Thanks for the recap of these cracking techniques from TLAC 2.0 and your examples on the kind of things you actually say to the pupils/students I particularly like the way you give scenarios, have the audience rank it on your 2d model, then discuss issues/solutions
really useful, I am looking at ways of convincing Y1 teachers to reflect on the transition from EYFS to KS1 - continuing the participation levels of children and reduction in whole class 'listening'/ direction. The reflection on participation and thinking ratios offers a good way to reflect on t6heir practice.
Thanks for the recap of these cracking techniques from TLAC 2.0 and your examples on the kind of things you actually say to the pupils/students
I particularly like the way you give scenarios, have the audience rank it on your 2d model, then discuss issues/solutions
really useful, I am looking at ways of convincing Y1 teachers to reflect on the transition from EYFS to KS1 - continuing the participation levels of children and reduction in whole class 'listening'/ direction. The reflection on participation and thinking ratios offers a good way to reflect on t6heir practice.
'20 mins' flew by - thanks
What is the difference between what did I/he/she say and say it back to me?
not much, it's the same principle, just about mixing things up with different language