Teachers had tried the odd one out and found it difficult with this age group. What’s the same and what’s different was more successful and had a positive impact on speaking and writing. Children were able to build their sentences and prior knowledge was evident.
Using a wrong statement ‘These shapes are the same’ challenged children to correct the statement and extended their thinking.
The range of answers worked particularly well with talk partners together.
Using the statement I showed children three different shapes – two were triangles, one circle. These shapes are the same –agree or disagree? The children initially agreed with everything until they were taught questioning skills via questions such as ‘How are they the same?’ and ‘How are they different?’
Nicola Kempton, Byron Wood Primary School
Peter Hardwick | email@example.com