I would like to hear a bit more about introducing "turn and talk" in lessons. My first thought is that it will create unnecessary barrier by allowing students talk and go off task. Could we hear more about effective ways of introducing this? I am talking introducing this in challenging school, not a grammar school or across top sets.
I really enjoyed this article. It is so clear, as I have come to expect from your writing. One thing though, in the second paragraph of the "I Do" section, you write about co-constructed Do Nows. Should this be co-constructed I Dos?
This is really useful but I have a question. I have recently started to work in a school for students who are all on the autistic spectrum as well as having other issues such as ADHD, this is a new experience for me. I am trying to use the I do . . . method but struggling to get the students to focus. Have you seen this method work with such students? What would you recommend?
It's a great question, but I'm afraid I don't know enough about autism to be able to comment with any authority. Anecdotally, I've taught several autistic students this way. They appreciated the structure. Sorry I can't be of more help!
I would like to hear a bit more about introducing "turn and talk" in lessons. My first thought is that it will create unnecessary barrier by allowing students talk and go off task. Could we hear more about effective ways of introducing this? I am talking introducing this in challenging school, not a grammar school or across top sets.
I wrote about it here: https://tipsforteachers.co.uk/turn-and-talk/
Thank you
I really enjoyed this article. It is so clear, as I have come to expect from your writing. One thing though, in the second paragraph of the "I Do" section, you write about co-constructed Do Nows. Should this be co-constructed I Dos?
This is really useful but I have a question. I have recently started to work in a school for students who are all on the autistic spectrum as well as having other issues such as ADHD, this is a new experience for me. I am trying to use the I do . . . method but struggling to get the students to focus. Have you seen this method work with such students? What would you recommend?
It's a great question, but I'm afraid I don't know enough about autism to be able to comment with any authority. Anecdotally, I've taught several autistic students this way. They appreciated the structure. Sorry I can't be of more help!