Q. What is happening in your image? Q. What do you think your image is about? Q. How does it link to the theme of discrimination?
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1 Q. What is happening in your image? Q. What do you think your image is about? Q. How does it link to the theme of discrimination?
2 Your task Using your image as the stimulus, create a depiction (still image). Choose if it is going to be naturalistic or abstract. You should include: Proxemics- space and levels Thought-tapping/Thought-tracking Challenge: choose an additional strategy, medium or element to make the discrimination clear. (You can use the available props if you wish)
3 Spotlight the depictions Q. What was effective? Why? e.g. I liked because. Q. How effective was the use of proxemics to explore this? Q. What have you learnt from about this discrimination from the thought-tapping?
4 What makes an outstanding Drama lesson? Practical ideas and examples to ensure students make good progress. Helen Okoth, Senior Teacher- Staff Development and Training, Fernhill School and Language College. (Former SSAT Arts Lead Practitioner)
5 What did you notice about the starter activity? Engaging starter activity Differentiated questions and task Literacy- modelling and use of subject specific vocabulary Use of AfL in the spotlighting.
6 What Ofsted say Inspectors should simply judge teaching on whether children are engaged, focused, learning, and making progress... and in the best lessons are being inspired. Sir Michael Wilshaw (May 2013) In the most effective teaching, teachers skilfully plan a range of challenging activities that combine well to maximise students learning. In these lessons very little time is wasted. In a successful drama lesson, students were fully engaged in supporting each other to improve their performance skills because routines were firmly embedded and there were very clear criteria by which they could evaluate their own and their peers progress. Fernhill School, Ofsted report (March 2014)
7 Outstanding criteria- The teacher Inspires students in ensuring they learn extremely well. Has excellent subject knowledge is applied to challenge students. Is aware of their prior learning and understanding, planning effectively to build on these. Precisely targets support: acutely aware of their student s capabilities. Systematically and effectively checks students understanding, anticipating where they may need to intervene and does so with striking impact on the quality of learning. Teaches RWCM highly effectively and develops this appropriately in the context of the lesson.
8 Outstanding criteria- The student Acquires knowledge develops understanding and learns and practises skills exceptionally well. Demonstrates excellent concentration and are rarely off task, even in extended periods without direction from an adult. Has developed resilience when tackling challenging activities. Is keen and committed to succeed, showing exceptional abilities to grasp opportunities that extend and improve their learning. Makes progress which is at least good. Is set homework that contributes very well to their learning.
9 The outstanding criteria in short Effective questioning that pushes for deeper understanding. Complete engagement from students. The teacher has planned for clear progression (throughout the lesson and scheme.) There is clear progression throughout the lesson itself. The teacher has planned for clear differentiation. The lesson consists of assessment for learning. Independent Learning.
10 But what does this look like practically? As we continue the lesson think about how the criteria is being addressed.
11 Nelson Mandela Q. What do you know about Nelson Mandela? Q. What happened to him in his life and what did achieve? Q. What lessons should we learn from him?
12 Questioning Avoid too many questions that consist of a single, direct answer. (However, this could be effective within a quick starter/ re-cap activity.) Use questions that are open and invite students to answer, such as What do you think is happening? Why do you think this links to the theme? Think/Pair/Share ask them to discuss the question with their partner first. Students need time to think about the question and process their answer. This could then lead to direct questioning enabling you to ask those hesitant / less engaged students directly. Always find those moments to dig deeper. (Why do you think that? Can you give an example? What makes you think that?)
