I don't completely get the obsession with moving on from the 'do now' in a particular time frame. Is there any pedagogic rationale behind this? I get the importance of routine - and my lessons have that in the way in which my do now tasks are delivered and structured. I always use questions that are reactivation/checking of prerequesite knowledge. Sometimes the do now is quick and sometimes it takes 20 minutes. Is that a fundamental problem?
Hi Tracey, we use White Rose in out primary school for maths and we tried using the Flash backs for our Do Nows but found that they were not quite what we we looking for. What we do now is we start the lesson with 4 questions chosen by the teacher coving this the teacher thinks the students already know and that are unrelated to the current lesson. If the student do know the answers great. If they don't we explain, then give a similar question to test if the explanation was successful and then the next day we will give another question in that days do now to test retention. we will also come back to it again later. This way the teachers are doing Do Nows that are relevant to the students in there class. After that we start the White Rose session.
I have found this very interesting because in my primary school we are encouraged to use the 'grappling' questions that White Rose have created at the beginning of a lesson. They are always about the content that will be taught that lesson.
I feel as you do that the first activity should be some kind of retrieval. Have you seen the White Rose version? What do you think?
I have done both and still continue to do so. With mixed Do Now, I aim for retrieval work and with prerequisite starter, I only focus on that area in the Do Now and include a mixture of skills to allow some success and cover a range of skills required for the lesson. For example, if I am starting straight line, I will include a question on gradient but also a question on
> reading points from graphs
> substitution
> integers
Plugging the gaps in the start helps with introducing a new topic but depending on the group I am teaching, I adapt the level of challenge to allow success and opportunity to connect with prior knowledge.
I will do this.
I don't completely get the obsession with moving on from the 'do now' in a particular time frame. Is there any pedagogic rationale behind this? I get the importance of routine - and my lessons have that in the way in which my do now tasks are delivered and structured. I always use questions that are reactivation/checking of prerequesite knowledge. Sometimes the do now is quick and sometimes it takes 20 minutes. Is that a fundamental problem?
Hi Tracey, we use White Rose in out primary school for maths and we tried using the Flash backs for our Do Nows but found that they were not quite what we we looking for. What we do now is we start the lesson with 4 questions chosen by the teacher coving this the teacher thinks the students already know and that are unrelated to the current lesson. If the student do know the answers great. If they don't we explain, then give a similar question to test if the explanation was successful and then the next day we will give another question in that days do now to test retention. we will also come back to it again later. This way the teachers are doing Do Nows that are relevant to the students in there class. After that we start the White Rose session.
I have found this very interesting because in my primary school we are encouraged to use the 'grappling' questions that White Rose have created at the beginning of a lesson. They are always about the content that will be taught that lesson.
I feel as you do that the first activity should be some kind of retrieval. Have you seen the White Rose version? What do you think?
I have done both and still continue to do so. With mixed Do Now, I aim for retrieval work and with prerequisite starter, I only focus on that area in the Do Now and include a mixture of skills to allow some success and cover a range of skills required for the lesson. For example, if I am starting straight line, I will include a question on gradient but also a question on
> reading points from graphs
> substitution
> integers
Plugging the gaps in the start helps with introducing a new topic but depending on the group I am teaching, I adapt the level of challenge to allow success and opportunity to connect with prior knowledge.