Every once in a while, you come across an example of a teacher using a technique in the classroom that captures almost everything you wanted to say about it–Why a teacher would use it. How.
It’s a case study in how to apply a tool to advance learning and it pushes your understanding of the idea even a little more–you see it and think: Yes, that’s what I was trying to describe all along, even if you never quite did.You see it and you say: “Yes. That’s it.”
That’s how I felt last week when I watched this clip of Denarius Frazier using No Opt Out in his Geometry class at Uncommon Collegiate High School so I wanted to …
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Booklets are a brilliant tool in delivering an ambitious, knowledge-rich curriculum. While a curriculum can never be reduced to booklets, it can be highly codified in them and in doing so is much more likely to be consistently enacted in lessons. The subject of planning with booklets has often been misunderstood: it is necessary for teachers to plan for lessons delivered with booklets, and planning consists of three strands. For two of these strands, Rosenshine’s Principles of Instruction provide a useful structure as a starting point, but caution is advised. Any generic model will eventually fall foul of subject specialism if applied unthinkingly; instead of mandating rigid structures to all teachers of all subjects we should proceed with questions and trust, ultimately, in what the subject tells us is appropriate.
Let us first briefly outline the benefits of booklets. The booklet model can provide:
A minimum guarantee – If your department uses booklets to codify curriculum as far as possible, then you are immediately lifting the minimum guarantee in several key areas. The content itself is no longer left to individual teachers’ interpretations of a section of the spec, what they think will or won’t engage that particular group, or what was free on TES when they were planning on Sunday night. Subject leaders are empowered to really lead their subject and assure excellence in the substance …
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