Age 5-7: Y1/2 (K/1 Grade US) 2011 Feedback from Day 3

Herts

One teacher had used De Bono’s thinking hats, using displays and real hats and an everyday thinking activity. Children are more creative, their ideas are more valued and the red hat (emotions) has led to more description about their feelings in their writing.

Teachers had found that children’s confidence was boosted by having more open ended, thought provoking questions.

In one school the head pout a picture up and children are encouraged to put a post it note on the board asking a question or making a statement about the picture. These were called ‘thinking stickers’.

One school used the thinking hats, simplified for younger children. Children are asked what kind of hats they think they will need for a lesson. This works well, especially as all staff are using the hats. The impact has been that children focus more quickly and quickly identify skills needed for a lesson so time is saved.

Good questions resulting in debate were ‘What is most important –heart or brain?’ and ‘Should the wolf go to jail?’ Children were thinking at a higher level and were able to give genuine reasons.

The ‘odd one out’ was very versatile and effective for all teachers.

Ellesmere Port

Teachers had used the statement, starting from the end, the odd one out, true or false and prove me wrong. Children were immediately engaged, discussing with their talk partners, developing confidence and problem solving.

Rotherham

Teachers had used ‘right and wrong’ in literacy and numeracy and ‘statements’ in guided reading sessions. A variety of questions were used as lesson starters or after breaks to focus children.

Children are becoming more confident to share their opinions and justify their ideas and are more engaged and faster than before.

Brighton and Hove

Teachers had used a question starter as a lesson start before the LO was revealed. Children were remembering and retaining the lesson content more effectively. Referring back to statements in the plenary was effective in seeing what learning had taken place.

The ‘range of answers’ created discussion and helps lower achievers focus.



Brighton & Hove

Suzanne Morgan | suzanne.morgan@brighton-hove.gov.uk


Ellesmere Port, Cheshire

Anne Vickers | aevickers@yahoo.co.uk


Hertfordshire

Paul Wilson | paul.wilson@hertscc.gov.uk


Rotherham

Amy Parry | amy.parry@rotherham.gov.uk