Develop exercise books as personal learning organisers, for the learners and the teachers?
Some elements of this post are subjects of linked posts, so I have highlighted and linked them.
The essence of this post is based around the 2 page approach to writing, with the question of whether, in Primary, all writing should be in one book. At all times, the search is for personalised approaches to support each child’s learning journey. Blank page books enable differential writing guide lines to be used beneath, but also support the left hand page to be used for storyboarding, notes, images, word collections, planning, etc. The idea of flip out memory joggers can be very supportive of learning dialogue across a wide area of need.
Some elements of this post are subjects of linked posts, so I have highlighted and linked them.
The essence of this post is based around the 2 page approach to writing, with the question of whether, in Primary, all writing should be in one book. At all times, the search is for personalised approaches to support each child’s learning journey. Blank page books enable differential writing guide lines to be used beneath, but also support the left hand page to be used for storyboarding, notes, images, word collections, planning, etc. The idea of flip out memory joggers can be very supportive of learning dialogue across a wide area of need.
As a classteacher, and often as a teaching headteacher, one of the difficulties was remembering the personal needs of each child in the class across the range of subjects.
Over time, a variety of aides memoire came into being, such as personal bookmarks to highlight reading needs.
Flip out personal targets were joined to the edge of the exercise books, so that they could be available to the child and me at any point, including when giving feedback or marking, when the focus was very much clearer. As children got older, they began to point out where they had achieved, so this was recorded and new foci created.
If generic reminders are needed of spelling and grammar (SPaG) rules, these can be on another flip out card.
Specific spellings which cause the child a problem can be highlighted on another card, or topic specific words can be developed, so that they are more regularly used.
Working in this way, the exercise book becomes a personal organiser surrounding the central need to focus on and improve writing, at whatever age. Card supports can be made for any purpose and, to be effective, should be personal.
Where “word walls” exist in class, consider the potential for a table top 100 word dictionary, to be available the learners in front of them, so that they can check and reproduce common words accurately. Short term memory can be supported, of the child is trained to use look, cover, write and check, for all these words. An example, (from Autopress Education) is below. There are many around.
Children asking for spellings can cause a problem, so a solution might be using small wipe-on-wipe-off boards, to have a go, to hold up for adults to check and intervene as needed.
To develop the best practice for each class, there needs to be a generic approach which can be tailored to the needs of each child. In that way, their developing personal independence can be used to support class organisation.
Over time, a variety of aides memoire came into being, such as personal bookmarks to highlight reading needs.
Flip out personal targets were joined to the edge of the exercise books, so that they could be available to the child and me at any point, including when giving feedback or marking, when the focus was very much clearer. As children got older, they began to point out where they had achieved, so this was recorded and new foci created.
If generic reminders are needed of spelling and grammar (SPaG) rules, these can be on another flip out card.
Specific spellings which cause the child a problem can be highlighted on another card, or topic specific words can be developed, so that they are more regularly used.
Working in this way, the exercise book becomes a personal organiser surrounding the central need to focus on and improve writing, at whatever age. Card supports can be made for any purpose and, to be effective, should be personal.
Where “word walls” exist in class, consider the potential for a table top 100 word dictionary, to be available the learners in front of them, so that they can check and reproduce common words accurately. Short term memory can be supported, of the child is trained to use look, cover, write and check, for all these words. An example, (from Autopress Education) is below. There are many around.
Children asking for spellings can cause a problem, so a solution might be using small wipe-on-wipe-off boards, to have a go, to hold up for adults to check and intervene as needed.
To develop the best practice for each class, there needs to be a generic approach which can be tailored to the needs of each child. In that way, their developing personal independence can be used to support class organisation.
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