This idea has been developed from an idea in Talk-Less Teaching by Isabella Wallace and Leah Kirkman.
I used it in the context of a SPAG lesson where Y6 pupils were answering test questions in preparation for the SATs test.
This is a re-blog post originally posted by Siobhán Morgan and published with kind permission.
The original post can be found here.
In a previous lesson, pupils identified areas of weakness from mock SPAG tests and CGP grammar tests they had completed. I gave them a boarding card with SPAG topics. They used the previous tests to help them identify areas they needed to focus on in this lesson. Each area was colour coded with the questions, which were laminated in the correct colours.
I turned the classroom into an airport with 5 ‘airline staff’ who were children secure in L5 grammar. The rest of the class were ‘passengers’.
All pupils had their boarding cards. They went to he staff to ‘check in their spaggage’ and were directed to a particular question type by the staff. The staff had all the answers, a grammar revision guide and a whiteboard and pen to help them resolve any misconceptions with passengers.
Passengers completed a question, returned to the check-in desk, their form was initialed by staff and then passengers repeated the activity.
Pupils had a form to fill in with the question number, topic, quick smiley face to show their understanding, and a column to say whether they needed further support with that particular topic.
The landing card (reflecting on learning and future learning)
Before the end of the lesson, pupils again queued at the check-in desks to receive their landing card. This was almost exactly the same as their boarding card. Pupils could seek help from airline staff if necessary.
Using their form and boarding card, pupils ticked areas they needed further support with in future.