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Teach Meet Poole 2019

Posted 13/02/2019 14:37:58 by cchalklymaber

On Tuesday some staff from Highcliffe attended the Teach Meet at Poole High School. We were treated to an evening of totally free ideas and pedagogical gems. If that wasn’t enough there was great food, goodie bags, raffle prizes and a chance to network with staff from other schools.

The theme for the evening was super heroes and celebrating the great work teachers do, day in day out to make lessons engaging, challenging and to support learners in their classrooms.

The list of ideas was extensive and I certainly won’t be able to do the whole evening justice in one blog post so here are 3 ideas that I took away from the evening. 

Lucy Ryall – Close Reading @LRyall_History

What is it?

Close Reading involves reading a text through several times in order to develop critical understanding of the significant details or features of the passage.

How does it work?

1.      Students skim and find unfamiliar words, they pick 5 and write them down. These are then defined, either whole class or as you go around.

2.      Students read and highlight all the names of people

3.      Students read again and highlight the names of places

4.      By this point, students have read the article 2 or 3 times and can then start associated tasks with a greater understanding of what the text involves. 

When could it be used?

It is particularly useful in subjects that require students to analyse texts or demonstrate understanding of sources such as in History or Geography. C

What are the benefits?

By the end of the Close Reading task students should have read the text through 3 times and initial misconceptions or misunderstandings will have been addressed prior to a comprehension task. Close reading should leave students considering thought-provoking messages that go beyond the text.

 For more information on Close Reading this is a great article discussing how to implement it in more detail: https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf

Yellow box Marking – Lorna Good @gozzagood

What do I need to mark?/ Do I mark everything? How much detail is expected? What will the pupils find useful?

Lorna Good’s response to these questions is called ‘Yellow Box Marking’ and was found in Ross Morrison McGill’s book ‘Mark Plan Teach’.

What is it?

The idea is simple. Over a series of learning, teach students the skill you want to assess (Use of emotive language, working out percentages, grammatical constructs) the students then practice the skill and finally demonstrate it in a piece of work. This is then put in a yellow box and what is inside the yellow box is marked. Mark it well and in detail and offer sophisticated feedback (verbally or in writing) and no matter what, ensure that the feedback is specific and diagnostic.

What are the benefits?

The yellow box creates a very specific focus for students (and for us!) because we are explicit in the skill we are looking at and providing feedback on. Student should also understand that their work is in progress and by ‘zooming in’ on one area to improve, the Yellow Box focuses students to act on that feedback (during planning DIRT sessions)

 Marie-Claire Mowlem @MrsMoEnglish1

The final ideas is very simple break down a  key word to its etymylogical root. Its origin. 

This allows students to not only understand how to ‘spell the keyword’, but gains a secure grasp of its meaning and origin throughout history and with other subjects. Visually this could be supported with images of other words that share the same root.

 It could be a great starter to a new topic or key vocabulary. 


All three sound great, depending on the lesson. I think I might try the yellow box when marking my evaluations! thanks
14/02/2019 14:54:26 by dleitch

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