Recently, I found myself teaching filmic conventions to a group of year 9s. Normally, I start with using advanced organisers: students locate both definitions and examples of the relevant conventions. The problem with graphic organisers and locating definitions is that students often copy rather than summarise, and need additional practise and revision to ensure that … Continue reading Which is it? – encouraging students to engage with vocabulary and justify their answers
Author: The English Classroom
Evaluating Short Films – Introducing Cinema to the Classroom
Finding myself with two additional lessons at the end of the term, I went on a short film binge and discovered some amazing directors in hopes of crafting an introduction to this medium. It got me thinking about how to share these wonderful films with my students. I knew that I didn't just want to … Continue reading Evaluating Short Films – Introducing Cinema to the Classroom
Predestination Paradox – Extending Students through Challenging Narrative Devices
Somewhere along the way, students develop a highly structured and formulaic way of telling a story. Perhaps it is the influence of television shows, movies or books that centre upon teen characters who introduce themselves and their entire family to audience incredibly early on in the story. In doing so, they reduce the mystery that … Continue reading Predestination Paradox – Extending Students through Challenging Narrative Devices
Bored With the Classroom? Writing Outside with Structure and Purpose
Recently, I was thinking about unique ways to get my students writing outside of the classroom. Often our students are stuck within the boundaries of four walls, which sometimes isn't all that exciting to look at. Sure, posters and images of foreign landscapes might be inspiring, but nothing can replace authentic experiences.
How to scaffold and encourage students to justify their ideas using Bloom’s Taxonomy
When students read a text, it is too easy to simply hand them a highlighter and ask them to highlight the conventions or focus of the lesson. While this is an effective strategy, it lacks rigour and depth that students could be achieving - especially students who need extension in their learning. Another method to … Continue reading How to scaffold and encourage students to justify their ideas using Bloom’s Taxonomy
The English Classroom 