13 Use of Bloom s Taxonomy to develop questioning Evaluation Students can critically evaluate their own and the work of others with full justifications, linking back to the success criteria. Synthesis Students can change their work or develop it into something new, based on previous learning. Analysis Students can examine their work and the work of others in detail using success criteria to highlight strengths and weaknesses and set targets for improvement. Application Students can select and use techniques in new situations. Students can work in groups / individually to create drama. Comprehension Students can demonstrate understanding of the context and drama techniques. Knowledge Students can recall facts / drama techniques without understanding. Agree, Argue, Assess, Compare, Consider, Criticise, Debate, Decide, Evaluate, Explain, Give reasons, Justify, Opinion, Recommend. Why did they choose? What was effective? Why? What could they improve? How? Do you agree? Why/why not? Would it be better if? Consider their use of? What is your opinion of? Adapt, Add to, Choose, Develop, Devise, Discuss, Imagine, Improve, Re-create. What changes would you make to solve? How would you improve? What would happen if? What could be done to minimise/maximise? Suppose you could what would you do? Analyse, Compare, Discuss. Can you identify the? What evidence is there for? What do you think? What is the function of.? Act, Choose, Demonstrate, Develop, Link, Perform. What techniques should you use in this scene? Why? What group roles will you have? How else could you show.? Demonstrate, Discuss, Explain, Express, Show. How does Mrs Lyons feel at this moment in the play? Why is this significant action? What can you tell from their proxemics? Show me an abstract depiction of a theme of the story. Name, Observe, Read, Remember, Repeat, Show, Tell, What, When, Where, Who. What is a depiction? Who said.? Bloom s Taxonomy is a really helpful tool to challenge students and encourage them to develop their thinking skills. Higher order cognitive questions - ask the student to mentally manipulate bits of information previously learned to create an answer or to support an answer with logically reasoned evidence. Higher cognitive questions are also called open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions. Lower order cognitive questions ask the student merely to recall verbatim or in his/her own words material previously read or taught by the teacher. Lower cognitive questions are also referred to in the literature as fact, closed, direct, recall, and knowledge questions.
14 Q. If you could be the teacher for 5 minutes what would you do? Q. How could you move the learning forward? Q. What is the point in the task you are leading?
15 STIMULUS: Invictus (Unconquerable) Video clip Q. What do you notice about the cell? Q. What do you think life was like for Nelson Mandela in prison? Q. What message do you think the poem gives?
16 Exploring the poem Q. What do you think your stanza means? Choose a key word or line from the stanza to create a depiction. Share depictions to learn and understand the meaning of the text.
17 Developing our exploration Use your depiction as a starting point: Bronze- act out your stanza using depictions Silver- develop your work into a movement, mime and gesture sequence Gold- experiment with spoken language Challenge: Choose additional strategies, mediums and/or elements to use in your exploration and be ready to justify your reasons.
18 Differentiation All tasks, questions and resources are differentiated. (Links to Bloom s in terms of language used) The groupings are differentiated by ability / justified reasons for mixed ability. The students are offered the choice of which resource / task they choose. (They know their capabilities and if they should be pushing themselves and have chosen not to, you encourage this.)
19 1. Sentence starter I liked the way they 3-Part Evaluation 2. Drama technique repeated the action of hammering within their role play. 3. Because it showed how difficult it was in prison for Mandela because the persecution was relentless. CHALLENGE: ADD A DETAILED EXAMPLE Key words Have a look on the wall to choose a strategy, medium or element! Challenge- Finish the sentence: This links to the theme of discrimination because
20 Using displays to aid teaching and learning
21 Keyword display
22 Assessment for Learning (AfL) Use of target setting and target getting. For this to work effectively, students need to clearly understand the success criteria for each task and for the lesson/unit as a whole. Students are set targets within the lesson and then able to demonstrate that they can meet their target. Encourage the students to set the targets (either their own or someone else s.) You or the students can decide if they have met their target. Before a group perform ask them to share their individual target with the audience. Assign each student to watch another student throughout the performance. They need to decide if their buddy has met the target and explain why/why not.
23 In your small group, create two depictions, to show LOVE and HATE. Choose the strategies, mediums and elements to use to show the contrast. Challenge- can you link it to the context of The Apartheid?
24 Progression There is clear progression planned for throughout the scheme of work. There is clear progression planned for throughout the lesson. The learning objectives and success criteria need to be shared with students so they can take ownership of their learning. Progression is clearly shown throughout the lesson. This can be demonstrated by the use of mini-plenaries, spot-lighting, layering tasks. The students aware of what they are doing and why.
25 Outstanding teaching should have Effective questioning that pushes for deeper understanding. Complete engagement from students. Clear progression (throughout the lesson and scheme.) Clear progression throughout the lesson itself. Clear differentiation. Assessment for learning. Independent Learning.
26 Thank you.. for your hard work, energy and enthusiasm. Please get in touch if you have any questions. All of the resources used today will be available on the SSAT Arts Conference Dropbox
27 1964: Eight men, among them Nelson Mandela, with their fists raised in defiance through the barred windows of the prison car, leave the Palace of Justice in Pretoria, having been sentenced to life imprisonment for conspiracy, sabotage and treason
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