Just Teach Us

The Modern Miss

Yesterday I had the opportunity to find out from some pupils what they thought about the way in which they are taught.

I was covering a two-hour lesson, and the set work didn’t arrive for the first 10 minutes. When it did turn up, it simply consisted of a wordsearch and the note:

Pupils then research their chosen topic and present this to the rest of the class. Laptops booked if needed.

When I told the class what they would be doing, they groaned. One boy called out “Not that again – why do we always have to do research?” A number of pupils agreed loudly with this.

I had spent the previous ten minutes chatting with the class. They seemed to be a totally mixed-ability bunch, and when asked, they agreed that they were. Although usually in sets for all lessons, the classes had been mixed as many of…

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1 Response to Just Teach Us

  1. danpo_ says:

    Interesting post, chimes with something at our place recently: as part of a whole school sharing good practice CPD, some data on how year 7 and year 10 pupils felt they learned best was on display. Now, I don’t know how many kids were asked, or by whom, or when, etc. But the most popular available responses, from both year groups, were things that could be broadly defined as ‘direct instruction’ (although I know that term has a very specific meaning) such as ‘when the teacher tells me what I have to do’ and ‘when my work is marked for mistakes and I have to improve it’.

    The available responses that could, again, broadly be defined as ‘independent’ or ‘discovery’ learning scored the lowest (e.g. ‘when I have to explain why I have work in a certain way’).

    As I said, this wasn’t a scientific study by any means, but reading your post has brought it back to mind.

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