I recently read an article by Doug Belshaw (5 ways to make’ textbook lessons’ more interesting) which made me think about what I do in my classroom.
Text books contain a wealth of information that shouldn’t be overlooked. A more ‘old-style’ way of learning (‘turn to page 27 and answer all the questions’) can be turned into a far more exciting experience with a competitive element.
This is a re-blog post originally posted by Siobhán Morgan and published with kind permission.
The original post can be found here.
You can do this type of activity with any subject. I have used it in Science, History, Geography, RE and reading comprehension (making answering mock SATs reading questions more interesting).
To make this activity more competitive, provide the questions one at a time and reinforce the idea that they can’t have the next question until the first is correct.
How I do this in my classroom:
I take questions (perhaps from text books; perhaps some of my own) and have a set of them for each group cut up so that each question can be handed out individually. I also tend to have the questions on brightly coloured card (partly because I am a primary teacher; partly because it makes it easier to track which question each group is on).
I have a range of information that I arrange around the room. The information contains the answers for the questions, so there is no reason why all pupils can’t achieve. I have information on tables (maybe text books) and other information (from the internet) on walls, doors, and any other space I can find around the room.
I provide all groups with the first question. They then need to answer this and either tell me or write it on an answer grid before showing me. If correct, I then hand over the next question. There are obviously many ways of doing this, but one way I like to engage the lower ability pupils in mixed ability groups is to assign them the job of telling me the answer. I normally give them some kind of title (e.g. ‘the question collector’), as this elevates their importance within the group, and seems to increase their competitiveness.
Bizarrely, pupils don’t seem to realise that all they are doing is reading through information and answering questions, and instead become really engaged and extremely competitive. They really want to ‘win’ and beat all the other groups. They improve their skimming and scanning skills when it comes to finding the information; they learn what they need to know and are more likely to remember it as they will remember the activity. This activity allows them to take more responsibility for their own learning, increases independence and it is easy and quick for me to organise and facilitate.
This is an example of a style of lesson that easily adapts to a range of topics and subjects and doesn’t take days of planning to arrange.
With this type of activity, where I am trying to encourage effective teamwork, I will very often use a reflective activity at the end to evaluate how well they have individually participated, such as using raffle tickets, where I assign each group a number of raffle tickets or house points (more than children in each group) and they have to discuss who deserves them. I find pupils to be very honest and realistic when doing this, but obviously this takes some training.