students then discuss their choices with a partner. The teacher listens in on the discussions and follows up with a whole class discussion focusing on areas of uncertainty.
Watch these short videos to see matching exercises being used in a primary context and in a secondary context
« Previous Next » 1... 938 939 940 941 942 943 944 945 946 947 948 949 950 951 ...1214
