Every now and again you create a lesson that is just a winner – we are delighted to share our tried and tested transition day session that always goes down well with nervous Year 6 students and teachers dealing with the unknown dynamic of a new group.
The lesson is framed around an ‘adventure’ and students work as teams to tackle obstacles in the pursuit of treasure and prestige. Although the lesson runs itself once you get going, there is a bit of preparation of the room and resources before the lesson. Thanks to Kate Newman who came up with the original idea – a winning formula that has served us well for a number of years now.
Arrange the tables into groups
Sellotape down the giant treasure maps in the middle of each table
Select some appropriately exciting adventure music – we like the ‘Pirates of the Caribbean’ soundtrack available here
Set up six folders with the puzzles students will need to tackle as they work around their treasure map
Make sure you have stocked up on ‘treasure’ we use chocolate coins. Remember to check allergies and intolerance before the lesson just in case
Last week my class were totally absorbed in a set of lesson on synthesis. They spent hours carefully poring over several articles and meticulously sifting out quotations, information and inferences to create a precise and accurate summary of what they had read. The subject? Not Paper 2 skills as far as they were concerned but ‘Animal Attacks’. The most bizarre, gruesome and delightfully shocking accounts can be found in abundance thanks to the excellent Guardian Experience rangehere (I was swallowed by a hippo is a personal favourite). Here’s the thing though – I am totally convinced that my boy heavy, gore loving class would not have enjoyed working through the specimen papers provided by AQA nearly as much – in fact I would go as far as to say that I would have inevitably lost some of them along the way; however clearly I broke down the process of synthesis and summary, the extrinsic motivator of being able to perform in a GCSE exam would not be enough to hold their attention or help all of them really embed that skill. It’s not that they don’t care about their GCSEs, it’s more that summary and synthesis are not necessarily fun skills to master for most of us. Useful? Yes. Necessary? Well sort of. But fun? Not really. Animal attacks are intrinsically interesting to them and picking them as the source material would have made any subsequent activity a winner.
I read the debates on Twitter about engagement (or ‘investment’ as James Durran elegantly re-terms it in his post here) and I do agree that much of what we do is intrinsically interesting and that when we approach it with enthusiasm and passion, we shouldn’t need to rely on gimmicks and ‘empty activities’ that are more about entertaining classes than really bringing on their knowledge and skills. It is also true that there is nothing worse than observing ‘fun’ lessons that are full of activity with no real thought or value behind them. Continue reading “Why we should still be having fun”→